I recently began using literature circles in reading groups and it's been pretty amazing. I started with the two highest reading groups about three weeks ago and now, all but one of the groups are enjoying the process. The responsibilities for our literature circles are:
- Discussion leader - develop three "thinking questions" (higher ordered thinking).
- Word Wizard - find three interesting words, talk about how they are used and what they mean.
- Illustrator - create a scene from descriptions in the story.
- Story Connector - connect our story to one we've read in class.
- Real-life Connector - make two text-to-self connections.
- Summarizer - choose two sections of the chapter and retell in your own words.
Each job contributes to the discussions we have in reading group. When groups come to the table, I pull two sticks to see whose job will lead the discussion that day. Unfortunately, we can't get to every job because we don't have enough time, but I collect each person's journal to grade and leave comments on their contribution.
I've noticed the kids really enjoy having a responsibility and take it seriously when it is their turn to share their work. I've also noticed that while most of the kids want to be the Illustrator, they're happy to take any role because they know they're equally important. Since my largest reading group only has five students in it, I've chosen to double up on the jobs. Usually the Word Wizard is also the Illustrator. Literature circles have also had the unintended side effect of motivating my "non-readers" (the kids who would rather be do anything but read). I think these students enjoy the responsibility and seeing that their work is such a big part of reading group (instead of just answering teacher-posed questions).
For more information on literature circles and how to make them work for you visit: ProTeacher!
I have never been completely comfortable with teaching reading—which is weird, because I always enjoyed it more than math. (Ironically, I love teaching math.) At the beginning of last year, small group reading was my arch nemesis. I got the general idea and the purpose for small group time, but I don't think I ever got the timing and pacing down right. It truly is a science to take 12 minutes and chock them full of meaningful content and reading skills. I had all of last year to practice on my kindergartners and we finally found a routine that worked for us. I owe a lot of our routine to all of the small group videos available on the MCPS website. They were extremely helpful.
This year I've been thrown a curveball-- thy name is third grade.
Yes, I know third graders have small group too, and the general idea is the same—but there's far more variety in the reading material. Third graders read novels! I've already been given the advice to plan out the full novel before we begin so that I'll have a framework to work within. It's kind of scary, and my respect for my grade school teachers grows exponentially every time I think about all the planning and executing that went on in my classrooms.
Whole group reading will work a little differently as well. For several of the lessons, we will use Junior Great Books. The JGBs combine literature and shared inquiry to create a rich experience with the reading. It takes about a week to get through one story and all the follow up activities. We're starting our first JGB this Monday and I'm excited to see how it all plays out. We're reading Caporushes, a folktale based on Cinderella. Each student will have his/her own copy of the story, and we'll read it altogether. The follow ups include critical thinking pieces, BCR activities, and shared inquiry discussions.
If you are interested in using Junior Great Books in your school, you can find information here: https://www.greatbooks.org/
