1Using Literature CirclesEncouraging Meaningful Access to Literary Texts2What Are Literature Circles?{ According to Harvey Daniels, “Literature Circles are small, temporary discussion groups who have chosen to read the same story, poem, article, or book” (13).3Why Use Literature Circles?Literature Circles are based on sound educational theories:9 Reading is a strategic process9 Reading is a transaction among reader, text, and context9 Independent reading is linked to reading gains9 Scaffolding enables learning9 Collaborative (social and interactive) learning is beneficial9 There can be multiple interpretations of a text4Furthermore…{ Discussions are student-centered{ Interactions with texts are meaningful{ Response to the reading is deeper and more personal5Literature CirclesCombine two powerful teaching/ learning strategies: z collaborative learning andz independent reading6Literature Circles are student-led, heterogeneous, and small group{ Student-selected reading material{ Temporary groups of 4-6 students, formed according to book selections{ Regular meetings that allow groups to discuss their reading7Components{ Student-generated discussion topics{ Discussions that are conversational and exploratory in nature { Use of notes to guide students’reading and discussion{ Students assume a variety of roles8Components con’t.{ Discussion environment is nonjudgmental and safe for risk-taking{ Students share completed books with peers and select a new book{ Teachers facilitate rather than dominate9Establishing Literature Circles{ Create time and space{ Establish rules and procedures{ Model the process10Demonstrate the Process{ Read a selection aloud for entire class{ Students take notes (use of sticky notes){ Students generate authentic questions{ Facilitate discussion; encourage turn-taking, piggybacking11Implementing Literature Circles{ Selecting texts: book talks, votes{ Forming groups{ Determining reading assignments, roles{ Individual preparation: reading and taking notes{ Meeting to discuss12Keys for a Good Discussion{ Everyone participates{ Everyone comes to the discussion group prepared{ Only one person speaks at a time{ Everyone respects one another’s ideas and opinions13POSSIBLE ROLES{ Discussion Directors{ Passage Masters{ Connectors{ Illustrators{ Graphic Designers14Discussion Directors{ Initiate discussion with an authentic, open-ended question{ Encourage participation from all members of group{ Keep group focused15Passage Masters{ Identify significant (i.e. puzzling, meaningful, or controversial) passages in reading and flag them{ Share passages with group and invite responses{ Explain choices to group16Connectors{ Make connections between the reading and their lives—things they have read, experienced, heard about{ Share their connections with the group and invite responses{ Invite group members to share other connections17Illustrators{ Identify feelings the reading generated{ Find or create a visual that suggests something about the reading{ Share visual with the group and invite responses{ Explain choices to group18Graphic Designers{ Identify major concepts in the reading and organize them in a graphic design{ Share their visual with the group and invite their responses: how do they interpret the design?{ Explain their interpretation to the group19Role Variations{ Literary Luminary{ Summarizer{ Vocabulary Enricher{ Investigator{ Theme Connector20Assessment{ Teacher observations{ Self-evaluations{ Rubrics, checklists{ Log entries, tests21Trouble-shooting{ Finding books{ Finding time{ Accommodating diverse learners{ Enlisting support from parents and administration{ Releasing control{ Managing many groups reading different books22Key ResourcesDaniels, Harvey. Literature Circles: Voice and Choice in Book Clubs and Reading Groups 2nded. Stenhouse, 2002.Samway, Katherine Davies and Gail Whang. Literature Study Circles in a Multicultural Classroom. Stenhouse, 1996.Schlick-Noe, Katherine and Barbara Johnson. Getting Started with Literature Circles. Christopher-Gordon, 1999.23The Teacher’s Role in a Literary CommunityBarry Hoonan from Bainbridge Island with a mixed class of 5thand 6thgraders. As you watch, think about the teacher’s