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Arkansas Department of Education Literature Circles Mid-Level and High School.

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Presentation on theme: "Arkansas Department of Education Literature Circles Mid-Level and High School."— Presentation transcript:

1 Arkansas Department of Education Literature Circles Mid-Level and High School

2 Essential Questions How does reading research support literature discussion groups? How does the ELA Framework address literature discussion? How can teachers create a climate that promotes literary discussion? How can teachers start, sustain and assess literature circles in the classroom?

3 Arkansas Department of Education Agenda Building the Case for Literature Circles Creating the Climate Starting and Sustaining Literature Circles Scheduling Choosing Text and Forming Groups Structuring the Time Supporting Through Minilessons Extending Through Projects Assessing Student Progress

4 Arkansas Department of Education Building the Case for Literature Circles Definition Standards Research Key Ingredients

5 Arkansas Department of Education What are Literature Circles? “ Literature circles are small, peer-led discussion groups whose members have chosen to read the same story, poem, article or book.” - Daniels, 2002

6 Arkansas Department of Education Why Literature Circles? Meets NCTE and IRA standards for best practice : active authentic experiential constructivist collaborative

7 Arkansas Department of Education Why Literature Circles? English Language Arts Framework: Standard 1: Speaking Standard 2: Listening Standard 9: Reading Comprehension Standard 10: Variety of Text

8 Arkansas Department of Education But Does it Work? “A considerable body of evidence strongly indicates that discussion fosters improved understanding…” - Richard Allington, 2000

9 Arkansas Department of Education Key Features of Literature Circles 1.Student choice of text 2.Small, temporary groups 3.Different books 4.Predictable schedule 5.Discussion notes 6.Student-driven discussion 7. Natural conversations 8. Teacher as facilitator 9. Evaluation by teacher observation and student self-assessment 10. Playfulness and fun 11. New groups form around new reading choices

10 Arkansas Department of Education Creating the Climate Building Community Social Skills Comprehension Strategies Literary Knowledge

11 Arkansas Department of Education Building Community Cultivating a nourishing climate for literature circles involves attention to the following:  collaboration and respect  independence and responsibility  response to literature - Katherine Schlick Noe and Nancy Johnson Getting Started with Literature Circles, 1999

12 Arkansas Department of Education Social Skills “ The most effective way to identify what works and what doesn’t in discussions is to involve your students and let them tell you.” - Noe and Johnson, 1999

13 Arkansas Department of Education Comprehension Strategies In literature circles, meaning is constructed in a social context. Readers engage in a wide range of ways to construct meaning. They share their responses and in the process refine and expand them. - Fountas and Pinnell, 2001

14 Arkansas Department of Education Literary Knowledge Literary Elements Literary Devices Genre Characteristics Text Structures

15 Arkansas Department of Education Starting and Sustaining Literature Circles Scheduling Choosing Text and Forming Groups Structuring the Time Supporting Through Minilessons Extending Through Projects

16 Arkansas Department of Education “While you can jump-start some rough draft literature circles, the longer-term process of fine-tuning and problem solving will take time, patience, creativity and stick-to-itiveness.” - Daniels, 2002

17 Arkansas Department of Education Scheduling How much time per week? What does a schedule look like? How long should it take to finish a cycle? How many cycles per year?

18 Arkansas Department of Education Structuring the Class Time Minilesson - 5 to 10 minutes Group Meetings - 20 to 30 minutes (May include reading and writing time) Sharing/Debriefing - 5 to 10 minutes

19 Arkansas Department of Education Establishing Routines/Norms “In order for literature circles to be valuable and productive, students must understand that the routines are not simply your rules, but agreements that enable them to work together.” - Fountas and Pinnell, 2001

20 Level of Teacher Support for Literature Circles High Support Low Support Facilitator Participant Occasional Guide Rotating Observer

21 Arkansas Department of Education A Basic Sequence for Literature Circles Choose Text Form Group Schedule Meetings Read, Think and Note Discuss Text Respond Through Project (optional)

22 Arkansas Department of Education Choosing Text and Forming Groups Teacher collects multicopies of books, articles, short stories and poems. Teacher advertises each selection. Students rank their choices. Teacher forms groups.

23 Arkansas Department of Education Book Pass

24 Arkansas Department of Education Capturing Responses Options include… Role sheets - rarely, if at all Sticky notes Text Coding Golden Lines Bookmarks Response Journal

25 Arkansas Department of Education Minilesson Text Coding

26 Arkansas Department of Education Minilesson Finding Golden Lines

27 Arkansas Department of Education Basic Sequence Choose reading material Schedule meetings Read, think and note Discuss the selection Debrief the process

28 Arkansas Department of Education Supporting Through Minilessons Minilessons involve three major, interrelated topics:  Social Skills  Comprehension Strategies  Literary Knowledge

29 Arkansas Department of Education Minilesson Written Conversation

30 Arkansas Department of Education Extending Through Projects “ A good extension project will keep the thinking and responding going after the students finish the book.” Katherine Schlick Noe

31 Arkansas Department of Education Assessing Student Progress

32 Arkansas Department of Education Assessing Students’ Progress Teachers need a rich repertoire of valid assessment strategies: Observation Conferences Performance Portfolio

33 Arkansas Department of Education Students as Assessors Students can reflect on the quality of their participation in a variety of ways: Student Observer Video Eye Lit Circles Scoring Guide Exit Slip

34 Arkansas Department of Education Remember… “ Doing the activity is the main thing. Do not let the record- keeping become an end in itself.” - Daniels, 2002

35 Essential Questions How does reading research support literature discussion groups? How does the ELA Framework address literature discussion? How can teachers create a climate that promotes literary discussion? How can teachers start, sustain and assess literature circles in the classroom?

36 Arkansas Department of Education Reflection 3 things I’ve learned today… 2 things I’m unsure of… 1 thing I can do immediately…


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