Online Literature Circles
What Makes a Genuine Literature Circle?
- Self selected reading materials
- Small temporary groups
- Different books
- Regular predictable schedule
- Discussion topics come from students
- Open, natural conversation
- Task roles
- Teacher as facilitator
- Engagement-build connections, set purpose, and motivate
- Exploration – read, observe, question
- Explanation- react, discuss, answer questions, conclude, write
- Elaboration- reflect, look for connections, reflect
- Evaluation – summarize
Why is this Online Collab Project?
- Research proven to help students become lifelong readers
- Students are engaged in the reading task through this digital communication tool
- Students authentically apply strategy into a setting
- Builds on student’s prior knowledge of internet communication world
- Reluctant writers take more risks and are engaged in the writing process.
- Students that are shy and reticient write when they are online.
- What is your favorite book? What made it your favorite?
- How do you choose books to read?
- Who are some of your favorite authors? Why
- What topics or subjects interest you?
- What are the titles of some books you want to read?
Source: Guiding Readers and Writers by Fountas and Pinnell
How To Start
- Teacher Responsibilities
- Conduct a reading survey
- Select books for students to preview
- Create mixed ability groups
- Experiment with all boys and girls
- Change group membership after each book. This is important because
Teacher Pre-Circle Check List
- Class divided into small groups of 5 per group
- Books for each group
- Chunks for reading meetings set
- Model with a whole class book.
- Discussion director – develops a list of questions for group discussion
- Super summarizer
- 7 of the nine, except for generating and testing hypotheses and cues, questions, and advance organizers are addressed.
- Peer – rate each other
- Using Journal in Moodle
- Students post online book talks to persuade other group membes to choose their book for lit circle
- Students vote on book selection
- Students draw for 1st task role, then choose order of other roles.
- At HS, students read “The Road”
- Students felt anonymous until they had a chance to give their own opinion. The OLC enabled them to accomplish this by allowing them to voice their opinions.
- Water for Elephants is the book they are currently working on at Brack HS-Flood.
- Dual Language Class –
- Students are self-motivated and they go about their business of OLC
- Reading Tale of Despereaux
- Students are posting
- Most teachers are not concerned about spelling
- Students are encouraged to edit each others work. Students are instructed to encourage other students in their editing/revision suggestions.
- Non-linguistic representation: They like posting as an artful artist. Students draw their pictures and have to post them.
- Students are understanding connections between themselves and the task roles. **Students are sharing with themselves.
- Studnts are using survey (questionnaire)
- I like lit circles
- I like diff lit roles
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