Literature Circles - Getting Started

Literature Circles: Getting Started - ReadWriteThink 8/5/10 3:07 PM

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Lesson Plan
Literature Circles: Getting Started

Grades 3–5

Lesson Plan Type Recurring Lesson

Estimated Time Introduction: Ten 50-minute sessions; thereafter: 50 minutes per
session

Lesson Author Lisa Storm Fink
Urbana, Illinois

Publisher

Preview

OVERVIEW
This lesson provides a basic introduction to literature circles, a collaborative and student-centered reading
strategy. Students begin by selecting a book together then are introduced to the four jobs in the Literature
Circles: Discussion Director, Literary Luminary, Vocabulary Enricher, and Checker. The teacher and student
volunteers model the task for each of the four roles, and then students practice the strategies. The process
demonstrates the different roles and allows students to practice the techniques before they are responsible
for completing the tasks on their own. After this introduction, students are ready to use the strategy
independently, rotating the roles through four-person groups as they read the books they have chosen. The
lesson can then be followed with a more extensive literature circle project.

FEATURED RESOURCES
Self-Reflection: Taking Part in a Group Interactive: Using this online tool, students describe their
interactions during a group activity, as well as ways in which they can improve. Students can add rows and
columns to the chart and print their finished work.

FROM THEORY TO PRACTICE
Literature circles are a strong classroom strategy because of the way that they couple collaborative learning
with student-centered inquiry. As they conclude their description of the use of literature circles in a bilingual
classroom, Peralta-Nash and Dutch explain the ways that the strategy helped students become stronger
readers:

Students learned to take responsibility for their own learning, and this was reflected in how effectively they made choices
and took ownership of literature circle groups. They took charge of their own discussions, held each other accountable for
how much or how little reading to do, and for the preparation for each session. The positive peer pressure that the members
of each group placed on each other contributed to each student's accountability to the rest of the group. (36)

When students engage with texts and one another in these ways, they take control of their literacy in positive
and rewarding ways.

Further Reading
Peralta-Nash, Claudia, and Julie A. Dutch. "Literature Circles: Creating an Environment for Choice." Primary
Voices K-6 8.4 (April 2000): 29-37.

http://www.readwritethink.org/resources/resource-print.html?id=19 Page 1 of 11


Standards

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world; to acquire new information; to respond to the
needs and demands of society and the workplace; and for personal fulfillment. Among these texts are
fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and writers, their knowledge of
word meaning and of other texts, their word identification strategies, and their understanding of textual
features (e.g., sound–letter correspondence, sentence structure, context, graphics).

7. Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint
texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).

Resources & Preparation

MATERIALS AND TECHNOLOGY
Multiple copies of literature books

PRINTOUTS
Literature Circle Roles

Literature Circle Role Sheets:

Discussion Director

Vocabulary Enricher

Literary Luminary

Checker

Literature Circle Process

Self-Reflection: Taking Part in a Group (optional instead of online version)

WEBSITES
Online Self-Reflection Checklist



Literature Circles Resource Center
Literature Circles (Literary Lessons from the Classroom of Laura Candler)

PREPARATION
Review the basic literature circle strategy, using the Websites linked in the Resources section. Before you
begin the lesson, you should have a strong working knowledge of how the strategy works.

Preview and read the books that students will choose among for this lesson so that you are familiar with
the plot and literary elements. According to Hill, Johnson and Noe (1995), it is best to choose books that
arouse emotions, are well-written, and are meaningful (113). The books should reflect students' reading
levels as well. Gather copies of the books for each student group.

If desired, make overhead transparencies of the Literature Circle Roles and Literature Circle Process.
Alternately, you might write the information on chart paper or the board.

Make copies of the Literature Circle Role Sheets (Discussion Director, Vocabulary Enricher, Literary
Luminary, and Checker) for students to use independently and as they practice. Overhead transparencies of
the forms may also be useful as the class explores the requirements of each task.

Make copies of the Self-Reflection Worksheet, or if students will complete the self-reflection online, test
the Online Self-Reflection Checklist on your computers to familiarize yourself with the tool and ensure that
you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Instructional Plan

STUDENT OBJECTIVES
Students will
discuss, define, and explore unfamiliar words.

predict text events using previous knowledge and details in the text.

use evidence in text to verify predictions.

ask relevant and focused questions to clarify understanding.

respond to questions and discussion with relevant and focused comments.

paraphrase and summarize information from the text.

identify and analyze literary elements in text.

SESSION ONE
1. Introduce literature circles by explaining they are "groups of people reading the same book and meeting
together to discuss what they have read" (Peralta-Nash and Dutch 30).

2. Emphasize the student-centered collaborative nature of the reading strategy by discussing how the
strategy places students "in charge of leading their own discussions as well as making decisions for
themselves" (Peralta-Nash and Dutch 30). Share some of the ways that students will work independently
(e.g., choosing the text the group will read, deciding on the questions that the group will discuss about
the text).



3. Introduce the Literature Circle Roles to the class, and answer any questions that students have about
these roles:
Discussion Director

creates questions to increase comprehension

asks who, what, why, when, where, how, and what if

Vocabulary Enricher

clarifies word meanings and pronunciations

uses research resources

Literary Luminary

guides oral reading for a purpose

examines figurative language, parts of speech, and vivid descriptions

Checker

checks for completion of assignments

evaluates participation

helps monitor discussion for equal participation

4. Preview the way that literature circles work for students, sharing the Literature Circle Process on the
overhead projector or chart paper. Alternately, pass out copies for students to refer to.

5. Explain that the class will practice each of the roles before students try the tasks on their own.

6. Choose a short book with at least eight chapters to read as a whole class, beginning during the next class
session.

SESSION TWO
1. Review basic information about literature circles.

2. Explain that during this session, you will act as the Discussion Director to demonstrate how to do the task.

3. Review the requirements of the Discussion Director:



4. Pass out copies of the Discussion Director role sheet and preview the information it contains.

5. Read Chapter 1 of the text chosen during the previous session together.

6. Demonstrating the Discussion Director Role, pause during the reading, as appropriate, to add details to
the Discussion Director role sheet; or complete the Discussion Director role sheet after the reading is
complete.



7. Re-read the questions on the Discussion Director role sheet and make any revisions.

8. Demonstrate how the Discussion Director would use the Discussion Director role sheet to lead discussion.

9. Allow time to discuss the first chapter freely in order to show how discussion of questions and ideas that
are not on the sheet is also appropriate.

10. After discussion is complete, ask students to make observations about how the Discussion Director role
works. Answer any questions that they have about the role.

SESSION THREE
1. Review the requirements of the Discussion Director:



2. Have students get out copies of the Discussion Director role sheet and review the information it contains.

3. Explain that during this session, everyone will have a chance to practice being a Discussion Director.

4. Ask students to recall how you recorded information on the Discussion Director role sheet during the
previous session in order to establish the expectations for this session.

5. Read Chapter 2 of the text together.

6. Working in the Discussion Director Role, have students pause during the reading to add details to their
copies of the Discussion Director role sheet; or complete the Discussion Director role sheet after the
reading is complete.

7. After the chapter has been read, have students re-read the questions on the Discussion Director role sheet
and make any revisions.

8. Arrange the class in small groups of 4-6 students each. These groups are simply for practice, so they can
be formed informally if desired.

9. Explain that each group member will serve as the Discussion Director for about 5 minutes.

10. To make sure the process runs smoothly, have group members arrange turn-taking by deciding who will go
first, second, third, and so forth.

11. Have the first Discussion Director begin discussion. Watch the time so that you can cue students to change
roles. Provide support and feedback as appropriate.

12. After 5 minutes have passed, ask the second person take over as Discussion Director.

13. Repeat this process until everyone in the class has had a chance to practice the Discussion Director role.

14. After discussion is complete, ask students to make any additional observations about how the Discussion
Director role works. Answer any questions that they have about the role.

SESSION FOUR



1. Explain that during this session, you will act as the Vocabulary Enricher to demonstrate how to do the
task.

2. Review the requirements of the Vocabulary Enricher:



3. Point out the classroom dictionaries and other resources students can use as they serve in this role.

4. Pass out copies of the Vocabulary Enricher role sheet and preview the information it contains.


6. Demonstrating the Vocabulary Enricher Role, pause during the reading, as appropriate, to add details to
the Vocabulary Enricher role sheet; or complete the Vocabulary Enricher role sheet after the reading is
complete.

7. Re-read the questions on the Vocabulary Enricher role sheet and make any revisions.

8. Demonstrate how the Vocabulary Enricher would use the Vocabulary Enricher role sheet to participate in
the discussion.

9. Allow time to discuss the chapter freely in order to show how discussion of questions and ideas that are
not on the sheet is also appropriate.

10. After discussion is complete, ask students to make observations about how the Vocabulary Enricher role

SESSION FIVE
1. Review the requirements of the Vocabulary Enricher:



2. Have students get out copies of the Vocabulary Enricher role sheet and review the information it contains.

3. Remind students of the classroom dictionaries and other resources they can use as they serve in this role.

4. Explain that during this session, everyone will have a chance to practice being a Vocabulary Enricher.

5. Ask students to recall how you recorded information on the Vocabulary Enricher role sheet during the


7. Working in the Vocabulary Enricher Role, have students pause during the reading to add details to their
copies of the Vocabulary Enricher role sheet; or complete the Vocabulary Enricher role sheet after the
reading is complete.

8. After the chapter has been read, have students re-read the questions on the Vocabulary Enricher role
sheet and make any revisions.


sheet and make any revisions.


10. Explain that each group member will serve as the Vocabulary Enricher for about 5 minutes.


12. Have the first Vocabulary Enricher begin discussion. Watch the time so that you can cue students to
change roles. Provide support and feedback as appropriate.

13. After 5 minutes have passed, ask the second person take over as Vocabulary Enricher.

14. Repeat this process until everyone in the class has had a chance to practice the Vocabulary Enricher role.

15. After discussion is complete, ask students to make any additional observations about how the Vocabulary
Enricher role works. Answer any questions that they have about the role.

SESSION SIX
1. Explain that during this session, you will act as the Literary Luminary to demonstrate how to do the task.

2. Review the requirements of the Literary Luminary:



3. Pass out copies of the Literary Luminary role sheet and preview the information it contains.


5. Demonstrating the Literary Luminary Role, pause during the reading, as appropriate, to add details to the
Literary Luminary role sheet; or complete the Literary Luminary role sheet after the reading is complete.

6. Re-read the questions on the Literary Luminary role sheet and make any revisions.

7. Demonstrate how the Literary Luminary would use the Literary Luminary role sheet to participate in the
discussion.


9. After discussion is complete, ask students to make observations about how the Literary Luminary role

SESSION SEVEN
1. Review the requirements of the Literary Luminary:





2. Have students get out copies of the Literary Luminary role sheet and review the information it contains.

3. Remind students of the classroom dictionaries and other resources they can use as they serve in this role.

4. Explain that during this session, everyone will have a chance to practice being a Literary Luminary.

5. Ask students to recall how you recorded information on the Literary Luminary role sheet during the


7. Working in the Literary Luminary Role, have students pause during the reading to add details to their
copies of the Literary Luminary role sheet; or complete the Literary Luminary role sheet after the reading
is complete.

8. After the chapter has been read, have students re-read the questions on the Literary Luminary role sheet
and make any revisions.


10. Explain that each group member will serve as the Literary Luminary for about 5 minutes.


12. Have the first Literary Luminary begin discussion. Watch the time so that you can cue students to change
roles. Provide support and feedback as appropriate.

13. After 5 minutes have passed, ask the second person take over as Literary Luminary.

14. Repeat this process until everyone in the class has had a chance to practice the Literary Luminary role.

15. After discussion is complete, ask students to make any additional observations about how the Literary
Luminary role works. Answer any questions that they have about the role.

SESSION EIGHT
1. Explain that during this session, you will act as the Checker to demonstrate how to do the task.

2. Review the requirements of the Checker:




3. Pass out copies of the Checker role sheet and preview the information it contains.

4. Pass out copies of the other three role sheets: Discussion Director, Vocabulary Enricher, and Literary
Luminary. Every student should have one sheet, but they will not all have the same sheet.



5. Explain that for you to have information to record on the Checker role sheet, you need students in the
class to take on the other roles.


7. Pause during the reading, as appropriate, to allow students to add details to the different role sheets that
they have; or have students complete the different role sheets after the reading is complete.

8. When the chapter is finished, have students re-read the questions on their role sheets and make any
revisions.

9. Ask student volunteers to lead the class in discussion, serving in the role that they have prepared for.

10. As students complete their role, demonstrate how the Checker would use the Checker role sheet to
participate in the discussion. To include students more in the assessment, you might ask class members to
talk about the work that each student volunteer does.

11. Take advantage of the opportunity to talk about positive, constructive feedback and to warn against mean
or bullying comments.


13. After discussion is complete, ask students to make observations about how the Checker role works. Answer
any questions that they have about the role.

SESSION NINE
1. Choose 6 or more students to participate as example literature circle groups. Select students who
understand each of the roles that they are to complete well, and who will be able to understand the
Checker role without as much practice as the rest of the class will have. You can ask for volunteers to
serve these roles, but be sure that you choose volunteers who are confident about their ability to serve in
the roles.

2. Arrange the student volunteers in two small groups of model literature circles. Groups will switch after 5
minutes so that everyone in the classroom can practice the Checker role.

3. Give the student volunteers copies of the the relevant role sheets: Discussion Director, Vocabulary
Enricher, and Literary Luminary.

4. Review the requirements of the Checker:




5. Have students get out copies of the Checker role sheet and review the information it contains.

6. Explain that during this session, everyone will have a chance to practice being a Checker.

7. Ask students to recall how you recorded information on the Checker role sheet during the previous session
in order to establish the expectations for this session.



in order to establish the expectations for this session.


9. Pause during the reading, as appropriate, to allow student volunteers to add details to the different role
sheets that they have; or have students complete the different role sheets after the reading is complete.

10. When the chapter is finished, have student volunteers re-read the questions on their role sheets and make
any revisions.

11. Ask student volunteers to complete a literature circle discussion of the chapter for other students to
observe, serving in the role that they have prepared for. If desired, you might allow students to be
creative and perform at levels other than their best work. For instance, one student volunteer might
participate as an uncooperative group member or as a member who has not read the text.

12. As students complete their role, have class members use the Checker role sheet to record details on the
discussion. To include students more in the assessment, you might ask class members to talk about the
work that each student volunteer does.

13. After 5 minutes have passed, have the example discussion group switch so that the second group takes
over.

14. Repeat the discussion process with the remaining students in the class taking on the Checker role.

15. Once the second round of checking is complete, have students share observations and discuss the
feedback they have recorded on the Checker role sheet.

16. Again, reinforce positive, constructive feedback and comments.

17. After discussion is complete, ask students to make any additional observations about how the Checker role

18. If there are remaining issues on the chapter that students want to discuss, be sure to allow time for this
exploration as well.

19. Explain that during following class sessions, students will work in literature circles independently.

20. If the text students have read is complete, explain that students will begin a new book during the next
session. If chapters remain, explain that groups will continue reading the text during the next session.

SESSION TEN
1. If students are beginning new books, share basic details about the available texts and have students
choose the books that they want to read.

2. Arrange students in literature circle groups, based on book choice if students are beginning new texts, or
based on similar interests or mixed abilities if the class is continuing with the text used for demonstration.

3. Give each group copies of the Literature Circle Roles sheets, and ask students to choose the roles that
they will complete for this session.

4. Answer any questions, and then have students begin the reading and discussion process.

5. As students work, circulate among the groups taking anecdotal data about their work and providing any
support or feedback on the Literature Circle Roles. Remember that this is a student-centered discussion


support or feedback on the Literature Circle Roles. Remember that this is a student-centered discussion
process, so take the role of a facilitator during these sessions, rather than that of a group member or
instructor.

6. At the end of the session, have groups rotate the literature circle roles.

FOLLOWING SESSIONS
1. Have students continue the process of reading the texts and rotating the literature circle roles until the
books are complete.

2. Provide some structural scheduling so that students know how much reading and work they should
accomplish during each literature circle meeting.

3. When books are finished, set aside a day for groups to share information about their reading, and then
form new groups around new reading choices.

4. Before students move on to a new book, have them complete the Self-Reflection Worksheet or use the
Online Self-Reflection Checklist. When students begin the next book, ask them to use this self-reflection
to think about how they participate with their new literature circle groups.

EXTENSIONS
Once students understand the basics of literature circles, try the ReadWriteThink lesson Literature Circle
Roles Reframed: Reading as a Film Crew, which substitutes film production roles for the traditional
literature circle roles.

Ask Vocabulary Enrichers to choose 2-3 words from the reading and create pages for the words using the
Alphabet Organizer. Groups can compile all pages created using the tool to compose a focused dictionary
for the text. The dictionary might be shelved in the classroom library with the specific book students have
read, so that others in the classroom can use the resource.

STUDENT ASSESSMENT/REFLECTIONS
As students work, take notes on their participation and engagement. Remember that discussion topics
should grow naturally from students’ interests and connections to the text. Their group meetings should be
open, natural conversations about books. Personal connections, digressions, and open-ended questions are
welcome.

Provide feedback to individual students in conferences and interviews. Base feedback on the feedback
indicated on the Checker Role Sheets completed during the literature circle sessions as well as on your own
observations. Suggest ways that students can improve their participation in the groups, pointing to the
different role sheets that they have completed and relying on your anecdotal notes. Make connections to
the Self-Reflection Worksheet or Online Self-Reflection Checklist that students complete when they finish
the books. Encourage students to brainstorm strategies they can try in future literature circle meetings to
improve their participation.

© 2010 IRA/NCTE. All rights reserved.
Legal | International Reading Association | National Council of Teachers of English


Literature Circles - Getting Started

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