Literature Circles and Struggling Readers in the School Library By Annette May “ A book holds a house of gold." Chinese Proverb

Table of Contents 1.PurposePurpose 2.What are Literature Circles?What are Literature Circles? 3.Lesson Objectives/StandardsLesson Objectives/Standards 4.Lesson Plan CycleLesson Plan Cycle 5.ResourcesResources 6.ConclusionConclusion By: Annette May

Purpose How can librarians more effectively reach struggling readers? By utilizing library class time to implement literature circles … …currently in Reading Strategies and READ 180 classes. Listen to the evidence Click on the audio icons librarians can motivate struggling readers…..

Students… … self select books (key for motivating struggling readers) Form small temporary groups based on book choice Form rotating group roles Orally discuss books in groups What are Literature Circles?

(continued) Teachers Create specific reading skills mini lessons Guide student written reader responses and journal entries Coordinate so that one circle lasts three weeks Evaluate by observation and written journal logs (blogs) Creating a Literature Circle lesson is easy, as you will see..

Lesson objectives/Standards Students will… …identify the main idea and details …read aloud and read silently …predict what will happen next in the story …verbalize their thoughts and feelings about the story …answer discussion questions in their own written words using blog …identify and define 10 important vocabulary words and use each in a sentence

Objectives/Standards( continued) Technology Applications (Computer Literacy), Grades 6-8 Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: electronic communities as a learner, initiator, contributor, and teacher/mentor; complete tasks using technological collaboration such as sharing information through on-line communications;

Objectives/Standards (continued) 10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports; (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics;

Objectives/Standards (conclusion) Standards (library) Standard 1: Learner-Centered Teaching and Learning – Strategies for Librarians Principle 1 and Principle 2. Standard V: Learner-Centered Connections to the Community-Strategies for Librarians Principle 2. Standard VI: Learner-Centered Information Science and Librarianship-Strategies for Librarians Principle 4 and Principle 5.

Lesson Plan Cycle Materials 6 sets of novels favored by struggling readers Reading Response journal Dictionary, thesaurus, and computers (for class Blog), projector Transparencies of novel text for mini lessons Time Frame 2 50 min library class periods

Lesson Plan (continued) Focus mini lesson – 10 min. Give brief Book Talk Using book passage transparency…. find main idea/details together Call on students to find in other passages Make predictions

Lesson Plan (continued) Whole Group min. Students read silently Apply mini lesson while reading Complete Reader Response journal on main idea/details/predicting Students ask for assistance as needed Teacher meets with individual students.

Lesson Plan (continued) Small Group Independent Practice (20-25 min) 4-5 per group previously taught group work skills) Students with same book form groups Teacher Pre assigns Discussion Group Director role (DGD) Students draw for roles: Summarizer, Artful Artist, Text Connector, Word Finder

Lesson Plan (continued) Small Group Independent Practice (continued) Students read aloud favorite parts of the chapter Students will discuss thoughts and feelings Each writes discussion question. Students trade questions and then answer on computer Class Blog Write out and define 10 vocabulary words

Lesson Plan (continued) Closure Student write reflection in RR journal about …….what part they liked best. …...what they will discuss tomorrow. 5

Lesson Plan (conclusion) Evaluation Written responses on Blogs Written responses in RR journals Teacher observation in groups Vocabulary words Closure reflection journal 2

Resources Books and Websites: American Library Association n.cfm ksreluctant.cfmhttp:// ksreluctant.cfm (Quick pick for Reluctant Readers) forteens/07topten.cfmhttp:// forteens/07topten.cfm (graphic novels) ooksyoung.cfmhttp:// ooksyoung.cfm (best books for Young adults) Anderson, Max Elliott novel-for-reluctant.html

Resources (Conclusion) Daniels, Harvey (2001) Literature Circles: Voice and Choice in Book Clubs and Reading GroupsLiterature Circles: Voice and Choice in Book Clubs and Reading Groups Literature Circles Resource Center (audio recording on this PP obtained from this website under Books link) Walloon Institute

Conclusion By implementing Literature Circles in the library, librarians can use their knowledge of books to motivate struggling readers. This classroom/library connection will serve to emphasize the value of our school library. What better way to improve reading scores and reach the students that need intervention the most? Literature Circles and Struggling Readers in the School Library: The Winning Combination