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Download (4MB) INCORPORATING LITERATURE CIRCLES IN A THIRD-GRADE CLASSROOM by Margaret Marlene Morrow B.S., Clarion University of Pennsylvania, 1970 M.Ed., University of Pittsburgh, 1989 Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Education University of Pittsburgh 2005 UNIVERSITY OF PITTSBURGH GRADUATE FACULTY OF THE SCHOOL OF EDUCATION This dissertation was presented by Margaret Marlene Morrow It was defended on January 13, 2005 and approved by Rita M. Bean, Ph.D. Shirley A. Biggs, Ed.D. JoAnn R. Dugan, Ph.D. Douglas K. Hartman, Ph.D. Dissertation Director ii Copyright by Margaret Marlene Morrow 2005 iii INCORPORATING LITERATURE CIRCLES IN A THIRD-GRADE CLASSROOM Margaret Marlene Morrow, Ed.D. University of Pittsburgh, 2005 This study describes how one third-grade classroom became literature discussants utilizing role-playing in a literature circle format. Over a span of nine months, I documented students’ initiation, training, and practice utilizing role-playing to conduct peer-led discussions about books. Types of responses, role-playing, and interactions resulting from role-playing activities while engaged in literature circles were examined. Audio and video taping, student self-evaluations and reactions, student role-playing schedules, and student artifacts based on culminating activities, provided a data set to analyze interactions and responses. Findings of the study indicated roles used to promote individual participation in discussions about books were easily adapted, particularly for the low and average-ability students who require more support in their learning. Over time and texts, students appeared to shift naturally in and out of roles while making contributions to discussions. Interactions known as Informative ranked highest in frequency for all students followed by Facilitative and Solicitation. Acknowledging interactions ranked third in frequency for the low-ability student. Responses known as Personal were most frequent and progressive across time and texts for all students. Interpretive responses showed the greatest percentage increase compared to other categories, but the lowest in cumulative frequency. Evaluative responses were most frequent and consistent across time and texts for the high-ability student compared to low and average-ability students. Descriptive responses were lowest cumulative tally for high and low students only. The role of the teacher was viewed as shifting from voice of authority to facilitator assisting youngsters in finding their own voices. iv TABLE OF CONTENTS PREFACE..................................................................................................................................... xii 1. INTRODUCTION .................................................................................................................. 1 1.1. Background of Problem .................................................................................................. 1 1.2. What Are Literature Circles?.......................................................................................... 2 1.3. Using Literature Circles with my Third-Graders............................................................ 3 1.4. Values of Literature Circles............................................................................................ 4 1.5. Contribution of the Study................................................................................................ 8 1.6. Guiding Questions .......................................................................................................... 9 1.7. Limitations of the Study.................................................................................................. 9 1.8. Definitions of Terms..................................................................................................... 10 1.8.1. Literature Circle–.................................................................................................. 10 1.8.2. Roles ..................................................................................................................... 10 1.8.3. Interactions –......................................................................................................... 11 1.8.4. Responses –........................................................................................................... 11 1.8.5. Literature Circle Schedule .................................................................................... 11 1.8.6. Discussion King –................................................................................................. 12 1.8.7. Word Wizard –...................................................................................................... 12 1.8.8. Passage Master –................................................................................................... 12 1.8.9. Royal Connector – ................................................................................................ 12 1.8.10. Masterpiece Maker –............................................................................................. 13 2. REVIEW OF THE LITERATURE ...................................................................................... 14 2.1. Introduction................................................................................................................... 14 2.2. Historical Reference...................................................................................................... 14 2.3. Research on Literature Circles...................................................................................... 20 2.3.1. Breaking Tradition................................................................................................ 20 2.3.2. Growing Pains....................................................................................................... 21 2.3.3. Promising Results. ................................................................................................ 21 2.3.4. Book Club Boom. ................................................................................................. 25 2.4. Literature Circles with Role-Playing. ........................................................................... 27 2.5. Literature Circles Without Role-Playing. ..................................................................... 36 2.6. Literature Discussion Groups Without Role-Playing. .................................................. 39 2.7. Conclusion .................................................................................................................... 56 2.8. The Social Construction of Literacy............................................................................. 56 2.9. Analysis of Peer Group Interaction............................................................................... 59 2.10. Identity and Social Interaction in the Classroom...................................................... 62 2.10.1. Role-Theory. ......................................................................................................... 64 2.10.2. Role-Concept. ....................................................................................................... 65 v 2.10.3. Role-Taking. ......................................................................................................... 66 2.10.4. Role-Playing. ........................................................................................................ 66 2.10.5. Why Use Role-Play?............................................................................................. 68 2.11. The Power of Collaboration...................................................................................... 69 2.12. Collaborative Learning and Cooperative Learning................................................... 69 2.13. Learning Circles........................................................................................................ 73 2.13.1 Building Community. ........................................................................................... 73 2.13.2 Constructing Knowledge. ..................................................................................... 74 2.13.3 Supporting Learners.............................................................................................. 74 2.13.4. Documenting Reflection. ...................................................................................... 74 2.13.5. Assessing Expectations......................................................................................... 74 2.13.6 Changing Cultures. ............................................................................................... 75 2.14. Summary................................................................................................................... 75 3. METHODOLOGY ............................................................................................................... 76 3.1. Setting ........................................................................................................................... 76 3.2. Participants.................................................................................................................... 77 3.2.1. Students................................................................................................................. 77 3.2.2. The Teacher/Researcher........................................................................................ 77 3.3. Procedures....................................................................................................................
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