Transcript LITERATURE CIRCLES - Pleasant Valley High School

LITERATURE CIRCLES
Presented by:
Valerie Eblin
Lisa Eastwood
Daniel Labram
Melissa Morales
What are
Literature Circles?
“Small temporary,
discussion groups, usually
made up of four or five
students” (Daniels 13).
Harvey Daniels
• Although he is regarded as the
primary researcher of
Literature Circles, numerous
other researchers have adapted
the literature circle concept.
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.
Roles created by
Harvey Daniels
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Discussion Director
Word Wizard
Character Captain
Passage Maker
Artful Artist
The Researcher
Scene Setter
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.
Word Wizard
• This student locates words
which need further
explanation to fully
understand the text.
Character Captain
• This student tracks the evolution
of characters and cites text
examples. He or she then shares
his or findings with the group.
Passage Maker
• This student takes down
interesting and important
quotations from the novel.
The Artful Artist
• This student draws scenes
from the novel.
The Researcher
• This student goes outside
the text and reports back
to the group on issues
such as historical context.
Scene Setter
• This student keeps track
of scene changes in the
text and the significance
of such changes.
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)
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.
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
Grades 4-6
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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
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.
Secondary Content Area
• Literature Circles can be used with nonfiction 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.
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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)
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.
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!
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.
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.
• The benefits of literature
circles are numerous. They
include: student centered
learning; increased social
interactions; higher level
thinking; and possibly…
WORLD PEACE
References
Candler, L. Teacher Resources. Retrieved
March 25, 2007, from
http://home.att.net/~teaching/litcircles.h
tm.
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.
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 from
http://www.litcircles.org
Teacher Vision (2007). Nova Southeastern
University. Retrieved March 24, 2007
from http://www.teachervision.fen.com.