It’s Alive: The Literature Circle!

ELA CCSS Mini-Conference #1—Breakout Session

October 31, 2011

Jennifer Long

“Literature circles are small, peer-led discussion groups whose members have chosen to read the same story, poem, article, or book.”

—Harvey Daniels, Literature Circles (2002).

How do Literature Circles fit with the Common Core Standards?

In Speaking and Listening Standard 1, students are asked to “engage (grades 6-8) or initiate and participate (grades 9-12) effectively in a range of collaborative discussions.”

Literature Circles naturally meet that goal and can be tied to many of the Reading: Literature goals.

Essential Pieces to Literature Circles:

  1. Students chose literature to read.
  2. Students decide on sections to read and meeting dates for discussions.
  3. Students take notes as they read and complete “role sheets.”
  4. Students hold discussions about the book.
  5. Students reflect.

Choosing What Book to Read—Positives and Negatives

All Students Reading the Same Book

+-

Can read as whole class for classes that Less student choice/buy-in

can’t read independentlyMore opportunity for students to copy

More opportunities for modelingother’s work

Easier to focus on specific skill set

in role sheets

Different Books on Same Topic/Theme

+-

Some student choiceNeed the resources ($)

Less opportunity for copying other’s workNo option for whole class reading

Different Books with No Central Topic or Theme/More like Book Clubs

+-

High student interestNeed the resources ($)

Less opportunity for copying other’s workMore difficult to tie to skills

No option for whole class reading

Good Books for Literature Circles--

Role Sheets

Traditional Style—Each student takes a role and fills out a role sheet for that section of reading. Ex: Artful Illustrator, Word Wizard, Summarizer, Literary Luminator, Character Captain, Discussion Director, Timeliner, etc. In groups, students share their role sheet information and discuss the questions prepared by the Discussion Director. The roles then rotate for the next meeting.

Modified Version—Rather than completing an entire role sheet, students complete a small portion of each role. In groups, they compare answers and come to a consensus about the “best” answer for each role. They also discuss questions they have all prepared.

Journal Style--Rather than completing any role sheet, students are directed to ask questions about specific areas and answer them in a journal (e.g. How does the setting impact the mood of the writing? In what ways does the author use direct and indirect characterization?). In group discussions, students share their questions and discuss answers. The teacher will ask the group to create a culminating piece (poster, thinking map, skit, etc.) to synthesize the information about the book.

Roles During Discussion—to keep conversations on track (rotate each time)

Super Why—asks “Why?”
Doubting Thomas—says “I don’t believe you. Proveitwith the book.”
Task Master—keepseveryone on task.
TheEqualizer—makes sure everyone participates equally; no one dominates.

Time Keeper—limits time for students’ answers; limits time for each section

Summarizer—sums up sections of conversation.

Ideas for Grading

Collect and grade role sheets the day before small group discussion

Use an Observation/Participation Chart (see attachment) to determine level of engagement

Grade Self-Reflections (see attachment)

Grade a culmination piece created by students

Combine any of the above to come up with a final Literature Circle grade

What to do with students who come unprepared

  • If you have a traditional paper and pencil quiz, give that as a replacement for the literature circle grade.
  • If the student will not be a disruption, have him/her become a reporter. Assign him/her to a group to record a summary of the major points of discussion. Use that as replacement for/reduced literature circle grade.
  • If the student will not be a disruption, give him/her a clipboard with an observation chart. The student should then shadow the teacher to observe and write how the groups are interacting (for a replacement of/reduced grade).
  • Have the student independently complete the literature circle sheets in class for a reduced grade.
  • Or combine any of the above.