What are Literature Circles (LC)?
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Small, peer-led discussion groups whose members have chosen to read the same story, poem, article or book.
(Daniels, 2002)
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Other names: Reading Circles / Book Clubs / Reading
Groups
Eleven Key ‘Ingredients’
(Daniels, 2002)1. Students choose their own reading materials.
2. Small temporary groups are formed, based on book choice.
3. Different groups read different books.
4. Groups meet on regular, predictable schedule to discuss their reading.
5. Kids use written or drawn notes to guide their discussion.
6. Discussion topics come from the students.
7. Group meetings aim to be open, natural conversations about books.
8. The teacher serves as a facilitator.
9. Evaluation is done by teacher observation and student self- evaluation.
10. New groups form around new reading choices.
11. A spirit of playfulness and fun pervades the room.
Eleven Key ‘Ingredients’
(Daniels, 2002)1. Students choose their own reading materials.
2. Small temporary groups are formed, based on book choice.
3. Different groups read different books.
4. Groups meet on regular, predictable schedule to discuss their reading.
5. Kids use written or drawn notes to guide their discussion.
6. Discussion topics come from the students.
7. Group meetings aim to be open, natural conversations about books.
8. The teacher serves as a facilitator.
9. Evaluation is done by teacher observation and student self- evaluation.
10. New groups form around new reading choices.
11. A spirit of playfulness and fun pervades the room.
11 Key ‘Ingredients’ in EFL Classrooms
(Furr, n.d.)
1. The teacher selects reading materials appropriate for their students.
2. Small temporary groups are formed by the teacher.
3. Different groups read the same text.
10. The teacher provides additional information to “fill in some of the gaps”.
How are LCs conducted?
Roles
Summariser Discussion
Director
Illustrator
Connector Investigator
Literary Luminary Word
Wizard
Reporter
Summary of Roles
Discussion Discussion
Director Director
acts as a facilitator in the group and keeps the discussion flowing
Summariser
Summariser summarises the part of the reading they
have read at the beginning of the discussion
Illustrator
Illustrator draws some kind of pictures related to the reading
Connector
Connector tries to find connections between the reading
and the real world in which he/she lives
Summary of Roles (con’t)
Investigator
Investigator digs up some background information on any topic related to the reading
Literary Literary Luminary Luminary
locates a few interesting, powerful, funny, puzzling, or important sections of the
reading and reads them aloud in the group Word Wizard
Word Wizard
focuses on single words or very short phrases which he/she believes to be the most important words found in the reading Reporter
Reporter jots down what the group has talked about
and reports it to the class
Benefits of LCs (Fayne & Weiss, n.d.)
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All students have an important role to play in the discussion.
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Difficult points are presented from different perspectives.
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Students of differing abilities can be put in one group and benefit from one another.
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Books can be broken into manageable pieces.
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Comprehension and vocabulary are significantly enhanced.
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Students take ownership of their own learning.
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Different generic skills can be developed - communication skills, critical thinking skills, creativity and collaboration skills.
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Questions and discussion promote student reflection.
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Students read, talk, question, feel, and think out of the box.
Higher Order Thinking Skills
Summariser Discussion
Director Illustrator
Connector
Investigator Literary
Luminary
Word
Wizard Reporter
Source: Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc
LITERATURE CIRCLES IN THE SCHOOL-BASED
ENGLISH LANGUAGE CURRICULUM
School Background
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An EMI co-educational school
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Reading programmes in the school-based English Language curriculum:
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S.1 – S.3: English reading lessons (twice per cycle) school-based Reading Award Scheme
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S.4 – S.6: Extensive Reading Programme (SBA)
Preparing Junior Secondary Students for LCs
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S.1 – S.3 Literature Sets
Including reflection questions asking students to relate the stories to their lives
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S.1 – S.3 Language Arts Elements
Example: (S.3) The Miracle Worker – Including discussion and individual presentation topics related to the movie
How LCs Started in CDGFSS
Purposes of Introducing LCs
Through Literature Circles, we would like to help our students to
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take ownership of their learning
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develop their speaking skills for SBA
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think and respond more critically (Bloom’s taxonomy)
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become more reflective
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read, talk, question, feel, and think out of the box for
purposeful communication
Reasons for the Choice of Reading
Texts
The Last Polar Bears
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Level of students: S.5
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Time to conduct LCs: 2
ndTerm
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Number of lessons: 8-10
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Materials: The book and school- based Literature Circle booklet
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Purpose: To prepare students for SBA
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Grouping: Teacher assigned
Worksheets
Catering for Learner Diversity
How to Teach Students to Conduct LCs
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Teacher’s role: facilitator
• Showing students products done by previous students
• Playing videos of Literature Circles (YouTube)
• Monitoring the progress of individual groups and providing assistance whenever appropriate
• Leading class discussion to ‘bridge the gaps’
Discussion Director
Literary Luminary
Summariser
Reporter
Word Wizard
Investigator
IMPACT AND REFLECTION
Students’ Reflection
Ideas
- understanding a text from different perspectives - sharing ideas in the group
- knowing more about the text and the related issues
Speaking Skills
- becoming more confident in speaking English - improved fluency
- learning communication strategies: leading a group,
initiating a discussion, turn-taking, sustaining a discussion, responding to others
Vocabulary - expanding their vocabulary bank
- recycling vocabulary learnt from the text in discussion Others
- willing to try something that they may not be good at without any pressure
- appreciating others’ effort
Teachers’ Reflection
Our Future Plan
Other Possible LC Activities
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Inclusion of Literature Circles in ERS
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E-learning: Literature Circles online
References
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Roles:
http://www.sd67.bc.ca/training/Instructional_Capacity/Liter ature%20Circle%20Jobs.pdf
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Resources:
http://farroutlinks.net/blog/documents/LiteratureCirclesMat erial.pdf
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Steps:
http://www.decd.sa.gov.au/northernadelaide/files/links/my sterylessonplans.pdf
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Example:
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