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Literature Circles Resources on www.lauracandler.comLiterature Circle Models      

 

After experimenting for many years, I discovered an approach that's easy, fun, and effective. I refer to it as Classroom Book Clubs because it's a more relaxed method of doing Literature Circles that doesn't involve roles. You can view a narrated slidecast to this model by scrolling down to the Classroom Book Clubs section.

On this page you can also learn about different types of Literature Circles. I've had some success with all the models below, but all models haven't been successful with all groups of students. Read through the various descriptions and find something that feels right to you. Each description has a link to the part of the page that describes how to do a specific type of Literature Circles.

Classroom Book ClubsWays to Structure Literature Circles

Classroom Book Clubs

I love this model because it's a very flexible and fun approach. Below you can view an introduction that explains the basic steps. If you want to learn specific strategies for implementing book clubs, you'll enjoy my Classroom Book Clubs eLearning Course. It's a series of narrated slidecasts, almost like a session of professional development on how to implement Literature Circles.

 

Mini Literature CirclesMini Literature Circles (Using Leveled Readers)

Are you required to use a basal reading program in your classroom? Many programs have leveled readers that can be used as a way of introducing Literature Circles. Leveled readers are thin paperback stories or nonfiction selections, and they are written on a variety of reading levels. A Mini Literature Circle can be done in one or two days depending on the time allowed. Here's how:

  1. Assign 3 or 4 students to a leveled reader based on their reading level. Alternatively, allow students to browse through the selection and choose the group they want to join. If you have 6 or 7 copies of each book, split the group in half for the Literature Circle discussion since the groups seem to work best with 3 or 4 students.
  2. Give class time for students to read the leveled reader alone, with a partner, or with audio support.
  3. Then provide a Journal Prompt such as the ones described in the section above.
  4. Allow class time for students to write a response, and then form discussion groups.
  5. Print out the Mini Literature Circle directions, and give to one person in each group who will serve as the discussion leader. Each person will need 2 popsicle sticks or craft sticks for the Talking Sticks discussion method used in this activity.
  6. As the students meet to discuss the book, circulate through the room to observe their discussions and interactions.

Literature Circles with Roles

Some students enjoy having roles within their Literature Circles. These roles rotate for each meeting. One way to use roles is to use the Literature Circles Preparation Form. Give students a copy of the Literature Circle Role Descriptions. Make one Role Finder Dial per team. Assign each person on the team one role and have them prepare their assignment as described. On the day of the meeting, all students complete their worksheet during the meeting itself. For the next meeting, turn the dial one place to see the new role assignments. Students keep rotating roles until they finish their book. You might want to be aware that many teachers are moving away from Literature Circles with roles to less structured approaches. Sometimes the use of roles prevents deeper discussion of the book.

Modified Literature Circles Packet Role Finder Role Descriptions

 

Nonfiction Literature Circles

Eventually, I began to do Literature Circles with nonfiction books, and at first I used the same basic format as my fiction circles. Then I realized that nonfiction books are different and the meeting structure could benefit from some tweaking. First of all, I developed some Nonfiction Response Questions for their Reading Response Logs. Then I decided to allow students to read together every day since the text is generally more difficult for them. They don't do well with reading on their own when the vocabulary is so challenging. They also seem to like to talk about all the new things they are learning. So now we have what we call "reading days" and what we call "meeting days." On the reading days they simply read together and take notes on what they are reading. They may stop and discuss the material, but they shouldn't get bogged down for too long. When they finish the book, we schedule a Meeting Day. They have to write a response in their Response Log prior to the meeting. On the day of the meeting they read their responses and discuss what they thought of the book. I try to meet with each group for a few minutes, and I generally have Discussion Cards that they discuss together. I prepare a different set of question cards for each book, and the questions guide them through some of the more important points of the book. (See sample - Whales and Dolphins). Finally, they take their computer test on the book and complete the Nonfiction Reflection Form.

 

 


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