Literature+Circles

=**Literature Circle**= =**My fellow classmates and I were asked to participate in a literature study about the book, //Kira Kira//, by Cynthia Kadohata. Our participation in this book discussion was a way for us to become familiar with the concept of literature study and the important role it plays in a literacy classroom. **= ====**First of all, literature study is an important element of the reading block of the literacy framework. This literacy element goes beyond an informal discussion about books by encouraging students to have an “intellectual conversation about literature” (Guiding p 261). Literature study is a student led and teacher supported instructional approach that helps students understand a book better than if they read the book alone. During these book discussions, students take ownership in their learning by reflecting, collaborating, analyzing, critiquing and sharing responses to a text. **==== ====** There are many purposes to using literature study in a classroom. However, I feel the most important purpose is to encourage students to think of reading as fun while motivating them to become lifelong readers. Literature circles benefit students because they imitate how and why people read in everyday life. Contrary to guided and independent reading, literature study is not intended be the instructional part of the reading block. However, I believe literature circles will teach my students to appreciate literature by improving their ability to connect, reflect and understand the text. **==== ====**In order for literature study to be effective, students need the freedom to choose their own books. According to Donalyn Miller, providing students with the opportunity to choose their own books to read empowers and encourages them. Readers without power to make their own choices are unmotivated (Book p 23). **==== ====**Even though my students will choose their own books, I need to have an appropriate selection of high quality books for them to choose from. Fountas and Pinnell recommend, “teachers identify thirty to fifty high quality books that will spark energetic discussions” (Guiding p 268). As a part of my classroom’s book collection, I will include books that are developmentally appropriate, have multiply layers of meaning, contain worthwhile issues, reflect different perspectives and represent a diverse world. I believe teachers should to get to know their students and provide books that reflect their interests in order to motivate them to read. **==== ====**A fundamental role of literature study is that students learn from one another. I am determined that all my students will participate in book discussions, no matter what their reading ability. I will not exclude any of my students from this valuable experience just because they cannot read a book themselves. I realize all students can contribute and benefit from this type of discussion. I will be resourceful by using books on tape and having adults read aloud to students in order to provide them with the opportunity to talk and think about books. Additionally, I will use books that vary in reading levels so that none of my students are excluded from participating in book discussions. I will never dismiss a book from being used just because it seems too easy to read. These books can be enjoyed by many and often contain worthwhile topics to discuss. **==== ====** Since all readers have the right to abandon a book and potentially stop reading, I will not require my students to all read the same book for literature circle. I will allow my students to choose a book that interests them. I understand not everyone is always interested in reading the same book. **==== ====**Even though my students will have selected their own book, I will guide my students’ choices by preselecting books that my students will have to pick from. My students will pick a book from the small selection of books that I have introduced to the class. Even though there are a number ways to introduce a book, I feel the most effective way is to read aloud a particularly interesting or exciting section of the book stopping just before I reveal too much of the story. These short excerpts provide my students with a taste of what the book is about. Using these “book advertisements” my students can rank the books based on how appealing they are to read, from there they pick the book that interests them the most. I feel this is a great method to avoid having my students pick books just because their friends are reading it. **==== ====**After my students have made their book selections, I will form their literature study groups. These groups are “heterogeneous and are usually based on the books students have chosen to read. The ideal size is five to six students although eight might participate in interest group” (Guiding p 266). Teachers can also consider students reading abilities, reading interests, and previous reading experiences when forming groups of students (Guiding p 266). However, I feel these considerations defeat the benefits of having the freedom to choose your own book to read. **==== ====**Since students typically do not know how to choose a book to read, Fountas and Pinnell suggest “teachers teach a mini lesson on how to make a book selection” (Guiding p 267). Even though there are many things to consider when picking a book to read, it is best for my students to pick a book based how people do in real life by what interests them. **==== ====**In addition to learning how to choose a book, my students will also need to learn how to participate in literature study discussions. Early in the framework, I will establish the guidelines that my students will follow during their discussions. In order to participate effectively in discussions, my students have to learn how to properly conduct themselves. My students will “sit in a circle so everyone can see them, speak one at a time, and follow procedures to get a turn, make sure each group member gets a chance to talk, keep their conversation on topic and evaluate their own work” (Guiding p 286). **==== ====**Since there is never enough time during the course of a day, my students will read their assigned readings at home. My students will determine the amount they need to read for each weekly meeting. My students will be considered prepared for this weekly meeting if they bring their books to class, gather at their assigned meeting areas and have a written response. My students will have the option of responding to their reading in the way they are most comfortable with. Since I do not want to discourage my students from enjoying reading, I will not assign a specific written assignment. Reading in literature study is the time for my students to enjoy reading and not worry about completing an assignment. **==== ====**Even though I will not be leading the discussions during literacy circles, I will still play an important role in these discussions. My role will depend on the type of support my students’ will need. This support will be determined by assessing my student’s “experiences, reading levels, as well as type of text they are discussing” (Guiding p 269). During book discussions some groups will need more support than others. I feel the best way to meet all needs of my students is to offer occasional guidance through modeling book talk, asking questions that extend their thinking and by positively commenting on their responses. **==== ====**Furthermore, as I walk around my classroom, I will also be observing and evaluating each of the discussion groups. As I visit each group, I will listen to my student’s comments in order to determine if they understand what they have read. At this time, I will also note if they are contributing to the discussion. In addition to my evaluation, my students will also evaluate their own participation in literature circles. My students will use a checklist to evaluate how much they have learned and if they have contributed to the discussion. I will use this evaluation as a part of my overall evaluation of how well my students have comprehended what they are reading. This information will help me design lessons that my students can benefit from during guided and independent reading. **==== ====**After participating in a literacy study, I can honestly say that I really enjoyed reading this book. This book discussion not only made reading more enjoyable but also impacted what I took away from reading it. Hearing my fellow classmates’ perspectives made me think more deeply about what I was reading. These discussions were so beneficial and clarified any of my misconceptions or questions about the book. It was nice not to have those “unanswered questions” that seem to haunt me after I have finished a book. **==== ====**At first, I was skeptical about having to write down my responses to the text because I considered this just more thing that teachers make their students do. But, as my book discussions took place, I realized these notes helped me make connections and better understand what I was reading. As a result of participating in this literature study, I got so much more out of the book than I would have reading it by myself. **==== ====**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">This was such an enlightening experience; I wish I had more opportunities to participate in literature circles in school. I feel reading, exploring and discussing a book in this manner can remove the stigmas students have about reading by making reading enjoyable and more worthwhile. As a teacher, I will definitely incorporate literature study into my literacy framework. I am convinced that since this experience motivated me to want to read; it can also motivate any of my reluctant students to read as well. **====