Podcast
Questions and Answers
In the context of literature circles, what pedagogical shift does the gradual release of responsibility model primarily facilitate?
In the context of literature circles, what pedagogical shift does the gradual release of responsibility model primarily facilitate?
- From structured reading activities to independent explorations, fostering self-regulated learning. (correct)
- From teacher-led discussions to student-led debates, emphasizing argumentative skills.
- From shared reading experiences to modeled reading, prioritizing teacher demonstration of comprehension strategies.
- From text-based analysis to interdisciplinary connections, broadening students' contextual understanding.
What is the most critical element in ensuring the effectiveness of literature circle role cards as scaffolding tools?
What is the most critical element in ensuring the effectiveness of literature circle role cards as scaffolding tools?
- The flexibility of roles to adapt to various text complexities and student expertise levels. (correct)
- The alignment of roles with standardized assessment criteria to ensure measurable outcomes.
- The aesthetic appeal and visual engagement of the role card design.
- The explicit connection of each role to specific literary theories and analytical frameworks.
Considering the evolution of roles and responsibilities within literature circles, when is it most pedagogically sound to phase out the use of role cards?
Considering the evolution of roles and responsibilities within literature circles, when is it most pedagogically sound to phase out the use of role cards?
- Upon completion of a unit focused on standardized test preparation to promote individual accountability.
- Once students internalize collaborative norms and can independently navigate diverse interpretive stances. (correct)
- After the initial introductory session to foster immediate student autonomy.
- When students demonstrate consistent application of advanced literary criticism techniques.
What is the underlying rationale for negotiating text choices within literature circles?
What is the underlying rationale for negotiating text choices within literature circles?
In what capacity does having mixed ability groups enrich and expand the scope of conversation within literature circles?
In what capacity does having mixed ability groups enrich and expand the scope of conversation within literature circles?
What is the primary benefit of students independently reading the selected text?
What is the primary benefit of students independently reading the selected text?
How do literature circles contribute to the social-emotional development of students?
How do literature circles contribute to the social-emotional development of students?
What is the most significant way literature circles integrate with curriculum to support deep learning?
What is the most significant way literature circles integrate with curriculum to support deep learning?
What role might a teacher take to indirectly guide the conversation?
What role might a teacher take to indirectly guide the conversation?
What is the primary aim of expert groups within the context of literature circles?
What is the primary aim of expert groups within the context of literature circles?
Flashcards
Literature Circle
Literature Circle
A focused, small group conversation through which students develop a deeper and richer understanding of the text.
Literature Circle
Literature Circle
A collaborative reading approach in which students with varying reading abilities, each with an interest in reading the same text, form a discussion group.
Literary Observer
Literary Observer
A literary device used by the author to build meaning or make the text more interesting to read.
Director (in Literature Circle)
Director (in Literature Circle)
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Question Master
Question Master
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Clarifier
Clarifier
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Summarizer in Literature Circle
Summarizer in Literature Circle
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Detective
Detective
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Expert Groups
Expert Groups
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Study Notes
- Angela Ehmer is presenting an introduction to literature circles
- The webinar is to begin at 3:30pm and will be recorded
- Attendees can ask questions in the chat box
- Microphones are to remain muted during the session
Literature Circles
- Literature circles involve small group conversations to develop deeper and richer understandings of text
- Literature circles use a collaborative reading approach
- Students with differing reading abilities form a discussion group
- Participants must each have an interest in reading the same text
Early Work
- Harvey Daniels, Katherine Schlick Noe, Bonnie Campbell Hill, and Nancy Johnson contributed early work on literature circles
Literature Forms
- Literature includes novels, poetry, short stories, and plays
- Literature also includes fiction for young adults and children
- Multimodal texts such as films, and non-fiction are also considered literature
- Excerpts from longer texts also constitute literature
Engagement with Literature
- Evidence of engagement with literature is demonstrated through academic achievement in reading, writing, spelling, vocabulary, and numeracy
- Children who read daily for pleasure can demonstrate up to one and a half years greater academic achievement
Selecting Texts
- Selection criteria include quality texts with interesting themes, ideas, and characters
- Interesting and engaging texts are important
- Picture books, short stories, novels, poetry and songs are all options
- A text well-suited to analysis and discussion is ideal
Scaffolds and Supports
- Role cards can be used as a scaffold
- A teacher can act as participant, independent observer, or rotating observer
Features of Literature Circles
- Text choice is negotiated
- Reading occurs outside of the group
- Meetings are focused discussions
- Students read independently
- Literature circles rely on mixed skill-level groups
- There is one leader
- Role cards support thinking
- Students build on each other's responses
- Every student shares
- Students negotiate how much to read between meetings
- On completion of the reading, students share something interesting about the text
Using Expert Groups
- Students may share responses in expert groups
- Expert groups include students all sharing the same role card
- Expert groups provide opportunities for students with the same assigned role to share and listen to others
Implementation
- Implementation involves:
- Text selection
- Grouping of students
- The use of role cards
- Defined roles and responsibilities
Vygotsky's Gradual Release of Responsibility Model
- Vygotsky's Gradual Release of Responsibility Model includes:
- Modelled Reading
- Shared Reading
- Structured Reading
- Guided Reading
- Independent Reading
Starting Literature Circles
- Whole class or small group settings are potential options
Benefits of Teaching with Literature
- Studies link reading fiction to increased compassion and empathy
- Reading improves writing skills and authorial awareness
- Literature is student-centered and promotes negotiated learning
- All learners are exposed to high interest text models
- Conversational skills are improved
- Positive attitudes to reading are developed
- Students are exposed to complex vocabulary and sophisticated language and text structure
Richness of Literature Circles
- Literature circles:
- Engage students in substantive discussions
- Elevate intellectual dialogue
- Support robust learning, boosting memory
- Promote deeper reasoning and critical thinking
- Scaffolds language development
- Nourishes the development of social skills
- Create opportunities for the curriculum to meet the students
Other Considerations
- Roles and responsibilities must change over time
- Role cards are to be phased out over time
- Group formations can vary
- Number of students per group can vary
- Literature circles are suitable for beginning readers
- The scheduling and frequency of meetings will vary
- Student preparation time will vary
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