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Transcript of Lit circles.kamloops.sec
Grand Conversations, Thoughtful Responses: ���
Literature Circles at Work Kamloops Secondary Teachers
Faye Brownlie
April 21, 2015
There is great success in engaging students with text and conversation
using literature circles
Literature Circles
STUDENTSWithin these groupings,
choose their own
books
are never assigned
rolesread at
their own pace
engage in conversations
keep journals about readings
and conversationsare taught comprehension
strategies
Day 1: Introduction of book conversations
• Model and practice with poems or short texts
• Ask the students: “What comes to mind when you
read this? SAY SOMETHING.”
This is My Rock ���- David McCord
This is my rock And here I run To steal the secret of the sun;
This is my rock And here come I Before the night has swept the sky
This is my rock, This is the place I meet the evening face to face.
Day 1: Start with the books • choose 5 or 6 books with multiple copies
• choose books that cover a wide range of reader interest and level of difficulty
• choose books that lead to further reading (series, author)
Day 1: Introduce the books • read an excerpt
• describe the kind of reader who might enjoy this
• Describe the font, text features etc. including “notice that’s”
Start Reading!!!
Students choose 2 texts each. (One as a back up)
Day 2: Meeting with the groups • meet with a group who are reading the same book, while the other students continue reading
• students come to the meeting with a brief passage prepared to read aloud
• After a student has read, others respond by: SAYING SOMETHING
about what they thought.
Literature Circle Assessment Rubric for Group Discussions English Gr. 5/6
Response Logs
Generally
this is a 10
minute write
Students respond
in writing twice
a week, reacting
to their books.
Initially students write at the same time, but as the process becomes
familiar, most will write when it is appropriate
Criteria for an effective group discussion:
•all voices must be included
•everyone must feel included
•everyone’s ideas are respected
•the discussion should move us to new understandings
Response Journals
! double-entry journals ! initially, written in class, together ! develop criteria for powerful responses
Response Logs
Create Criteria
SHAREWrite in front of the students. Have them analyze your response – what works? Create an initial criteria list from their ‘what works’. Students attempt their first response, following this criteria. Give descriptive feedback on their response. Revise the criteria as needed.
Generally this is a 10
minute write
Students respond in writing twice a week, reacting to their books.
Initially students write at the same time, but as the process becomes familiar, most
will write when it is appropriate
Read and respond to selected student responses. Not all responses need to be responded to by a teacher.
From Student Samples Creating Criteria
1
2
34567
Choose3-6 student responses including a variety of forms (webs, paragraphs, pictures) and turn them into overheads
Accept
“I have chosen a variety of responses to use as samples. These samples will help us build criteria for what makes our responses effective”
Say
Ask
Only positive comments
“What did you notice that really works in a response?” “What strikes you as powerful about this response?”
Revise
Reorganize
The list as important new criteria emerge
The list to guide further work with responses for the next 4-6 week period
The list into a more coherent formPost &
Use
Coast Reads 2014-15 Grades 8-‐9 and Brian’s Grade 10 Class Grade 12
The Last 13 A Tale for the Time
The Edge of Nowhere Being
Steelheart The Orenda
Grades 9 (higher readers) and 10
The Fault in our Stars
Where’d You Go, BernadeQe?
Grades 10 (higher and more mature readers) and 11
Where’d You Go, BernadeQe?
The Fault in Our Stars
A Tale for the Time Being
Grand ConversaTons, ThoughUul Responses -‐ a unique approach to literature circles -‐ Faye Brownlie
Portage and Main Press, 2004
Student Diversity, 2nd ed -‐ Brownlie, Feniak and Schnellert Pembroke Publishers, 2005
It’s All About Thinking – in English, Social Studies and HumaniTes – Brownlie and Schnellert, 2009
" Webcast:
" Literature Circles in the Middle Years
" www.bced.gov.bc.ca/literacy " Webcast, part 2