Language Arts 2000 Cadre

Summer Institute
Literature Circles

FAQ Monograph

This FAQ monograph represents the effort to identify classroom practices that research has shown
to result in higher student achievement. The fundamental idea behind the monographs is that efforts
to improve instruction must focus on the existing knowledge base about effective teaching and
learning. This monograph was developed by the Language Arts 2000 Cadre, a group of exemplary
teachers, during their 1995 Summer Institute at the San Diego County Office of Education. Any
questions should be directed to Don Mayfield at 619-292-3822 or donmayfi@sdcoe.k12.ca.us.
Literature Circles

In a nutshell, literature circles are a structured reading activity that allows powerful, high-ordered
discussion and thinking to go on around good books. Sophisticated literary discussions are the
outcome. Literature circle time is separate and different and special. It is a time for kids to:

* pick, read and discuss their own books

* connect with books
* take responsibility as readers and group members
* construct meaning together
* begin to debate and challenge one another

What is the environment of literature circles?

It is a place of informal, energetic, natural conversations about books. In the circles roles are played
out in an individual, daily rotating, interwoven, spontaneous and predictable pattern.

What student behaviors occur there?

* animated talk
* seriousness
* passion about novels
* notes and drawings that reflect readers' ideas
* searching and open-ended questions
* reading aloud of favorite passages
* stopping to talk about difficult and powerful words
* constant revisiting of the text
* using specific passages to prove points and settle disagreements
* laughter
* watching the clock to make sure everyone shares

How are the circles organized?

Students independently self select a text from a variety of offerings. They are given time to meet on
a regular, predictable schedule with the circle of students (usually 4 or 5) which has elected the
same text. In the circles, they take turns playing specific roles which help the discussions remain
sophisticated and literary. By learning the roles, students ultimately become experts at analysis
while the reading process is concurrently enhanced. Students progress toward the objective of being
experienced readers.
What are the specific purposes of the roles?

The roles are designed to invite different cognitive perspectives on a text (drawing a response,
reading passage aloud, debating interpretations, connecting to one's own life, creating a summary,
tracking the scene, focusing on words and tuning in to one character). The students practice the
roles on a rotating basis until they are internalized. Though teachers may create as many roles as
they please, there are four basic roles to help the students to surface and independently discuss
important topics on their own.

* Discussion Director: has the official responsibility to think up some good discussion questions,
convene the meeting, and solicit contributions from the other members (discussive/analytical)
* Literary luminator/passage master: takes readers back to memorable, important sections of the
text and reads them aloud (oral/dramatic)
* Connector: takes everyone from the text world out into the real world where readers' experience
connects with literature (associative)
* Illustrator: provides a graphic, nonlinguistic response to the text which often elicits very helpful
contributions from kids who don't always succeed at the usual school-language prompts
(graphic/artistic)

What do students read in the circles?

They read real, whole, unabridged books:

* children's literature
* young adult literature
* classic literature
* biography
* history
* science

What DON'T they read?

* short, linguistically controlled basal stories

* content overloaded textbook chapters

How it is decided what will be discussed?

Kids develop and pursue their own discussion topics.

What is the teacher's role?

(S)he is an unobtrusive, quiet facilitator rather than a presenter/questioner at the center of attention.

What is the student's responsibility?

* to make the choices

* to raise the questions
* to do the talking
* to make the meaning

Why do the circle work so well?

 * readers love to talk
* there's a natural need to share responses to books
* talking about books significantly deepens our understanding about them

How does high-order assessment of kids joining in a thoughtful small-group conversation about
literature occur?

We use the tools of:

* kidwatching
* narrative observational logs
* performance assessment
* checklists
* student conferences
* group interviews
* video/audiotaping
* collection in portfolios of artifacts created by the circles

The Twelve Ingredients of Literature Circles

1) Children choose their own reading material.

2) Small, temporary groups are formed, based on book choice.
3) Different groups read different books.
4) Groups meet on a regular, predictable schedule.
5) Kids use written or drawn notes to guide both their reading and discussion.
6) Discussion topics come from the students.
7) Group meetings aim to be open, natural discussions.
8) In newly forming groups, students play a rotating assortment of task roles.
9) The teacher serves as a facilitator.
10) Evaluation is by teacher observation and student self-evaluation.
11) A spirit of playfulness and fun pervades the room.
12) New groups form around new reading choices.

Reference

Daniels, Harvey. Literature Circles: Voice and Choice in the Student-Centered Classroom.
Stenhouse Publishers, 1994, ISBN 1-57110-000-8