2. Literature circles all have some features in common….
They all involve…
•a small group of students reading the same novel
•the students having some say in the choice of the novel
•student-led discussions about aspects of the book
•a response of some sort once reading is completed
7. According to Harvey Daniels, literature circles provide:
•A balance between teacher-guided and self-directed reading
•A balance between wide and close reading.
•A balance in the kind of social interaction students experience
around books.
8. The New Zealand Curriculum Key Competencies
Thinking
Using language symbols and texts
Managing self
Relating to others
Participating and contributing
11. How are the groups chosen?
• Student book choice (1st choice, 2nd choice, 3rd choice)
• Students ability to work with others who have chosen that
particular book
• Students reading level
• Whether you have enough copies of the books you are
considering
12. When you first start out with literature circles, it is
probably easier to work with your top reading group.
If you have more than 6 students in the group, it may
be better to split them into 2 groups.
13. What books can be offered?
At this stage we will have to use books that
your school already has enough copies of
(novel sets).
If the kids can have a choice of 2/3/4 novels
that’s great if not, don’t worry about it at the
moment.
14. In order for you to able to monitor what’s happening in the
literature circle you will need to
Read the book first!!!!
Even if you keep a chapter ahead of the kids it will help.
(at the very least, read a reliable review.)
15. If you have more than one book to offer the group, use part
of the first session to give brief ‘book talks’ about the books
so that the kids can choose one book that appeals to them.
16. Before you start you start lit circles
it’s a good idea to set some expectations.
18. Have the kids brainstorm the kinds of behaviour that would
be appropriate in a group discussion about a book.
19.
20. After the group has brainstormed the elements of a good
discussion, you may want to show them the following
sheet to help them review/add to what they have come
up with.
29. What happens when the book is finished?.....
1. Students choose a way to respond to the text they have
just read.
2. It may be easier for you to provide one extension
activity they can all do this time but eventually it is ok if
they can choose different activities that may all be done
in the same timeframe.
30. .
Extension Projects
Extension projects are not art activities for their own sake.
A good extension project will keep the thinking and response alive
even after students have finished a book.
The goal is to lure students back into the book to cement,
enhance, and even reinvent what they gained from their first
visit.”
http://fac-
staff.seattleu.edu/kschlnoe/LitCircles/Extension/extension.html,
Katherine L. Schlick Noe, 2004
31. Extension Project Guiding Questions
Will the audience learn something about your book from your
project?
Does your project show what you have learned by reading the
book?
Did you reflect and reread part of the book in order to get your
ideas across?
32. Here are some examples – there
are lots of ideas in The Reading
Activity Handbook that would
suitable too.
There are also links to some good
ideas on the downloads page of
the Wiki.
36. Assessment
Student Self Evaluation and Group Assessment
nformal Assessment:
Teacher Observation-Not Testing!
Would YOU join a book club if you were getting a grade?
Hinweis der Redaktion
Could use short story to introduce the process
Journal stories are too short
Don’t want to get surprises when the kids read it and there is something in their that shouldn’t be. Teacher is compromised
