USING ‘LITERATURE CIRCLES’ TO
ENRICH STUDENTS’ READING EXPERIEN CES IN THE SECONDARY ENGLISH LANGU AGE CLASSROOM
Jerry Chui
English Panel Chairperson
Carmel Divine Grace Foundation Secondary School
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. (Da niels, 2002)
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Other names: Reading Circles / Book Clubs / Reading Gr
oups
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 rea ding.
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 boo ks.
8. The teacher serves as a facilitator.
9. Evaluation is done by teacher observation and student self-evalu ation.
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 rea ding.
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 boo ks.
8. The teacher serves as a facilitator.
9. Evaluation is done by teacher observation and student self-evalu ation.
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 Summariser Discussion
Director Discussion
Director
Illustrator Illustrator
Connector Connector Investigator
Investigator Literary
Luminary Literary Luminary Word
Wizard Word Wizard
Reporter Reporter
Summary of Roles
Discussion
Director acts as a facilitator in the group and keeps the discussion flowing
Summariser summarises the part of the reading they
have read at the beginning of the discussion
Illustrator draws some kind of pictures related to the reading
Connector tries to find connections between the
reading and the real world in which he/she
lives
Summary of Roles (con’t)
Investigator digs up some background information on any topic related to the reading
Literary Luminary
locates a few interesting, powerful, funny, puzzling, or important sections of the
reading and reads them aloud in the group 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 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 be nefit 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 ski lls, 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 Summariser Discussion
Director Discussion
Director IllustratorIllustrator
Connector Connector
Investigator Investigator Literary
Luminary Literary Luminary
Word Wizard Word
Wizard ReporterReporter
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 Langua ge 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 sto ries to their lives
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S.1 – S.3 Language Arts Elements
Example: (S.3) The Miracle Worker – Including discussion an d 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 studen ts 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 purp
oseful 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 f or 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 assistan ce 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
Before After
Teaching
Teachers were not very confident in conducting student-centered activities.
Teachers become more confident in conducting student-centered activities.
Teachers doubted whether discussion was an effective way of learning.
Teachers are convinced that discussion can be an effective means to facilitate learning and teaching.
Teacher-student interactions were limited. Plenty of meaningful teacher-student interactions are observed in the lessons.
The lesson atmosphere might be a bit
‘serious’ for students. LCs contribute to livelier lessons.
Learner diversity was an issue. Learners help one another in groups.
Learning
Students did not know how to elaborate on
their ideas. Students ideas are well-elaborated.
Students did not read critically. Students know how to be critical readers.
Students lacked confidence in speaking English.
Students are more willing to speak in English in class.
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/Li terature%20Circle%20Jobs.pdf
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Resources:
http://farroutlinks.net/blog/documents/LiteratureCirclesMate rial.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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