Nonfiction literature circles Cathy Chenoweth

Background 5 th grade Language Arts & Social Studies Gifted program What that means and why it matters

The problem Lower informational text scores on OAA Expectation to increase rigor Demand for more nonfiction Desire to combine standards- maximize time and learning Expectation to differentiate instruction

Question What was working for my students with literary text? How could I translate that success into informational text? Could nonfiction literature circles be part of the solution?

Foundational belief: Discussion increases comprehension Vygotsky’s Social Development theory Mountains of studies (18,000,000 google results in a quarter of a second) Junior Great Books foundation

Junior Great Books Shared inquiry discussions about short stories and traditional literature “distinctive method of learning in which participants search for answers to fundamental questions raised by a text “promotes thoughtful dialogue and open debate” helps students “gain experience in communicating complex ideas and in supporting, testing, and expanding their own thoughts” ( Great Books Foundation)

Data from my classroom:

Definition of Literature Circles Harvey Daniels: "small, peer-led discussion groups who have chosen to read the same story, poem, article, or book” Based on adult book clubs

My nonfiction literature circle criteria student led discussion groups based on informational text with an element of student choice (group, text, product) Goal= connect to social studies standards

Topics ancient Maya, Aztec, and Inca civilizations different American Indian cultural groups European exploration and colonization various geographical regions in the Western Hemisphere the interaction between humans and the environment different types of governments the effect of public issues on citizens in the United States

Tips I learned

1. Teach structure Be explicit and intentional with instruction Start small with easy fiction texts Add steps in process individually Repeat often, especially at the beginning

Our structure: Encounter text once on their own Reread text using harvest strategy Prepare harvest strategy for discussion Participate in group discussion Revisit, apply, reflect

2. Teach and use harvest strategies Daniels’ definition of “harvest strategies”: Way to “capture their responses as they read and bring to the discussion their questions, connections, feelings, judgments, words, phrases, and doodles” “inventory of different ‘takes’ on the text, hopefully enough ideas to sustain an extended conversation”

Harvest strategies we used Sentence starters: I thought… I noticed… I wondered… what if… Charts- connections/ questions/ new understandings Annotating or coding the text Generating list of questions Post it notes Graphic organizers- skill or content specific Focus question

My students’ thoughts about harvest strategies “I like to not have a mind full of questions while reading so writing them down helps me be able to concentrate more on reading and comprehending the text.” “When I annotate the text it helps me pick out the important stuff, which helps me figure out what to say in the discussion.”

“The questions are the most important because if I don't understand something I can get help from my group.” “If I just go back to what I annotated, I can sometimes answer a question another group member had.”

3. Choose “discussable” texts Daniels’ definition of “discussable” nonfiction texts: content that is important or engaging; people we can care about; a narrative structure or chronological line; places we can visualize; danger, conflicts, risks, or choices; value, moral, ethical, or political dimensions; some ideas that reasonable people can debate, dispute, or disagree about

My experience with choosing texts Difficult enough content or reading level to spur discussion Enough background knowledge to make sense of text Debatable issues Meaningful real world application **Hardest, most time consuming part of process- finding good quality texts

Different types of texts Magazine articles Newspaper articles Blog posts Opinion columns Maps Charts and graphs Primary source materials Videos

4. Develop rules Class can create together Post on wall Refer to them each group Fishbowl experience- artificial or organic

My classroom:

Our class guidelines: 1. Prepare for discussion. 2. Stick to the common text. 3. Use text evidence to connect your ideas to text. 4. Build on others' ideas. 5. Speak directly to classmates in group. 6. The leader will only ask questions. 7. Monitor your own participation. 8. Expect your thinking to change.

5. Provide opportunity for student reflection About process overall About their own participation individually Teacher records used in conferences as needed

6. Control student choice Complete choice= unbalanced groups Someone needs to “push the thinking” Use a variety of ways to form groups Some element of choice involved but “controlled choice”

Data about forming groups:

Student comments about choice “If groups are chosen randomly, you're always with someone different which means there will be new ideas.” “We work together better when Mrs. C. chooses the groups because if we choose the groups ourselves we will group up with our buddies and talk about stuff that is off topic.” “You feel more comfortable talking with people that you are closer with. You don't feel like they will judge you on your answer.”

7. Vary format while keeping process routine One group discussing while others work on something else (fishbowl) Socratic seminar (fishbowl) All groups discussing at the same time Silent whole class discussions (tablecloth or clipboards) Short text (one session) or longer text (over period of time) Still same process with text

8. Create a product Keeps groups focused Examples: Identify- main idea, text structure, arguments Create- brochures, speeches, papers, outlines, graphic organizers **Answer focus question again and explain how answer changed

9. Teacher facilitates “Sometimes I feel that we are not getting the right information on our own.” “She usually helps me to understand more clearly and she brings up a question for us to discuss which we usually talk about for a really long time.” “She can understand what we are saying better and maybe translate it to other kids who don't get what we are trying to say.”

Student data

Results of nonfiction literature circles Students who enjoyed reading social studies texts

Results of nonfiction literature circles Students who felt confident reading social studies texts

OAA scores improved: Above proficient with informational text

Resources: Daniels, Harvey. "Expository Text in Literature Circles." Voices in the Middle 9.4 (2002): Web. September 7, Daniels, Harvey. Literature circles: voice and choice in book clubs and reading groups. 2nd ed. Portland, Me.: Stenhouse Publishers, Print. Daniels, Harvey. "What's the Next Big Thing with Literature Circles?." Voices From the Middle 13.4 (2006): Web. September 7, The Great Books Foundation. Junior Great Books program, Harvey, Stephanie, and Harvey Daniels. Comprehension & collaboration: inquiry circles in action. Portsmouth, NH: Heinemann, Print. Noe, Katherine L. Schlick, and Nancy J. Johnson. Getting started with literature circles. Norwood, Mass.: Christopher-Gordon Publishers, Web. November 29, 2012http:// Wilfong, Lori G. "Textmasters: Bringing Literature Circles to Textbooks Reading Across the Curriculum." Journal of Adolescent and Adult Literacy 53.2 (2009): Web. 7 Sept