Engaging Literacy with Student Response Groups Sheila Newell Long Middle School Houston ISD

Jane Long Middle School, HISD 1550 students Students from over 50 countries, a number of whom are refugees. 80% from homes with languages other than English. 90% free or reduced lunch. Zip code has highest juvenile crime rate in Texas

Reading Response Groups— by any other name... Literature Circles Book Clubs Reading Discussion Groups

What is a response group— literature circle—book club? Small, peer-led reading discussion groups Grouping is by text-choice, not by “ability” or other tracking. Discussion arises from student interest and inquiry—not teachers or textbooks Teacher does not lead groups, but facilitates.

Why Response Groups? Greater student engagement because: --Everyone participates. --Students select their own reading. --Adolescents are social animals. --It’s fun!

Why Response Groups? Encourages student responsibility and citizenship. Supports critical thinking. Meets standards for “best practice”—active, collaborative, experiential, authentic... Promotes a lifelong love of reading

Let’s give it a try... Read “Waiting” by Peggy McNally, annotating as you read, using the symbols on your bookmark. Silently identify a significant idea or something that stands out to you. With your group, follow the “Save the Last Word for Me” protocol.

Getting Started With Response Groups: Start small— *small groups—pairs are great! *small pieces of literature Build routines before ‘jumping in the deep-end.’ Allow time for de-briefing and/or self assessment at the end of each session—what worked, what didn’t.

Other Cooperative Learning Tips: Teach students interpersonal skills explicitly: --mutual respect --attentive listening --appreciation --right to pass --Discovering Gifts in Middle School, Jean Gibbs

Four Agreements Posters

Mutual Respect

Appreciation

Attentive Listening

Right to Pass

Writing in Literature Circles Role sheets—On a limited basis Journals/Response Logs Post-it Notes Text Coding with notes Book Marks Drawing Written ‘conversations’ (also called dialogue or partner journals) -- From Harvey Daniels Literature Circle Workshop

Let’s Try a Written Conversation... 1.Read the poem. 2.Write a response — What does the poem make you think about or remind you of? or How does it make you feel? or Borrow a line from the poem and see where it takes you. 3. Pass your response to your partner(s) and let them respond to your writing. --Adapted from Mini-Lessons for Literature Circles, Harvey Daniels

Why Written Conversations Work: Writing is thinking. Everyone gets to respond. “Legalizes” the impulse to write notes. Note: this is a great activity to get kids started in response groups.

Assessment Most assessment is done through teacher observation and student self-assessment. Group and/or individual assessment is appropriate

Forms of Assessment... Teacher observation/anecdotal records Group or individual self- assessment sheets or rubrics Post-discussion journaling or letters.

Forms of Assessment, cont. Artifacts from reading, writing and discussion: Journaling Bookmarks Post-it notes Artwork and maps Membership grids Culminating projects—group and individual.

Group Extension Projects Readers’ Theater Tableau Talk Show Songs Mock Trial Class ‘quilts Group portfolio with art, writing, reflection on book. And so on, and so on...

Individual Extension Projects Just a few ideas... CD Cover ABC Book Quilt Square for Class Quilt Poetry Multi-genre Portfolio For many more extension ideas go to Literature Circles Resource Center

Tung’s Reading Portfolio Story Map

Illustration

Diary Entry

A Character’s Dying Thoughts

Letter from One Character to Another

Contact Information Sheila Newell Jane Long Middle School 6501 Bellaire Blvd. Houston TX or

Bibliography* Daniels, Harvey and Nancy Steinke (2004.) Mini-Lessons for Literature Circles. Portsmouth: Heineman. Daniels, Harvey (2001.) Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Portland: Stenhouse. Gibbs, Jeanne (2001.) Discovering Gifts in Middle School and Tribes. Windsor: Centersource Learning Systems. Literature Circles Resource Center, College of Education, Seattle University. McDonald, Joseph, et al (2003.) The Power of Protocols: The Educators Guide to Better Practice. New York: Teachers College Press. Steineke, Nancy (2002.) Reading & Writing Together: Collaborative Literacy in Action. Portsmouth: Heineman. * These are the primary sources used for this presentation. For a more detailed list of resources, see the handout provided.