Finding The Magic Peer To Peer

Successful
Literature Circle
Strategies for All
Lee Ann Spillane * www.laspillane.org * spillarke@aol.com

List Group Label
1. You will have _____ minutes to
LIST all the words you can
think of related to
_______________________________________.
2. In groups, GROUP the words

into categories on chart paper.
3. LABEL your categories.
4. Share and discuss.
Taba, H. (1967). Teacher’s Handbook for Elementary Social Studies. Reading, MA: Addison-
Wesley.
When students put
language to work
for them in
content classrooms,
it helps them to
• discover
• organize
• retrieve, and
• elaborate
on what they are learning.
~ Richard Vaca
as cited by Allen, Janet. 2004. Tools for Teaching Content Literacy.

• Literature circles
are a method for
teaching students
how to talk about
books together
• Literature circles . . .
are cooperative learning groups.
contain 3 - 5 students per group.
are peer supported text study.
• Students are in charge of their text choices,

and reading/discussion assignments.
• Students rotate through given roles during the
course of the circle.
• Teach comprehension.
- visualizing - connecting
- predicting - inferring
- questioning - determining importance
• Teach many aspects of comprehension at once.
• Allow students to learn from each other.
• Naturally motivational.
• Promote effective discussion.
Day, J. P. (2002). Moving Forward With Literature Circles: How to Plan, Manage,
and Evaluate Literature Circles That Deepen Understanding and Foster a Love of
Reading (Theory and practice). Scholastic Professional Books. New York.
How to . . . Run Literature Circles
• Build interest.
• Select books.
• Model each roll.
• Model the literature circle.
• Assign/create groups.
• Set a schedule.
• Assign/choose roles.
• Explain evaulation.
• Be the “Guide on theSide.”

You will have _____ minutes for this activity.
Examine the student samples.
What do you notice about how students

completed the role sheets?
What do they know? What are they able to

do?
What would you teach next?

Inner Circle:
Students/Literature Circle
Outer Circle:
Teachers/Observers
1. Read and annotate the text.

2. Complete your role sheet.
3. Inner circle discuss the text.

Outer circle note what happens.
4. Debrief with the outer circle.

5. Switch circles and repeat.
Group1:
Teachers/Observers
Group 2:
Students/Literature
Circle
1. EVERYONE: First, read and annotate the

text. Complete your role sheet. (3-5 minutes)
2. “Students” : Discuss the text

in your literature circle. (5 minutes)
4. “Teachers”: Observe the students and note

what you hear and see happening in the circles.
5. Debrief. What was easy? What was difficult as

circle members and/or as teachers?(5-7 minutes)
Name:
BOOK CHOICE SHEET
Date:
Directions: Tell me what book you would like to read for literature circles. Support your
choice with at least three reasons. Be sure to completely fill out the selection sheet as you
may not be able to get your first choice every time.
My first choice is
__________________________________________________
because
1.
2.
3.
My second choice is
__________________________________________________
because
1.
2.
3.
My third choice is
__________________________________________________
because
1.
2.
3.
Reader Response Journal Prompts! Name:
BOOK CHOICE SHEET Date:
Each week you’ll write a response to your reading
to prepare for your literature circle meeting. Begin Directions: Number your book choices from 1 to
each response with the book title, author and date of 4, with 1 being your top choice. If there is a
your entry. special reason for your choice please jot a note
under your selection.
Romiette and Julio by Sharon Draper 4/6/04
_____ Son of the Mob by Gordon Korman
You can choose to:
• copy a thoughtful quotation from the book and write a paragraph
about what it means to you
• discuss what confuses you about the book
• discuss what you would do differently from one of the characters in

the books _____ Scribbler of Dreams by Mary Pearson
• create a Venn diagram to compare the book to other books you have
read
• compare the characters in the book to people you know
• predict what will happen next in the book

_____ Romiette & Julio by Sharon Draper
• draw a picture in response to what you read and write a description/
explanation of your picture; label you picture with details from the
text
• find a poem that reminds you of something from the novel, copy the
poem into your journal and write a paragraph explaining how it
connects to the book
•write a paragraph explaining how events in the book connect to _____ If You Come Softly by Jacqulyn Woodson
events in your own life or events that have happened or are happening
Adapted from Janet Lopez
in the world Adapted from Janet Lopez
LITERATURE CIRCLE MEETING EVALUATION Name:
Date:
Literature Circles: To be evaluated by the ________________________
Daily Participation Scoring Guide for reading: _______________________________
Attendance
Were members prepared for day’s

discussion? Yes No
Comments
Discussion Director/Task Master: Yes No

Comments
Literary Luminary/Passage Master: Yes No

Comments
Character Captain: Yes No

Comments
Connector: Yes No
Comments
Artful Artist: Yes No

Comments
Word Wizard: Yes No

Comments
Role: _____________________ Yes No

Comments
As a group, assess your work habits for today. Discuss and circle the standards your group met for today on the
Literature Circle Evaluation Rubric. If your group fell into the lowest categories, explain what didn’t work, and
make a plan for what you’ll do differently at your next meeting.
Comments:

LITERATURE CIRCLE EVALUATION RUBRIC
A B C D F
Indicator Exceeds Meets Working towards Below Disregarded
Expectations Expectations Expectations Expectations Expectations
all of the group most of the group some of the group few of the group most of the group
members members members members members
talked about the book talked about the talked about the talked about the talked socially and
the entire time and book the entire time book the entire book the entire NOT about the book;
Group were supportive of and most were time; others talked time; most talked group members
Talk one another’s views supportive of each socially; some of socially; group argued disrespect-
other’s views the group members members argued fully about each
were supportive of disrespectfully other’s views and did
each other’s views about each other’s not meet the goals of
views the circle
all the members most of the some of the several of the several of the
prepared for the members prepared members prepared members did not members tried to
circle ahead of time for the circle ahead for the circle ahead prepare for the do the prep work
by doing the reading of time by doing of time by doing the circle ahead of time (reading and
Being completing the
and completing the the reading and reading or complet- by doing the
Prepared role sheets)
writing/role sheets completing the ing the writing/role reading or complet-
writing/role sheets sheets; others ing the writing/role DURING the circle
completed the role sheets meeting OR
sheets during the several of the
circle’s meeting time members did not
read or participate
each group member most group some group some group more than two group
stayed on task and members stayed member stayed on members stayed on members did not
acted according to on task most of task only when task only when the stayed on task (or were
Doing the their role the time and the someone teacher stepped in absent )even when the
Work acted according reminded them to or was near ; some teacher stepped in or
to their role do so; members members did not was near; some
tried to act try to act according members did not even
according to their to their role know what their role
role was
clearly set reading set reading goals, did not set clear ran out of time did not set goals
goals, roles and roles and planned reading goals, or before group could or plan for next
planned for next for next meeting reading goals are finish planning for meeting
Setting meeting revised as the the next meeting;
Goals groups meet ; may set reading
there may be some and roles but both
confusion about or either are not
roles; planned for met by meeting
next meeting time
group members group members group members group members group members
listened to each other listened to each listened to each sometimes listened did not listened to
and if disagreements other and if other and if to each other; if each other; if
Worked arose members disagreements disagreements disagreements arose disagreements
Cooperatively discussed them arose members arose members members sometimes arose argued,
respectfully by discussed them discussed them ignored them, sometimes raising
letting all members respectfully by but not everyone ignored some group their voices or
give suggestions and listening to participated or members or let one talking over
agree with solutions everyone was heard person take over others; not
everyone partici-
pated or was heard
How to . . . CREATE LITERATURE CIRCLE TOOLS
MINI- READER RESPONSE JOURNALS . . .

Print the Reader Response Journal Cover on card stock. Or print on white paper and have
students glue it onto construction paper. Use blank interior pages, or print lined pages, or art
boxed pages front to back. Fold the cover in half and staple the journal “guts” into the booklet
using a long reach stapler!
LITERATURE CIRCLE ROLE SHEETS . . .

Photocopy the role sheets and hand them out to students. It might be helpful to keep file
folders of extra sheets in your classroom. You might also consider copying the different roles onto
different colors of paper to make management of roles per group easier. If your students use
academic journals or some other type of journal, you might consider making small size role sheets
that they could paste into their journal. Once you want to start weaning students away from the
role sheets, consider taping them to card stock or construction paper and laminating them. If
students use full sized laminated role sheets they can write on with dry erase markers or transpar-
ency markers. Finally, you can make quarter sheet sized role cards, sort of like literature circle
trading cards, that students can hold in their hands to keep them focused.
Passage Picker
Name:
Date of Meeting:
As the Passage Picker, it is your job to read aloud parts of the story to your group in order to help
your group members remember some interesting, powerful, puzzling, or important sections of the
text. You decide which passages or paragraphs are worth reading aloud, and justify your reasons
for selecting them. Write the page numbers and paragraph numbers on this form along with the
reason you chose each passage. You must choose a minimum of 2 passages.
Some reasons for choosing passages to share might include:

* Pivotal events * Informative * Descriptive * Surprising * Scary *Famous scene *Sad
* Thought-provoking * Funny * Controversial * Confusing * Personally meaningful
Passage #1
Book____________________________________ Page _____Paragraph ___
Reason for choosing the passage

1.
2.
3.
Passage #2

1.
2.
3.
Passage #3

1.
2.
3.

Discussion Director
Name:
Date of Meeting:
As the Discussion Director, it is your job to get the conversation about the book going and to
keep it going (about the book). To generate some good book talk write down five or more
questions after you read the selection. Avoid yes and no questions by beginning your questions
with: why? what if . . .? how . . . ? which . . . would be best? which scene was . . . ?
1.
2.
3.
4.
5.

Amazing Artist Name:
Date of Meeting:
As the Amazing Artist, your job is to capture one of the scenes. Don’t worry about your
artistic abilities! What’s important is that your group members “see” a movie in their
mind as they read the book. You will draw at least one scene (item, setting, character, or
other element of the reading) and note at least two more. During your literature circle
meeting you will read these scenes or bits aloud to your group and discuss what words
the author used that helped you form mental pictures.
I can visualize_______________________________________________ on page _____.
Remember to label your artwork with details from the text!
Details that help me “see” the words include:

Details that help me “see” the words include:
Word Wizard
Name:
Date of Meeting:
As the Word Wizard, it is your job to log cool vocabulary words from the book your
group is reading. You will create a personal dictionary for the group!
Words chosen can be:

*Spectacular * Important * Unfamiliar * Different * Puzzling
* Curious *Favorites * Funny * Used in an unusual way * Interesting
List a minimum of 5 interesting words!
Word Page # Definition Reason for Choosing

Creative Connector Name:
Date of Meeting:
As the Creative Connector, your job is to make connections to deepen your groups
understanding of the story. Your goal is to make text to self, text to text, or text to
world connections that help you and your group better understand the story! Come up
with one to three connections. Describe the scene, the connection and the “so what” of
how they deepen your understanding below.
Original Scene My Connection So What?

It helps me understand. . .
Curious Questioner
Name:
Date of Meeting:
As the curious questioner, your job is to be inquisitive. You need to make the wondering
that good readers do explicit for your group! That means that you have to record your
questioning thinking as you read! As you read, listen for the questions you ask of the text.
Record five or more questions you asked of the text below.
Share at least three of your wonderings with you group during your
literature circle! If your group members come up with
their own wonderings, add them to your list!
When I read . . . I wondered. . .

Metaphor Maker
Name:
Date of Meeting:
As the Metaphor Maker, your job is to think outside the box! If Forest Gump can come up
with the simile, “life is like a box of chocolates” you can come up with creative compari-
sons too! Whether similes (using like or as) or metaphors (life is a box of chocolates),
create three to five creative comparisons that help you deepen your understanding of the
reading. You might compare a setting, a character, a scene, a moment, or any other item to
something interesting and unexpected!
The Text Is like . . . Because. . .

Hamlet he’s been bouncing around a lot --
from he can’t make up his mind and
a worn out tennis ball
Shakepeare’s keeps bouncing from one sideof
play, Ham- the tennis court (action) to the
let other (inaction).
Metaphor Maker Creative Connector
As the Metaphor Maker, your job is to As the Creative Connector, your job is to
think outside the box! If Forest Gump can make connections to deepen your groups
come up with the simile, “life is like a box understanding of the story. Your goal is to
of chocolates” you can come up with make text to self, text to text, or text to world
creative comparisons too! Whether connections that help you and your group
similes (using like or as) or metaphors better understand the story! Come up with
(life is a box of chocolates), create three to one to three connections. Describe the scene,
five creative comparisons that help you the connection and the “so what” of how they
deepen your understanding of the reading. deepen your understanding below.
You might compare a setting, a character,
a scene, a moment, or any other item to
something interesting and unexpected! Original Scene . . .
The text. . . is like . . . because. . . My Connection . . .
So What?
It helps me under-
stand. . .
Curious Questioner Word Wizard

As the Word Wizard, it is your job to log cool
vocabulary words from the book your group is
As the curious questioner, your job is to be reading. You will create a personal dictionary
inquisitive. You need to make the wondering for the group!
that good readers do explicit for your group!
That means that you have to record your Words chosen can be:
questioning thinking as you read! As you *Spectacular * Important * Unfamiliar *
read, listen for the questions you ask of the Different * Puzzling * Curious *Favorites *
text. Record five or more questions you Funny * Used in an unusual way * Interesting
asked of the text below.
List a minimum of 5 interesting words!
Word page # ___

Share at least three of your wonderings
with you group during your Definition:
literature circle!
Reason for Choosing:
If your group members come up with
their own wonderings, add them to your list!
Amazing Artist Discussion Director
As the Amazing Artist your job is to capture As the Discussion Director, it is your job to get
one of the scenes. Don’t worry about your the conversation about the book going and to
artistic abilities! What’s important is that keep it going (about the book). To generate
your group members “see” a movie in their some good book talk write down five or more
mind as they read the book. You will draw at questions after you read the selection. Avoid
least one scene (item, setting, character, or yes and no questions by beginning your
other element of the reading) and note at questions with: why? what if . . .? how . . . ?
least two more. During your literature circle which . . . would be best? which scene was . .
meeting you will read these scenes or bits .?
aloud to your group and discuss how the
author helped you form mental pictures.
1.
I can visualize:
on page _____ 2.
Details that help me “see” the words include: 3.
4.
5.
Passage Picker Wild Card

As the Passage Picker, it is your job to read aloud Choose your own role! You may be the
parts of the story to your group in order to help
your group members remember some interesting,
artful artist, the passage picker, the
powerful, puzzling, or important sections of the word wizard, the discussion director,
text. You decide which passages or paragraphs are the curious questioner, or the creative
worth reading aloud, and justify your reasons for
selecting them. Write the page numbers and
connector! You decide what role you
paragraph numbers on this form along with the will play today!
reason you chose each passage. You must choose
a minimum of 2 passages.
Some reasons for choosing passages to share

might include:
* Pivotal events * Informative * Descriptive *

Surprising * Scary *Famous scene *Sad
* Thought-provoking * Funny * Controversial *
Confusing * Personally meaningful
Passage
Page _____ Paragraph ___

• Use role sheets.
• Use role cards.
• Use response journals.
• Use a tape recorder.
• Use nothing.
• Use role sheets.
• Use role cards.
• Use response journals.
• Use a tape recorder.
• Use nothing.
Professional Reading List: Literature Circles
Books
Allen, Janet. (2003). On the Same Page: Shared Reading Beyond the Primary Grades.
York, ME: Stenhouse.
Daniels, Harvey. (2002). Literature Circles: Voice and Choice in the Student –Centered
Classroom. York, ME: Stenhouse.
Day, Jeni Pollack, Spiegal, Dixie Lee, McLellan, Janet, and Valerie Brown. (2002).
Moving Forward With LItearture Circles: How to Plan, Manage, and Evaluate
Literature Circles That Deepen Understanding and Foster a Love of Reading.
New York, NY: Scholastic.
Hill, Bonnie Campbell; Johnson, Nancy; and Katherine Schlick Noe (Eds.). (1995).
Literature Circles and Response. Norwood, MA: Christopher-Gordon Publishers, Inc.
Hill, Bonnie Campbell; Noe, Katherine, and Nancy Johnson. (2001). Literature Circles
Resource Guide. Norwood, MA: Christopher-Gordon Publishers, Inc.
Hill, Bonnie Campbell; Noe, Katherine, and Janine King. (2003). Literature Circles
in Middle School: One Teacher’s Journey. Norwood, MA: Christopher-Gordon Publishers,
Inc.
Noe, Katherine. (1999). Getting Started with Literature Circles. Norwood, MA: Christopher-
Gordon Publishers, Inc.
Rief, Linda. (1998). Vision & Voice: Extending the Literacy Spectrum. Portsmouth, NH:
Heinemann.
Routman, Regie. (2000). Conversations: Strategies for Teaching, Learning and

Evaluating. Portsmuth, NH: Heinemann.
Samway, Katharine Davies, and Gail Whang. (1995). Literature Study Circles in a Multicultural
Classroom. York, ME: Stenhouse.
Articles
Brabham, Edna Greene; Villaume, Susan Kidd. (Nov 2000). “Continuing Conversations about
Literature Circles.” Reading Teacher, 54 (3), 278-80.
Burns, Bonnie. (Oct 1998). “Changing the Classroom Climate with Literature Circles.” Journal of
Adolescent and Adult Literacy, 42 (2), 124-29.
Camacho, Alexa; Davis Barbara; Davis, Laura, and Virginia Resta. (Spr 2001). “Novice Teachers
Learn About Literature Circles through Collaborative Action Research.” Journal of Reading
Education, 26 (3), 1-6.
Daniels, Harvey. (May 2002). “Expository Text in Literature Circles.” Voices From the
Middle, 9 (4), 7-14.
Holly, Johnson. (Fall 2000). “To Stand Up and Say Something: ‘Girls Only’ Literature Circles at the
Middle Level. New Advocate, 13 (4), 375-389.
Martin, Jan. (Aug 1998). “Literature Circles.” Thresholds in Education, 24 (3), 15-19.
Noll, Elizabeth. (Oct 1994). “Social Issues and Literature Circles with Adolescents.” Journal of
Reading, 38 (2), 88-93.
Short, Kathy; Kaufman, Gloria; Kaser, Sandy; Kahn, Leslie; and Kathleen Crawford.
(May 1999). “Teacher-Watching”: Examining Teacher Talk in Literature Circles.
Language Arts, 76 (5), 377-85.
Websites
Bertram, Gilliam (2002). “The Importance of Oral Language in the School Curriculum.”
English Online. [Online] Available:
http://english.unitecnology.ac.nz/resources/resources/effective_communication.html
Brown, Mary Daniels. (Jan 2004). “Literature Circles Build Excitement for Books!”
Education World: Curriculum: Literature Circles Build Excitement for Books!
[Online] Available: http://www.education-world.com/a_curr/
Candler, Laura. (Nov 2003). “Literary Lessons.” Teaching Resources. [Online]

Available: http://home.att.net/~teaching/litcircles.htm
Lamb, Annette. (Jan 2004). Literature Learning Ladders. [Online]

Available: http://eduscapes.com/ladders/
Lopez, Janet. “Literature Circles.” Lit Site Alaska. [Online] Available:

http://litsite.alaska.edu/uaa/workbooks/circlereading.html
Noe, Katharine Schlick. Literature Circles Resource Center. [Online] Available:

http://fac-staff.seattleu.edu/kschlnoe/LitCircles/
Walters, Johnny. (Summer 2003). “Virtual Circles: Using Technology to Enhance

Literature Circles & Socratic Seminars.” Meridian: A Middle School Computer
Technologies Journal, 6 (2) [Online] Available:
http://www.ncsu.edu/meridian/sum2003/circles/index.html
• Work.
• Circulate.
• Cruise with a clipboard.
• Take anecdotal notes.
• Listen in to each small group.
• Prasise good group talk/behavior.
• Redirect off task behavior.
• Evalute and assess students.

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Successful

Lee Ann Spillane * www.laspillane.org * spillarke@aol.com

2. In groups, GROUP the words

3. LABEL your categories.

4. Share and discuss.

as cited by Allen, Janet. 2004. Tools for Teaching Content Literacy.

• Students are in charge of their text choices,

• Model each roll.

• Model the literature circle.

• Be the “Guide on theSide.”

Examine the student samples.

What do you notice about how students

What do they know? What are they able to

What would you teach next?

1. Read and annotate the text.

3. Inner circle discuss the text.

4. Debrief with the outer circle.

1. EVERYONE: First, read and annotate the

2. “Students” : Discuss the text

4. “Teachers”: Observe the students and note

5. Debrief. What was easy? What was difficult as

• discuss what confuses you about the book

• discuss what you would do differently from one of the characters in

• compare the characters in the book to people you know

• predict what will happen next in the book

Daily Participation Scoring Guide for reading: _______________________________

Were members prepared for day’s

Discussion Director/Task Master: Yes No

Literary Luminary/Passage Master: Yes No

Character Captain: Yes No

Artful Artist: Yes No

Word Wizard: Yes No

Role: _____________________ Yes No

Adapted from Janet Lopez

MINI- READER RESPONSE JOURNALS . . .

LITERATURE CIRCLE ROLE SHEETS . . .

Some reasons for choosing passages to share might include:

Reason for choosing the passage

Reason for choosing the passage

Reason for choosing the passage

Adapted from Janet Lopez

Adapted from Janet Lopez

I can visualize_______________________________________________ on page _____.

Remember to label your artwork with details from the text!

I can visualize_______________________________________________ on page _____.

Details that help me “see” the words include:

I can visualize_______________________________________________ on page _____.

Words chosen can be:

* Curious *Favorites * Funny * Used in an unusual way * Interesting

List a minimum of 5 interesting words!

Word Page # Definition Reason for Choosing

Adapted from Janet Lopez

Original Scene My Connection So What?

When I read . . . I wondered. . .

The Text Is like . . . Because. . .

The text. . . is like . . . because. . . My Connection . . .

Curious Questioner Word Wizard

Word page # ___

Details that help me “see” the words include: 3.

Passage Picker Wild Card

Some reasons for choosing passages to share

* Pivotal events * Informative * Descriptive *

I can visualize___________________________________________ on page _.

I can visualize___________________________________________ on page _.

I can visualize___________________________________________ on page _.

* Curious Favorites Funny * Used in an unusual way * Interesting