lit.circles

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lit.circles
By karin

I do literature circles everyday. We meet and discuss roles and then they assign next role and read for the remaining period. Each group determines how much their group reads. It is usually 1-2 chapters. We have a flexable
40-45 minutes. (We also have DEAR time after lunch).
In lit. circles they each have a journal. I post roles on a huge sheet of oaktag in the front of room. When the group starts a new book, a leader is voted on and he picks a role of choice. Then the next person picks a role(usually to their left) and so on. The next day each takes the following role on the big sheet. (The one following

their first choice) I picked roles from several role sheets that I thought were most useful in checking for understanding and comprehension. I always make sure they understand that I am looking for highorder thinking answers. I always have them include WHY they chose the answer they chose.
They sometimes choose their books and sometimes I have the same book for all if it is a good curriculum connection. Most choices are connected to something and there is always a way to manipulate their picks based on reading levels if you have a heterogenious group.
I divide the classlist up into groups of five for handing in journals. The first five on my class list hands in their journals on Monday, the next five hand in on Tuesday and so on. (depending on how many in your class). I have a big block of chalkboard that I taped off a planner similar to their own planners and write the days fo the week at the top of planner, on big tongue depressors in colors. For instance, yellow for Monday, green for Tuesday,etc. Then those kids who are Monday have a yellow circle sticker on their journal front cover, along with their name. They hand in their journal in a tub at the back of the room. I then collect theirs and return the next day. Does this make sense? Journals are a lot of work, but you have to correct their thoughts on their readings, and this is a great way to do it without taking 25 assignments home a day.
They usually can get their assignments, (roles and reading) done in class. However if they don't they take it home.
Some of the roles I can remember are:
1. What did you like about the chapter and what did you dislike and WHY?
2. Illustrate your favorite part, and explain WHY you chose it.
3. Write THREE high order questions for your group to discuss. (In your opinion, why, how, etc.)I use Blooms Taxonomy for guidelines)
4. Summarizer, write a concise summary of what they read. Main idea and details.
Finally, and don't grade this response, ha! I meet with one group everyday. I just sit in and listen and sometimes generate more conversation. I may also look at journals if they are running a good conversation on their own. I usually grade them on a four point scale, 4 being the most detailed and appropriate. Toward the end of the year I use the ABC scale on their responses because that is what they will get in middle school.
I use Blooms Taxonomy form for responses for everything, including math journals. They should always be thinking more critically. This helps it become automatic.
Have a nice day and hope this helps you.