Literature+Circles

There are numerous ways to introduce children to different types of literature. These include keeping students as a whole class and reading the same piece of literature or splitting them up into small groups and having them read different pieces of literature. Books can be selected by author, genre, or point of view. Literature circles are a way to expose students to numerous types of literature and various viewpoints. Working in literature circles allows students the opportunity to interact with other students while not feeling pressured to have correct answers or speak in front of the whole class.

The way literature circles can be introduced in the class varies. Books should be individually introduced to the whole class. The teacher should state the title and author and make any connections to previously read authors or genres if possible. Then the teacher can either read an interesting excerpt from the book to make students curious or teachers can read the back cover or inside flap. Giving students a description of the book allows students to make a decision based off their own interests. Then students can choose the book they would like to read. Students should have the opportunity to read each of the books in the literature circles throughout the school year. If a teacher does not want students to be grouped heterogeneously by book choice, the teacher can assign books to students. Making book introductions interesting is a way to get students excited about reading.

Following book introductions, books need to be passed out and a routine should be established. Routines should be established for the class as a whole and also for individual groups. Group meeting places can be picked or assigned and each group should meet for a few minutes. Here, groups can decide how much of the book they are going to read for the next meeting and think of some predictions they have about the book. Group members can also explain why they picked the book they did. Having the group meet before they begin reading the book allows members to feel comfortable with each other and set a pace for how their literature circle is going to be.

Students would write responses in their writer’s notebook while they are reading. These responses would not have a length requirement but would have to have substantial evidence the student read the assigned section. If students found it easier, they could write questions, observations and connections on sticky notes and place them in the book where they had the thought. This sticky note technique allows students to know exactly where they had a thought and not struggle to find the proof of their thought or question. This might bring about connections within the group as well.

In order to assess these responses, a teacher could walk around to the groups and ask students to have their responses out while they are discussing the book. While walking around, a teacher could quickly skim through student responses and listen to group conversations taking place. If the teacher feels that a group is off-track she could ask a question or two to have them switch the conversation. At the end of the literature circle cycle I would either have students write a written response about their book or fill out a graphic organizer with characters, plot, and support from the text. A graphic organizer is a change from writing a paper yet would still show the teacher the students have read the text and comprehended what they read.

Literature circles fit into Fountas and Pinnell’s three block framework because it incorporates reading and writing into the school day. If a teacher chooses, her students could use their literature circle books as their independent reading books. Teachers can use literature circle books for mini-lessons on reading as well. If the books have a theme or the same literary element a teacher can teach students about that specific element. Another way literature circles can fit into the three block framework is teachers can teach students how they want student’s responses. Teachers could choose a book to model their response after and outline exactly how they want students to respond.

Personally, I found literature circles to be a relaxing part of our class. I read //Walk Two Moons// by Sharon Creech with a group of two other girls. I enjoyed having a small group since we could discuss the book in more depth and voice our opinions without having to be worried what many other people would think. Our group worked well together and did not stray from the conversation about //Walk Two Moons// at all. The book was interesting and left us with enough questions to keep talking about the possibilities and predictions we thought of. At times one of our comments would lead to another thought and we would then have another prediction to think about. In class, literature circles were a time to socialize with classmates I may not particularly socialize with other wise. I had a positive experience with literature circles and would like to incorporate them into my classroom.

When I am a teacher, I would try to incorporate literature circles with other subject matter besides solely language arts. Students would be given interesting history or science novels to read that would correspond to the unit being taught in that particular subject. This way students could be introduced to literature that would further their understanding of a particular time period of subject matter. Books that children can relate to and make connections through allow students to remember the material more easily. I would also use literature circles to encourage working and participating in groups. Literature circle assignments would not necessarily be graded but may become so if I find out students are not participating in group discussions or doing the reading or responses. Literature circles would be used in my classroom as a way for students to socialize throughout the day and also to enjoy reading a novel they may not have picked out on their own.

All in all, literature circles work well in the right classroom. Some classes may be too chatty to have literature circles and in opposition, some classes may be too quiet and reserved to have literature circles. They are a great way to expose children to different genres of literature or similar authors but unfamiliar texts. Literature circles expand a student’s literary knowledge as well as making him a more well-rounded reader. There are numerous options in which the teacher has to decide which are right for her class. Providing students the opportunity to read texts as part of a group may make students feel more comfortable about their reading skills and improve their learning. Literature circles are an activity which can be used for any subject and can strengthen the classroom bond.