What Specific Literary Elements Might You Look for When Reading a Story? Choose All That Apply.
The Literature Circles Resource Center web site is based on the premise that there is no ane way to do literature circles . Literature circles look different in every classroom; they change from instructor to teacher, grade to grade, pupil to pupil. Literature circles have no recipe, they are not a specific "program", and they never wait the aforementioned from year to year -- or fifty-fifty from day to day. The reason? Truthful date with literature within a community of learners tin't possibly be prescribed -- it tin can only be described. And that'south the goal of this web site.
The following links explain how nosotros define literature circles on this web site, depict the part that literature circles play in a comprehensive and balanced literacy program, and illustrate some of the changes that yous might wait to see every bit you work with literature circles in your classroom.
What Are Literature Circles?
In literature circles, small groups of students gather together to talk over a slice of literature in depth. The give-and-take is guided by students' response to what they have read. You lot may hear talk about events and characters in the book, the author'south craft, or personal experiences related to the story. Literature circles provide a way for students to appoint in critical thinking and reflection as they read, discuss, and answer to books. Collaboration is at the center of this approach. Students reshape and add onto their agreement equally they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured give-and-take and extended written and artistic response.
Perhaps the easiest mode to sympathise what literature circles are is to examine what they are not.
| | |
| Reader response centered | Teacher and text centered |
| Part of a balanced literacy programme | The entire reading curriculum |
| Groups formed by book option | Teacher-assigned groups formed solely by power |
| Structured for pupil independence, responsibility, and ownership | Unstructured, uncontrolled "talk time" without accountability |
| Guided primarily by educatee insights and questions | Guided primarily by instructor- or curriculum-based questions |
| Intended as a context in which to applyreading and writing skills | Intended as a place to do skills work |
| Flexible and fluid; never look the same twice | Tied to a prescriptive "recipe" |
by Katherine Fifty. Schlick Noe & Nancy J. Johnson
© 1999 Christopher-Gordon Publishers, Inc.
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Literature Circles in a Comprehensive Literacy Programme
Literature circles fit into a comprehensive literacy program as one fashion for students to apply what they are learning about reading and writing:
From Chapter 1, Getting Started with Literature Circles
by Katherine Fifty. Schlick Noe & Nancy J. Johnson.
© 1999 Christopher-Gordon Publishers, Inc.
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How Literature Circles Change Over Time ...
The post-obit chart may give you a feel for how literature circles evolve over time as teachers and students themselves alter -- gaining feel, conviction, and insights to practise things differently. The nautical chart isn't based on 1 teacher's experience, but a composite of some of the possible steps teachers have as they work with literature circles. Retrieve of this every bit a continuum of development -- flexible and highly subjective. The point of the nautical chart is to show that nosotros all begin somewhere and grow from there!
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| | - There is only ane way to do literature circles - I have to do them the "right" way | - There are many options for literature circles - I'll try out some, refine them, try others | - This is what works in my classroom - What works at present may non work next calendar week, next yr - My students and I are constantly learning and changing how we do things |
| | - Learning the structure and survival - Choosing one piece to focus on | - Refining structure - Learning how to talk over - Adding on components - Deepening students' understanding of and date with literature | - Developing meaningful response, higher levels of thinking - Integrating lit. circles with other subjects and with themes |
| GradesK - 2 | - Groups read, discuss, and respond in 1 - two weeks; no response project - One to two literature circle cycles, then other literacy activities | - ~ i - 2 weeks including simple response project | - ~ 1 - iii weeks with more elaborate response projects |
| Grades3 - 8 | - ~ 3 - 6 weeks - Accent on learning the procedure | - ~ 3 - 6 weeks; emphasis on developing response - Timeline varies by complexity of books | - ~ 3 - six weeks; emphasis on deepening response - Timeline varies by complexity of books, organization of theme/topic |
| GradesK - 2 | - Teacher sets schedule - Ex.: read on Mon.; discuss Tues./Wed.; ready responses Thurs.; present responses Friday. | - Teacher sets schedule solitary or in consultation with students - May come across more than once a week | - Teacher sets schedule alone or in consultation with students - May meet more than once a week - Extended time for response projects |
| Grades 3 - 8 | - Teacher sets schedule (how long cycle volition accept, how often groups run across, when to present extension projects, etc.) - Groups hash out once a week; read, respond, piece of work on extension projects when not coming together | - Teacher and students determine how long wheel will be (how often groups meet, when to nowadays extension projects, etc.) - Groups discuss on student-prepare schedule; read, respond, work on extension projects when not meeting | - Groups decide how long entire book + extension volition have and set own schedule within that time frame |
| | - Whole class reads aforementioned volume - Books called by teacher - Read from album or - Books selected considering "they're what we have" | - Two or 3 choices - Books selected because they are engaging, meaningful, and generate strong educatee interest | - Four or five choices - Books selected because they chronicle to a theme, topic, genre or author focus and represent practiced literature |
| | - Teacher gives booktalks - Teacher forms groups - Groups formed by pupil choice | - Teacher or students give booktalks - Groups formed by student choice | - Instructor or students give booktalks - Groups formed past educatee choice of book or pick of theme/topic |
| | - Express choice of response prompts given by the teacher - Students read individually, in pairs, with taped book, with specialist/volunteer support | - Teacher offers choice of a few response prompts - Students and teacher generate possible responses - Students read individually, in pairs, with taped book, with specialist/volunteer back up | - Students choose from a carte du jour of ideas -- or their own - Students read individually, in pairs, with taped volume, with specialist/volunteer back up |
| | - Instructor sets schedule for the whole class - Teacher facilitates group; or Teacher participates as group member; or Teacher sits most group just observes; or Students facilitate own group, teacher roams - Utilise roles and forms | - Groups encounter on a rotating ground - Teacher facilitates group; or Instructor participates as group fellow member; or Teacher sits nigh group but observes; or Students facilitate own group, teacher roams - Students generate give-and-take guidelines; alter/adapt forms | - The groups ready their own schedule - Teacher facilitates group; or Teacher participates every bit group member; or Teacher sits near group but observes; or Students facilitate own group, instructor roams - Modify forms to fit -- or give them up altogether |
| | - Limited focus of response prompts given by the teacher - Response to each chapter/volume - Try out a few forms | - Teacher offers choice of a few responses - A given number of responses per week; written merely - Modify/adjust forms | - Students cull from a menu of ideas -- or their ain - Flexible number of responses per week using a variety of response formats (due east.g., written and art) - Modify or manipulate with forms |
| | - The "how to" of literature circles - Literacy strategies - Literary elements - and whatever comes upwards! | - Refining literature circles - Literacy strategies - Literary elements - and whatsoever comes up! | - Perfecting literature circles - Literacy strategies - Literary elements - and whatever comes upwardly! |
| | - Teacher gives one option - Instructor determines if projection is group or individual | - Teacher offers a pick of a few options - Students choose (group or individual) | - Students select from a menu of options -- or their own - Students choose (group or individual) |
| | - What assessment? | - Utilise one or two forms - Try out limited amount of student self-assessment - Students choose a few responses to exist graded; begin to evaluate discussion | - Modify forms and develop own instruments - Take and use anecdotal notes - Utilise extensive student self-assessment - Students still choose a few responses to be graded just greater emphasis put on discussions |
From The Literature Circles Resource Guide
by Bonnie Campbell Loma, Katherine L. Schlick Noe & Nancy J. Johnson.
© 2001 Christopher-Gordon Publishers, Inc.
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Source: http://www.litcircles.org/Overview/overview.html
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