Getting Started with Literature Circles in 11 Days

By: Danna

Literature CirclesCh. 15-16 of Guiding Readers and Writers by Fountas and Pinnell

• How does it fit into Balanced Literacy?*Metacognitive Strategies*Component of a Balanced

Literacy classroom*Elevates students to a higher level of thinking*Brings reading and writing

together

• Professor Katherine Schlick & literature circle expert says of Literature Circles….

• Changing the world, one

conversation at a time.

How is this true?

What is a literature circle?

• A book club!• Students choose book based on interest, not

reading level• Student reads & reflects on book

individually

and comes together in a small

group to have good quality

discussion about the book

Getting Started• Gradual Release

TO

WITH

BY

Introducing Literature Circles(To/With)

• Day 1-2: Choosing books• Day 3: Brainstorming expectations• Day 4: Whole group discussion• Day 5: Whole group• Day 6: Organizing groups• Day 7-10: Reading & writing about thinking• Day 11: Meet in Literature Circles

Day 1-2 Whole Group Model of a Literature Circle• Choose a book that you would like to use to start lit circles with your

whole class. This book should be thought provoking and invite discussion. As you’re reading call attention to students that READING IS THINKING and as your reading you’re going to be doing some deep thinking about four main areas

• Passages: important passages that stand out• Connections/Reactions: Feelings &

responses to the story• Craft: How the author wrote the story• Questions: What ?’s did you have as

you were reading?• Begin to read the story and write thoughts on post it notes or chart paper for students to see. Teacher does a lot of thinking aloud so that students can see and hear the thinking going on during reading.

• Passages: Please mark any words, lines or sections in the story that stick out for you. These passages may be important, puzzling, curious, meaningful or beautifully written-whatever grabs your attention!! Use sticky notes and write page numbers or any of the above thoughts in the space below.

• Connections/Reactions: What were your feelings and responses to the story? Did it remind you of past experiences, people or events in your life? Did it make you think of anything happening in the news, around school, in other stories or books you’ve read?

• Craft: What did you notice about how the author wrote the story? What was some wonderful word choice or thoughtful phrases that stood out to you?

• Questions: What questions came to mind while you were reading this story? Were they things that you wondered about, didn’t believe, or didn’t understand? What would you ask the authors or characters if you could talk to them?

Can you think of a thought

provoking picture book

that you could use

that would invite

quality conversation?

Day 3: Establish Rules for Buzzing

• Support your thinking with why & evidence of the text.• Speak clearly.• Make sure that everyone gets a chance to participate.• Listen quietly and respectfully to the ideas of others.• No interrupting.• Comment on people’s thinking.• You can respectfully agree or disagree.• Stay on topic.• Ask thoughtful questions.• Eyes are on speaker.• Use paper & book to support you.• Smile!• Nod in agreement.• Take turns speaking• Using people’s names.• Asking questions.

Phrases Used During Literature Circles

• I didn’t understand…• Say more about what you mean…• Can you show me where that is in the book?• What is your evidence?• I think the author means…• Why do you think that?• What does the author say that

makes you think that?

Day 4: Whole Class Lit Circle

• Students meet in a large circle having a quality discussion about the book

• Before you begin review ground rules.• After the discussion, reflect on

the expectations and have

students evaluate how they did

and discuss what they can do

to improve next time.

Preplanning:Teacher chooses a set of 4 or 5 books at different reading levels

• You can choose by– Author (all books by Patricia Pollaco)– Genre (all books are historical fiction)– Theme (all books are about friendship)– Topic (all books are about immigrating

to the U.S.)

Talk with the person next to you.If you were to start literature circles,what set of books would you want to choose?

Day 5: Book Talk Different Choices• Do a book talk on each literature circle book choice. Give

information about what the story is about and level of difficulty. Hook the readers!

• Tell students to number the choices with 1 being their top choice. Let them know that they may not get their first choice. When the teacher is selecting the groups, take the child’s interests and reading ability in mind.

• Remember that students can partner read the book if it’s too difficult, have a parent help them at home or listen to it on tape. What’s most important is that students are thinking deeply about what they read and that they are able to share their thoughts with their peers.

Students Select Books

• Literature Circles Book Choice: Theme SegregationName_________________Please rank your choices, 1 being your top choice.

The Story of Ruby Bridges ___ Level 5.0

The Other Side ___Level 2.5

Freedom on the Menu ___Level 3.8

Through My EyesLevel 6.0

___Goin’ Someplace SpecialLevel 4.2 ___

Day 6: Announce Groups to Students

• Student will receive their copy of the book and fill out a prediction chart.

• If at all possible try to have each student have their own copy of the book.

• When students are making

predictions make sure they are

stating their reason using

their experiences, and

inferences from the title,

illustrations and text.

Prediction Chart

Prediction on What the Story is About

Reason to Support Your Thinking

1. 1.

2. 2.

3. 3.

Day 6 Continued: Groups have initial meeting• Students will meet in their literature circle groups for the first time.

Their meeting will have three purposes.1-Create a list of 5 ground rules for their group. These are non-

negotiable expectations that each group member will follow.For exampleOur Ground Rules

• Everyone participates• Look at the person who is sharing• Respectfully agree & disagree• Share the why of your thinking• Ask each other thoughtful questionsShare ground rules with the large group.

2-Students will talk about expectations for reading-how much they will read each day.

3-Students will follow ground rules and share the predictions they have with the group.

Days 7-10: Read & Write about thinking individually• Students will divide up the book into approximately 4 days

worth of reading. Students who have short books will probably read them twice. Chapter books may take several weeks to read.

• They will comment on their thinking on their literature circlepage that will go in the book club section of their reader’s notebooks. Again they will record their thoughts in one of the following categories-passages, connections/reactions, author’s craft, and questions.

Day 11: Meet in Small Group Literature Circles

• Students will come to the group with their books and reflection sheet.

• Students will meet in their literature circle group, preferably in a circle sitting in chairs.

• They begin this session by

reviewing the ground rules then

have a thoughtful discussion. • The discussion will last

20-30 minutes depending

on how it’s going.

Day 11 Continued: Group Evaluations

• After they meet in their groups have students fill out a group evaluation form where they will write down the student’s name, grade they earned and comments. If a student gives a fellow group member a grade,

they need to write down at least

two comments to illustrate why

they’ve earned that particular grade.• Teachers will share the

evaluations with students

one on one at a later time.

Group Evaluation

Group Member’s Name

Comments Grade

Questions?? Ideas?? Experiences~

Frequently Asked Questions• What is the teacher doing while students are

meeting in groups?• Teacher will go from group to group to observe how the lit circles are

going. I recommend bringing a clipboard and taking detailed notes so that you may give specific feedback.

• Teacher may want to jump in and guide the discussion asking key questions or modeling how to get everyone involved. This is where the gradual release of responsibility comes in. As time progresses teachers will say less and less and just listen as students learn to fully lead & participate in discussions themselves.

Frequently Asked Questions

• How will I give grades for literature circles?• -prediction chart• -literature circle form• -participation in literature circle

– (as observed by the teacher)

• -group evaluation form – (how the student filled it out)

• -feedback from other students

on group evaluation form

Resources• Mini-Lessons for Literature Circles by

Harvey Daniels• Guiding Readers & Writers by Irene

Fountas & Gay Su Pinnell (Ch. 15-17)

• Comprehending and Fluency by Irene Fountas & Gay Su Pinnell (Ch.17-20)

What do you think

literature circles

would accomplish in your

classroom?