Literature+Circles

According to Harvey Daniels (1994), literature circles are small, temporary discussion groups of students who have chosen to read the same work of literature. During a literature circle, each student takes a specific responsibility during the discussion sessions. The circles meet regularly, and the discussion roles change at each meeting. When the circle finishes a book, the members decide on a way to showcase their book for the rest of the class.
 * Literature Circles**
 * Definition**

In an effective literature circle, students choose the book they would like to read. The student’s discussion stems from the notes they took on the reading. The teacher takes on the role of a facilitator. Finally, evaluation takes place in the form of teacher observations and student self-evaluation.

According to Anderson and Corbett (2008), there are five steps to implementing literature circles.
 * Implementation**

Step One-Author/Book Selections:
 * Teacher can pre-select several books for students to choose from.
 * Students then choose which book they would like to read.
 * Based on the student’s choice, the teacher can organize students into groups.

Step Two-Role Selection and Modeling: o Connector-Responsible for connecting text to experiences. o Questioner-Analyzes text through questioning. o Literary Luminary-Highlights important parts of the text. o Illustrator-Graphically responds to text. o Word Wizard-Responsible for vocabulary. o Character Sketcher-Analyzes characters. o Timeliner-Responsible for keeping track of important events.
 * There are four main roles in literature circles:
 * Other roles can be added as needed such as:
 * The teacher selects roles for each book.
 * The teacher then models each role.
 * Students choose list their role preference.
 * Teacher then assigns role for the literature circle based on student preferences.
 * Roles should change each time the group meets.

Step Three-Assigning and Supporting Reading
 * Teacher assigns amount of reading to be completed for each group based on student skill level and difficulty of book.
 * Teacher supports students with the reading as needed.

Step Four-Literature Circle Role Sheet or Role Expansion Activities.
 * Students can complete activities based on their specific role.
 * Students can keep journals or use sticky notes to help facilitate discussion.
 * Students showcase their book after they have read and discussed the entire book.
 * Students can choose the way in which they present the book, or the teacher can assign a product.

Step Five-Assessment
 * Align literature circles with instructional standards.
 * Select assessment techniques.
 * Often time rubrics are an appropriate assessment tool for literature circles since the grading is often based on student growth and can be quite subjective with this strategy.


 * Sample Lesson Plan**
 * [|Lit. Circles Lesson Plan.docx]**


 * Matching Student Needs**
 * Literature circles are an excellent way to meet the needs of diverse students in the classroom.Literature circles meet the needs of students based on interests. When starting a new literature circle, you can allow students to choose books based on what they are interested in. Allowing students to choose books they are interested in will help them be engaged in the learning process.


 * Literature circles meet the needs of students based on ability level. Literature circles can be grouped using homogenous and heterogeneous grouping. Research suggests that students of all abilities levels can participate in a literature circle. Students can bring their expertise to the table and work as a group in order to form deep understanding of the text (O’Brien, 2007).


 * Literature circles meet the needs of the students based on the product of the literature circles. You can allow students to choose what type of product they would like to use to demonstrate their learning as well as showcasing the book they read.


 * Literature circles meet the needs of students through assessments. Since a literature circle is an ongoing project, students are not graded based on their ability to answer a comprehension question. Assessment is not a main focus of this strategy. According to Daniels (2003) literature circles must be tied to instructional objectives he stresses that a specific outcome should not be the focus of literature circles. Rather, the focus should be on the learning process of the literature circles. He states that a rubric is a good tool to use to assess student learning during literature circles.

Literature circles can be easily used across many different content areas.
 * Practical Application**


 * Most logically, literature circles can be used in reading. Literature circles can be used to teach a variety of topics. For example, in third grade, literature circles can be used to teach folk tales. The teacher can pre-select several folktales, enough so that there will be about 3-5 students per group. The teacher can preview the books though a quick picture walk or even a PowerPoint presentation. After students select and read the folktale, they can create a poster or presentation that tells why the story is a folktale.


 * Literature circles can be used to teach multi-cultural education. Wiesendanger & Tarpley (2010), state by incorporating multicultural literature and discussions into classrooms, students can appreciate and develop a deeper understanding not only of their own culture, but the culture of others. Literature circles give teachers the opportunity to include high quality books into the curriculum and incorporate themes that develop awareness of different people. By participating in meaning centered activities that are culturally valuable, children can become more aware of issues, such as racism and poverty. Through reflection, listening, and theorizing, literature circles provide children the necessary framework for expanding their world-view.


 * Literature Circles can be used during science. Using science literacy circles gives students opportunities to engage in critical thinking as they inductively develop understanding about science concepts (Devick-Fry & LeSage, 2010). When teaching a unit about weather, the teacher may choose to use the following fiction and nonfiction books **// Hide and Seek Fog //**** by ** Alvin Tresselt, **// Come On, Rain //**** by ** Karen Hesse, and **// Snowflake Bentley //**** by ** Jacqueline Briggs Martin. Simon, Seymour wrote a series of books on weather including, //Lightening, Storms, Weather, Tornadoes, and Hurricanes//. Students can then create a presentation to teach facts about different types of weather.


 * In an article by McCall (2010) he states that literature circles can be a valuable social studies teaching strategy because they can be used to bring out different perspectives on historical or current topics. Literature circles can be used to teacher the concept of primary and secondary sources. Literature circles in social studies on the elementary level can be used to teach students to recognize that various authors provide different points of view in their texts on the same topic. A sample literature circle lesson plan for social studies could focus on the concept of Christopher Columbus and Columbus Day. McCall suggests books that can be used to teach this concept. The trade books include //Christopher// //Columbus,// by Stephen Krensky, //Columbus Day,// by Vicki Liestman, //Columbus Day: Celebrating a// //Famous Explorer,// by Elaine Landau and //Encounter,// by Jane Yolen.

**References** Anderson, P. & Corbett, L. (2008). Literature circles for students with learning disabilities. //Intervention in School and Clinic//, //44//(1), 25-33. Devick-Fry, J. & LeSage, T. (2010). Science literacy circles: Big ideas about science. //Science Activities//, //47//(2), 35-40. Daniels, H. (1994). //Literature circles: Voice and choice in the student-centered classroom.// Stenhouse Publishers. Daniels, H. (2003). How can you grade literature circles?. //Voices from the Middle, 11//(1), 52-53. McCall, A. (2010). Teaching powerful social studies ideas through literature circles. //Social Studies//, //101//(4), 152-159. O'Brien, C. (2007). Using collaborative reading groups to accommodate diverse learning and behavior needs in the general education classroom. //Beyond Behavior//, //16//(3), 7-15. Wiesendanger, K., & Tarpley, P. (2010). Developing cultural awareness through implementing literature circles in the classroom. //Race, Gender & Class//, //17//(1/2), 110.