Literature Circles
Reading Skills
Reading and discussing books
Connecting with books
Taking responsibility as readers and constructing meaning together
Debating and challenging one another
Making drawings and notes that reflect readers ideas
Asking open-ended questions
Reading aloud of favorite passages
Revisiting the text constantly
Proving points and settling differences by using specific passages
Thinking critically
Overview of the Literature Circle Strategy
Literature Circles small groups of students gathered together to discuss a piece of literature in
depth is a teaching method that allows students to become critical thinkers as they engage in
ongoing dialogue with a book, in this case Wish You Well. Literature circles provide a way for
students to engage in critical thinking and reflection as they read, discuss, and respond to the book.
Collaboration is at the heart of this approach. In classrooms all across the country, literature circles
are helping to create a student-centered learning environment. Through structured discussion and
extended written and artistic response, this strategy guides the students to a deeper understanding
of what they read. The key aspect of this strategy is the structured use of role sheets (provided on
the following pages) as the students learn to discuss and contribute to the group. These sheets can
also be used as evaluation tools.
Activity for the Literature Circle Strategy
1.
2.
3.
4.
5.
6.
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Select members for the Literature Circles (discussion groups).
Assign roles for the members of each circle.
Assign reading to be completed by the circles inside or outside of class.
Select circle meeting dates.
Help students prepare for their roles in their circle.
Act as a facilitator for the circles.
Blackline Master
Discussion Sheet for Literature Circles
Name:
Group:
Book:
Wish You Well by David Baldacci
Pages:
Role:
While you are reading or after you have finished reading, prepare for the circle meeting by
assuming the identity of one of the strategists below and completing and then presenting your
strategy:
1. Clarifier: Your job is to find 5 words or concepts that are important to the story, list and
explain each word/concept, and write down its page number.
1.
2.
3.
4.
5.
2. Summarizer: Your job is to prepare a brief summary of the book. You want to convey how
the characters are influenced by the various events and how the main conflict contributes to
the resolution.
Key Events:
Summary:
3. Questioner: Your job is to develop a list of four questions about this book that your circle
might discuss. Your task is to help circle members discuss the big ideas in the book and
share their reactions. Center your questions on the 5 Ws + How. Be prepared to read aloud
key passages that present the answers. List page numbers.
Question 1:
Answer
Question 2:
Answer
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Discussion Sheet for Literature Circles, page 2
Question 3:
Answer
Question 4:
Answer
4. Predictor: Your job is to predict what you think will happen next in this story. After each
prediction defend your reasoning.
Based on what I have read, I predict that the following events will happen:
1.
Why:
2.
Why:
3.
Why:
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Blackline Master
Literature Circles Role Sheet
Summarizer
Name
Circle
Book
Meeting Date
Assignment: Pages
to
Summarizer: Your job is to prepare a brief summary of today's reading. Your group discussion will
start with your 12 minute statement that covers the key points, main highlights, and general idea of
todays reading assignment.
Summary:
Key Points:
1.
2.
3.
4.
Connections: What did today's reading remind you of?
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Blackline Master
Literature Circles Role Sheet
Discussion Director
Name
Circle
Book
Meeting Date
Assignment: Pages _____ to _____
Discussion Director: Your job is to develop a list of questions that your group might want to
discuss about this part of the book. Dont worry about the small details; your task is to help people
talk over the big ideas in the reading and share their reactions. Usually the best discussion
questions come from your own thoughts, feelings, and concerns as you read. You can list them
below during or after your reading. You may also use some of the general questions below to
develop topics for your group.
Possible discussion questions or topics for today
1.
2.
3.
4.
5.
Sample questions
What was going through your mind while you read this?
How did you feel while reading this part of the book?
What was discussed in this section of the book?
Can someone summarize briefly?
Did todays reading remind you of any real-life experiences?
What questions did you have when you finished this section?
Did anything in this section of the book surprise you?
What are the one or two most important ideas?
What are some things you think will be talked about next.
Topic to be carried over to tomorrow:
Assignment for tomorrow: Pages
44
to
Blackline Master
Literature Circles Role Sheet
Investigator*
Name
Circle
Book
Meeting Date
Assignment: Pages _____ to _____
Investigator: Your job is to dig up some background information on any topic related to your book.
This might include
the geography, weather, culture, or history of the books setting
information about the author her/his life and other works
information about the time period portrayed in the book
pictures, objects, or materials that illustrate elements of the book
the history and derivation of words or names used in the book
music that reflects the book or its time.
This is not a formal research report. The idea is to find bits of information or material that helps your
group better understand the book. Investigate something that really interests you something that
struck you as puzzling or curious while you were reading.
Sources for information
the introduction, preface, or about the author section of the book
library books and magazines
on-line computer search or encyclopedia
interviews with people who know the topic
other novels, nonfiction, or textbooks youve read
Topic to be carried over to tomorrow:
Assignment for tomorrow: Pages
to
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse
Publishers: York, Maine, 1994. Published in Canada by Pembroke Publishers, Markham, Ontario, 1994).
45
Blackline Master
Literature Circles Role Sheet
Illustrator*
Name
Circle
Book
Meeting Date
Assignment: Pages _____ to _____
Illustrator: Your job is to draw some kind of picture related to the reading. It can be a sketch,
cartoon, diagram, flow chart, or stick figure scene. You can draw a picture of something that is
discussed specifically in your book, something that the reading reminded you of, or a picture that
conveys any idea or feeling you got from the reading. Any kind of drawing or graphic is okay. You
can even label things with words if that helps. Make your drawing on this paper. If you need more
room, use the back.
Connections: What did today's reading remind you of?
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse
Publishers: York, Maine, 1994. Published in Canada by Pembroke Publishers, Markham, Ontario, 1994).
46
Blackline Master
Literature Circles Role Sheet
Connector*
Name
Circle
Book
Meeting Date
Assignment: Pages _____ to _____
Connector: Your job is to find connections between the book your group is reading and the world
outside. This means connecting the reading to your own life, happenings at school or in the
community, similar events at other times and places, or other people or problems that this book
brings to mind. You might also see connections between this book and other writings on the same
topic or other writings by the same author. There are no right answers here. Whatever the reading
connects you with is worth sharing!
Some connections I found between this reading and other people, places, events, authors:
1.
2.
3.
4.
Topic to be carried over to tomorrow:
Assignment for tomorrow: Pages
to
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse
Publishers: York, Maine, 1994. Published in Canada by Pembroke Publishers, Markham, Ontario, 1994).
47
Blackline Master
Literature Circles Role Sheet
Travel Tracer*
Name
Circle
Book
Meeting Date
Assignment: Pages _____ to _____
Travel Tracer: When you are reading a book in which characters move around often and the scene
changes frequently, it is important for everyone in your group to know where things are happening
and how the setting may have changed. So thats your job: to track carefully where the action takes
place during todays reading. Describe each setting in detail, either in words or with an action map
or diagram you can show to your group. You may use the back of this sheet or another sheet. Be
sure to give the page locations where the scene is described.
Describe or sketch the setting
where todays action begins
Page where it is described ________
where todays key events happen
Page where it is described ________
where today's events end
Page where it is described _____ __
Topic to be carried over to tomorrow:
Assignment for tomorrow: Pages
to
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse
Publishers: York, Maine, 1994. Published in Canada by Pembroke Publishers, Markham, Ontario, 1994).
48
Blackline Master
Literature Circles Role Sheet
Vocabulary Enricher*
Name
Circle
Book
Assignment: Pages _____ to _____
Meeting Date
Vocabulary Enricher: Your job is to be on the lookout for a few especially important words in
todays reading. If you find words that are puzzling or unfamiliar, mark them while you are reading
and then later jot down their definition, either from a dictionary or from some other source. You may
also run across familiar words that stand out somehow in the reading words that are repeated a
lot, are used in an unusual way, or provide a key to the meaning of the text. Mark these special
words, and be ready to point them out to the group. When your circle meets, help members find and
discuss these words.
Page No. &
Paragraph
Word
Definition
Plan
Topic to be carried over to tomorrow:
Assignment for tomorrow: Pages
to
Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels (Stenhouse
Publishers: York, Maine, 1994. Published in Canada by Pembroke Publishers, Markham, Ontario, 1994).
49
Blackline Master
Literature Circles
Daily Literature Study Record
Circle
Book
Date started
Name
50
Date
Book Prepared for Participated in
Brought Discussion
Discussion
Comments
Blackline Master
Literature Circles
Novel Study Self-Evaluation Guide
Name
Circle
Book
Date started
I brought my book to class. _____
I read to where I was supposed to each time. _____
I talked about the book in the discussion group. _____
I listened to what other people had to say about the book. _____
I didnt fool around in my group. _____
I used sticky notes to mark places I didnt understand or places I wanted to talk with my group
about. _____
I wrote in my reading log and finished any assignment on time. _____
My overall rating of myself is as follows:
I think the person who should get the best grade in my group is
because
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Blackline Master
Literature Circles
Self-Assessment Form
Name
Circle
Book
Date started
My Contribution to Group Discussion
Rate each entry as: 1 Needs Improving, 2 Satisfactory, or 3 Very Good
Type of Contribution
I shared my ideas and offered my
suggestions.
Rating
123
I spoke clearly and slowly enough to
be understood.
123
I answered others questions.
123
I remained on topic and helped the
group stay focused.
123
I encouraged others to participate.
123
I disagreed without hurting others
feelings.
123
I summarized or repeated my ideas
when necessary.
123
I gave reasons for opinions.
123
I listened courteously and
effectively.
123
I tried to understand and extend the
suggestions of others.
123
My most important contribution to the discussion was
My plan for improvement is
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Example
Blackline Master
Literature Circles
Literature Circle Evaluation
Name
Circle
Book
Date started
Preparation
I am prepared for our meetings by consistently
doing my preparation work in my notebook.
I am prepared for our meetings by reliably
bringing my literature book to class.
I am prepared for our meetings by completing
my reading assignments on time.
Participation
I participate well in discussions by asking
questions of others.
I participate well in discussions by offering my
own ideas.
I participate well in discussions by encouraging
and respecting others opinions.
I participate well in discussions by making eye
contact with others.
I participate well in discussions by keeping my
voice at arms length (cool, objective).
Comments
Student
Teacher
123
123
123
123
123
123
Student
Teacher
123
123
123
123
123
123
123
123
123
123
Student
Teacher
I am doing my job well.
Yes, I do this.
I dont always do this, and I need to improve.
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Blackline Master
Literature Circles
Assessment Form for Discussion Groups*
Names
Circle
Book
Date started
Groups Discussion Topic or Focus
Check the appropriate box. Provide evidence where possible.
Yes No Sometimes
Evidence
Everyone participates and shares
in the discussion process.
Communication is interactive.
The group is supportive of its
individual members. Group
climate promotes friendliness.
Group members often ask
questions for clarification or
elaboration.
The group discussion stays on
topic or on directly related issues.
The group is energetic and
enthusiastic.
What was the best thing about the way this group worked together?
Saskatchewan Education, English Language Arts: A Curriculum Guide for the Middle Level (draft) (Regina:
Saskatchewan Education, 1996).
54
What was one problem the group had?
How did you solve it?
What else might you have done?
What specific plans do you have for improvement?
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