Literature circles are small, temporary discussion groups
who have chosen to read the same story, poem, article or book.
I introduced one literature job a week to the
whole class.
Having put the job on poster paper.
We read it together and I went over and modeled how it should be done.
I then had the class
perform their own modeling for one week. This provided better understanding of each job
and where the students felt they needed to do better. I also incorporated
this in their homework. When they read a book, at home, they needed to
show their parents and record whatever their job was that particular week
on a sheet that I provided. The next day we shared our sheet with
the class.
Students who didn't do as well as
others heard why by just listening.
As we completed a task the chart was then posted
around the room describing the job, so they could reread and review, if any
child forgot.
I did this until all the jobs were
introduced, and hung for all to see.
Students
did have favorite jobs, but I made sure all had a chance to complete each one
of the tasks.
Before reading each group member decides on what
job they will perform. They all took responsibilities in the upcoming discussion, and everyone comes to the
group with notes needed to help perform that job.
The circles have regular meetings, with discussion roles
rotating each session. When they finish a book, the circle member’s plan
a way to share highlights of their reading with the class; then
they trade members with other finished groups, select more reading, and
move into a new cycle.
Once readers can successfully conduct their own
wide-ranging, self-sustaining discussions, formal discussion roles may be
dropped.
Kids
read a good story and discuss it; the idea of literature circles is
introduced.
Day
2-5
Kids
learn one role per day using easy
stories, or a short
chapter from the current book they are reading.
Groups
of four students in the same role meet daily to discuss
how
they are doing.
The
whole
class meets to discuss
and clarify the day's target role
.
Day
6-10
Kids
put roles together while reading a story.
Groups
of four students in different roles meet to discuss; roles rotate daily.
Whole
class meets daily to discuss
and share.
When
each group is done reading and discussing the reading selection. It is
time to
develop
a group activity about the book to share with the entire class. Here is a
list
of
some good ideas;
Posters advertising the book.
Readers theater performances.
Performances of a "lost scene"
from the book.
A sequel to the story.
Read-alouds of key passages (with
discussion and commentaries)
Videotaped dramatizations
A time line of the story
Panel debates
Reader-on-the-street interview (live or
videotaped).
Report on the author's life
A new ending for the book.
A new character for the book.
Collages representing different characters.
An artwork-painting, sculpture, poem,
mobile, collage, diorama- interpreting
the book.
An original skit based on the book.
A new cover for the book.
An advertising campaign for the book.
Diary of a character.
Diorama of a key scene.
Letter recommending the book for the
library to buy for the school.
Impersonation of a character (in costume,
with props).
Interview with the author (real or
fictionalized).
Interview with a character.
Letters to (or from ) a character.
The story rewritten for younger kids as a
picture book.
Plans for a party for all the characters in
the book.
A song or a dance about the book.
News broadcast reporting events from the
book.
Family tree of a key character.
Gravestone and eulogy for a character.
A puppet show about the book.
Background/research on the setting or
period.
This
comes from another site. I don't know
where. If you know, please e-mail me with the name and address so I can
give credit.
Books
are appropriate for emergent readers.
Students (or teacher) read the whole book
before coming to group discussion
rather than reading sections of the text at
several meetings as in chapter
books.
During or after reading, kids record their
responses in drawing or writing at
their own level. They do not need to fill
out differential role sheets used by
older kids, and all kids may use the dame
response format.Kdg-1st = drawing of something they thought of during the story. 2nd = reading
log perhaps a
mix of writing and drawing, can be used to
record impressions and ideas for
sharing.
Children do not take on different roles in
these groups. Everyone has basically
the dame two part job: to share something
of their book, using their log,
drawing or bookmarks as clues, and then
join the discussion of ideas in the
book.
Because books (and attention spans) at this
level are short, primary literature
groups are typically a one-meeting event: A
group of kids gathering on a single
occasion to talk about one set of books.
The new groups are then formed
around another set of readings.
Teacher is present in primary literature
circles. Group activities such as this
require more guidance. Lit circles are done
during center time or when the
other students not participation in the
group are engaged on another activity.
Teachers must be very careful not to turn
the literature circles into a reading
group. The role here is to facilitate
sharing and discussion, not to teach skills.
It is a time for pure, kid centered
book-talk.
Students choose their own reading
materials.
Small temporary groups are formed, based on
book choice.
Different groups read different books.
Groups meet on a regular, predictable
schedule to discuss their reading.
Kids use written of drawn notes to guide
both their reading and discussion.
Discussion topics come from the students.
Group meetings aim to be open, natural
conversations about books, so
personal connections, digressions, and
open-ended questions are welcome.
In newly forming groups, students play a
rotating assortment of task roles.
The teacher serves as a facilitator, not a
group member or instructor.
Evaluation is by teacher observation and
student self-evaluation.
A spirit of playfulness and fun pervades
the room.
When books are finished, readers share with
their classmates, and then new groups form around new reading choices.
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