Literature Circles begin with students choosing a book from several presented in book talks. Students list their top three choices so their teacher can divide them into groups of 4 to 6 members that have chosen the same book. Each student chooses the role they will perform during each literature circle meeting. Students read the chosen book independently and then discuss what they have read as a group.
Reading A-Z provides all the resources you need for literature circles. To learn specific protocols with a track-record of success, read the Literature Circles Overview.
Overview
The
Literature Circles Overview
explains the protocols for Literature Circles in detail so that you can use Reading A-Z tools in successful Literature Circles.
Model Lessons
One set for a fiction book and one for a nonfiction book, a Model Lesson and its annotated examples of Role Descriptions, Bookmarks, and Journal Pages help you teach students how to perform new roles.
Assessments
Two different resources help you determine how well students are performing in literature circles. You use the Facilitating
Self-Evaluation
form to teach students how to monitor their own participation in groups. And you assess group participation yourself using an informal
Observational Checklist
so that you can plan re-teaching or coaching.
Student Planner
The Student Planner
acts as the front and back cover for any student Literature Circle Journal. It helps students stay organized and plan for each group meeting.
Role Tools
These resources become the cornerstone of literature circles. Role Descriptions can be used for whole class instruction on new roles or to revisit a role. Students use Bookmarks to jot notes as they read, and then they apply their thinking in writing using the Journal Pages. Journal Pages become their reference tools when participating in group discussion.
Self-Evaluation
The Self-Evaluation
engages students in planning how they'll participate in groups and in monitoring that participation.
Literature Circle Journals
Each Literature Circle Journal contains a list of eight pre-selected roles best suited for the leveled book it is associated with. These serve as a time saver for teachers and can be easily added to and subtracted from using the Journal Pages for each role based on which roles students choose for each literature circle meeting.
Literature Circles Research
The
Literature Circles White Paper
shows how literature circles are an important component of any comprehensive balanced literacy instruction that embeds research-based strategies to meet the demands and rigor of the
Common Core State Standards for English Language Arts and Content-area Literacy in History, Social Studies, Science, and Technical Subjects.
About the Author
Susan K. Stewart, Ed.D.
Susan resides in Massillon, Ohio, where she enjoys spending time with her family, reading, writing, and quilting. She recently retired after 30 years in public education. She has been a classroom teacher, principal, supervisor, and curriculum consultant. Susan started instructing graduate courses in curriculum and literacy for Ashland University 17 years ago. Currently, Susan is an Assistant Professor in Early Childhood Education at Ashland University. Susan continues to work as a consultant providing professional development focused on implementing a research-based comprehensive, balanced approach for literacy instruction in the classroom. Other professional development topics include inclusion, differentiation, conflict management, student involved assessment, discipline, and other related topics.
Susan also spends time in kindergarten through 12th grade classrooms coaching and modeling the implementation of guided reading and literacy circles. Action research in 4th through 8th grades using Reading A-Z books led to the development of the roles and protocols for successful implementation of literature circles. Through the use of protocols, defined roles, and student choice, students read and prepare for small-group discussions. Discussion groups are highly engaging and student-centered, which leads to deeper comprehension, critical thinking, and demonstration of higher-order thinking skills. Teachers observe higher completion of assigned tasks, meaningful engagement in discussions, improved grades, and fewer discipline problems.
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