University of Northern Iowa UNI ScholarWorks Graduate Research Papers Student Work 2004 Implementation of literature circles Dawn Lewis University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2004 Dawn Lewis Follow this and additional works at: https://scholarworks.uni.edu/grp Part of the Curriculum and Instruction Commons, and the Language and Literacy Education Commons Recommended Citation Lewis, Dawn, "Implementation of literature circles" (2004). Graduate Research Papers. 1083. https://scholarworks.uni.edu/grp/1083 This Open Access Graduate Research Paper is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Graduate Research Papers by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Implementation of literature circles Abstract Literature circles are a current and effective technique requiring a group of students to read the same text and then meet to discuss their thoughts on what they read. The purpose of the project is to explain to teachers the components of literature circles and the benefits they have for students. The project will look specifically at what both the student and teachers oles'r should be throughout the implementation. It will also inform teachers of different ways to incorporate literature circles into their own classroom. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni.edu/grp/1083 Implementation of Literature Circles A Graduate Project Submitted to the Division of Department of Curriculum Instruction In Partial Fulfillment Of the Requirements for the Degree Master of Arts in Education UNIVERSITY OF NORTHERN IOWA by Dawn Lewis July, 2004 This Research project by: Dawn Lewis Titled: Implementation of Literature Circles Has been approved as meeting the research requirements for the Degree of Masters of Arts in Education ~/ t, I o'-f Mingshui Cai Date Approved Graduate Faculty Reader Deborah Tidwell Graduate Faculty Reader Greg P. Stefanich 8/zob,DoLj Date Approved Head,Dep;ment of Curriculum and Instruction 2 Introduction This project is designed to use for a two-day staff development class on effective ways to implement literature circles into the classroom. Literature circles are a current and effective technique requiring a group of students to read the same text and then meet to discuss their thoughts on what they read. The purpose of the project is to explain to teachers the components of literature circles and the benefits they have for students. The project will look specifically at what both the student and teachers roles' should be throughout the implementation of literature circles. This project will inform teachers on the different ways to incorporate literature circles into their own classroom. This author believes that students will grow. academically and socially through their experiences with literature circles. The teachers will discover how the teacher role shifts during the incorporation of literature circles as well as become familiar with the expectations of the students throughout the process This project is important because the students in these teachers' classroom will benefit from participation in literature circles. They will grow academically and socially through their experiences with literature circles. Through this different approach students may become more motivated to read, improve their social interactions through group discussions, and improve their reading comprehension. 3 Literature Review Balanced Literacy After many years of intensive arguments between advocates of phonics and whole language, a resolution may have been found. No longer are educators focusing on whether the drilling of letter sounds through phonics instruction or the natural learning of reading in whole language programs is more effective than the other. Instead, balanced literacy programs have emerged into classrooms across the nation. This framework combines components of both phonics and whole language programs into one. Balanced programs appear to give both children and teachers the best opportunity for success (Speigel, 1998). Balanced literacy programs are often described as a combination or blend of whole language and phonics (Bauman, Hauffman, Moon & Duffy-Hester, 1998). Balanced instruction allows teachers to provide systematic, explicit instruction and practice focused on decoding and comprehension (Freppon & Dahl, 1998). Teachers can analyze each student's strengths and weaknesses and then determine what teaching approach would most benefit the student. Teachers may choose an approach that focuses more on phonics instruction, one focusing on whole language approaches, or a combination of both (Speigel, 1998). Balanced approaches help teachers meet the needs of most children because such approaches are not restricted to one way of developing literacy (Speigel,1998). Using one approach may not completely meet the needs of all students. For example, one student may need help with developing both word recognition and comprehension. Teachers 4 implementing a balanced approach may choose to give instruction using both phonics and whole language strategies to target both areas of weaknesses. Teachers implementing a balanced literacy program can be flexible throughout their instruction. They can decide what is most effective for each child and change the emphasis easily. Therefore, teachers have more freedom to match instruction to the needs of each student. Recent research powerfully suggests kids need three vital kinds of balance between wide and close, extensive and intensive reading, and a balance in the kind of social interaction they experience around books to become better readers (Daniels, 1994). Consistent interactions with peers revolving around school work can increase learning and build peer relationships (Daniels, 1994; Fountas & Pinnel, 2001). When working together, students learn from each other's different perspectives. They also learn how to effectively interact with peers. Within the balanced literacy framework, teachers may choose to have their students participate in literature circles. Literature circles easily fit into a balanced framework because they share the elements of a balanced approach. Students participate in student directed, small group, moderately intensive reading (Daniels, 1994). They work together with peers as a team all reading the same book with the same goal: to discuss their reading and learn from each other through the process. Literature Circles Literature circles (also known as literature discussion groups, book clubs, or readers' circle) are small groups of students who meet specifically to discuss a chosen author, book, topic, or theme (Noll, 1994). Literature discussion groups are promoted as a 5 more equitable and engaging way for students to share and discuss their responses to literature (Maloch, 2002). The small group format, usually four to six members, allows every individual to be an active participant in sharing ideas and constructing interpretations (Daniels, 1994). A small group setting allows all students' voices to be heard. Experts agree that literature circles should consist of a heterogeneous group of students (Routman, -1991). This gives the opportunity for both male and female perspectives to be shared. Groups may be formed based on student's interests and students choice of books. It is important for teachers to realize that groups formed are temporary. Literature groups must be flexible and able to be periodically changed accordingly to students' interests, strengths, and needs (Routman, 1991). Choosing good books is a key to successful literature circles. Teachers should select a wide variety of high quality texts that will enrich students learning throughout reading and discussing the book (Fountas & Pinnell, 2001). A common practice of choosing books is to provide choices to the students. The teacher chooses a few quality books and their students choose which book they would like to read from the options. There are several factors for teachers to consider when choosing book selections. The book must be developmentally appropriate, "teach" and "stretch" students and their learning, include layers of meaning, exemplify worthwhile issues, reflect a variety of perspectives, represent our diverse world, encompass a variety of authors/illustrators, genres, formats, range oflevels, and special features (Fountas & Pinell, 2001). 6 Student's Role Once groups are formed and books are chosen, students develop a routine for their literature circles. Literature circles must be regularly scheduled, not just an "occasional treat", but continuous throughout the school year (Daniels, 1994). Students can read and respond one day and participate in the literature circle on the alternating day. Other schedules can work as well, but the most important factor is that students know when they will meet (Daniels, 1994). When students finish reading the assigned text, they are to respond to what they read. Many teachers use role sheets for students to respond to what they read (Daniels, 1994). Students are assigned to one role, such as Discussion Director, Conne~tor, Illustrator, Word Finder, Travel Tracer, etc. They will fill out the role sheets and reflect on their reading. Then each student shares their reflections in their respective role during discussion. Daniels believes this is a motivating way to get all students involved