LITERATURE CIRCLES

1. LITERATURE CIRCLES Presented by: Valerie Eblin Lisa Eastwood Daniel Labram Melissa Morales

2. What are Literature Circles? “Small temporary, discussion groups, usually made up of four or five students” (Daniels 13).

3. Harvey Daniels • Although he is regarded as the primary researcher of Literature Circles, numerous other researchers have adapted the literature circle concept.

4. Roles • Each student within the group has a particular role that they perform. The teacher may assign roles or allow students to choose a role that interests them. It is recommended that students rotate roles.

5. Roles created by Harvey Daniels • Discussion Director • Word Wizard • Character Captain • Passage Maker • Artful Artist • The Researcher • Scene Setter

6. Discussion Director • This student makes sure that the group members participate in the discussion. He or she also takes notes for the discussion and keeps the group on task.

7. Word Wizard • This student locates words which need further explanation to fully understand the text.

8. Character Captain • This student tracks the evolution of characters and cites text examples. He or she then shares his or findings with the group.

9. Passage Maker • This student takes down interesting and important quotations from the novel.

10. The Artful Artist • This student draws scenes from the novel.

11. The Researcher • This student goes outside the text and reports back to the group on issues such as historical context.

12. Scene Setter • This student keeps track of scene changes in the text and the significance of such changes.

13. Literature Circle Variations: • “Literature Circle Roles Reframed: Reading as a Film Crew” (IRA & NCTE, 2005) • Literature Circles for English Language Learners (Lin, 2002) • Inclusive Literature Circles for Auditory Learners (Lopez)

14. Group Configuration • Generally, all students within each group read the same text. • All literature circle groups may read the same novel or each group may read a different novel.

15. Grades K-3 • Highly structured • Text is not as extensive • Less frequent and shorter meeting time • Limited amount of roles • Limited amount of text choices • Teacher must guide students due to age • At this stage they are learning the basics of literature circles

16. Grades 4-6 • Structured • More reader independence • Text is more extensive • More frequent and longer meeting time • More roles introduced • Students may read different text from a pre-selected group of books • Less teacher guidance needed • At this stage, students should be more comfortable with the process

17. Grade 7-12 • Students may determine how much they will read and report on. • Format is generally less structured for older students. • After students are very familiar with literature circles, they may not need roles. • Students may use sticky notes to mark pages of personal significance.

18. Secondary Content Area • Literature Circles can be used with non-fiction articles and trade texts. • Students can read the same or jig-sawed chapters from the textbook. • Most content area literature circle models emphasize vocabulary development.

19. When to implement Literature Circles • Reading Aloud • Shared Reading  (visible text) • Guided Reading  (leveled text groups) • Independent Reading  • Shared Writing  (teacher scribe) • Interactive Writing  (teacher/kids share pen) • Guided Writing or Writing Workshop (teacher guided, conferences, mini-lessons) • Independent Writing  (own pieces)

20. Lit Circles & Technology • Students are using Podcasts to participate in lit circles with other schools. • Technology allows global lit circles! • Podcasts also allow students to tape and review their discussion.

21. Points to consider • Reading material selection should be important entice lively and meaningful discussions • The teacher must establish a community of learning environment. • Students must be familiar with text & prepared to fulfill roles in the discussion. • Students should critically analyze text. • Respectful listening and sharing are essential!

22. Benefits of Literature Circles on Student's Learning • Stronger reader-text relationships • Improved classroom climates • Enhanced degrees of gender equity and understanding, and • A learning environment more conducive to the needs and abilities of English language learners.

23. Teacher Reflections • Teacher must take students ability, maturity, and behavior into account when choosing structure. • Like other reading strategies, literature circles should be used across the curriculum.

24. The benefits of literature circles are numerous. They include: student centered learning; increased social interactions; higher level thinking; and possibly…

25. WORLD PEACE

26. References Candler, L. Teacher Resources. Retrieved March 25, 2007, from http://home.att.net/~teaching/litcircles.htm. Daniels, H. (1994). Voice and choice in the student centered classroom. Pembroke Publishers Limited: Markham. Lin, C.H. (2002). Literature circles. Eric Digest, 1-7.

27. San Antonio Home Education. Retrieved March 24, 2007 from http://www.homedsa.com Schlick, K. Literature Circle Resource Center. College of Education Seattle University. Retrieved March 24, 2007 fromhttp://www.litcircles.org Teacher Vision (2007). Nova Southeastern University. Retrieved March 24, 2007 from http://www.teachervision.fen.com.