The Missouri Reader Vol. 38, Issue 1 | Page 11

Literature Circles

Implementing literature circles is a useful tool in allowing students to discuss texts, and "studies have shown that when students are involved in authentic conversations about literature, they are more engaged in their reading" (Auger, 2003, p. 1). Research con-ducted on literature circles shows the need for students to participate in groups that are flex- ible, meaning that groups are based on needs and interests of students (Routman, 2003). I believe it is important that teachers are able to move students around

based on their needs. This

also allows a variety of stu-

dents to work together in

small groups, which is ben-

eficial for students as they

adapt to new group mem-

bers.

According to Halsted

(1990), literature circle dis-

cussions "should focus on

themes and ideas in the lit-

erature read, with the emphasis on higher level thinking skills rather than on plot summaries and fact questions" (para. 9). By focusing on higher level thinking skills, teachers give students the tools to think abstractly and focus on deeper comprehension of the text. Ac-cording to Fountas and Pinnell (2001), "students who are engaged in literature study are inquiring into meaning" (p. 260). When students wonder about a text, they are invested in it, and the more they can discuss their opinions and the opinions of others, the more connected they become. Fountas and Pinnell state, "Inquiry rests on the combination of individual and shared meanings because using language for inquiry involves making connections with others in an attempt to build understanding, or to learn" (p. 260). When students can make connections between their learning and their lives, learning becomes real for them, and I believe when that happens, students are more likely to retain new information.

As I began to explore implementing liter-ature circles in my own classroom, I noticed a renewed passion for reading in my students. I began by grouping students based on their current reading levels or based on a particular reading strategy with which a group of students was struggling. By using a variety of groupings, I was able to stay flexible, and my students got the opportunity to work with

almost all of their class-mates in a small group. I feel it is important to rotate groups consist-ently to ensure students do not get labeled based on their groups. I found by switching between reading level grouping and reading strategy work

grouping, my students

grew a lot, both in their

reading skills and in their ability to work with a team, because they were able to work cooper-atively with a different group every two weeks. I allowed students to vote on a text from a selection I chose that consisted of three to four texts on their reading level. By doing so, students were able to feel as if they had a little more control over what they were reading with their group. I would always begin the guided reading lessons with vocabulary work and a purpose for our reading. The high-level readers in my classroom would often do an extension activity that consisted of a writing project or creating some type of presentation they could share with their group. These activities allowed them to think critically about their reading and create something of which they could be proud.

"These activities allowed them to think critically about their reading and create something of which they could be proud."

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