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Literature Circles
ways for all students to access the material. I allow students to look through the books
before making their final selection. The students can usually assess if a book is appropriate
for their reading level by simply reading the first page.
The literature circle format also provides a vehicle to teach reading and thinking skills.
I model for students how to construct quality questions “to clarify meaning, identify con-
fusing vocabulary, and explore the author’s intentions” (Lloyd, 2004, p. 118). Students will
retain more of what they read if they learn to ask questions while they read. Through small
group discussions, students learn how to better articulate their own ideas and value others’
perspectives, and become better listeners through engagement in honest conversations with
peers (Lin, 2002). Before the small group discussion, students complete a prediscussion
handout, which involves choosing passages and topics to discuss and challenging vocabulary.
First, the prediscussion handout prompts students to identify three passages noteworthy of
discussion and record their reasoning behind choosing each passage. Second, the students
must identify and define two psychological terms or difficult vocabulary in each passage.
Third, the students must construct five open-ended critical thinking questions related to
the reading. I group students with those who read the same work for the discussion.
Student Participation and Assessment
Students must bring their reading materials and prediscussion worksheet on discussion
day to participate. Each small group receives a handout with the procedure on conducting
the discussion. Each student takes turns leading the group in a discussion of at least one
of his or her chosen passages and at least two critical thinking questions. The discussion
continues until all students have addressed their passages and questions. During the dis-
cussion, the teacher moves around the classroom and listens to the groups’ discussions,
only interjecting comments when absolutely necessary. The instructor listens to the small
group discussions and gathers data to determine which concepts need to be addressed and
those the students know well (Day et al., 2002). Day et al. (2002) provide reproducible
assessment rubrics to aid teachers when assessing student discussions. For example, a
rubric might focus on students’ theoretical analysis of passages and whether students pro-
vide textual evidence to support opinions (Day et al., 2002). Generally, the discussion
averages 40 mins for short pieces and 70 for longer works. A group may move on to the
next step when discussion has concluded, whether or not other groups are finished.
Next, as a group, students complete a self-evaluation that prompts them to determine
why they discussed certain topics and how the reading might have changed their thinking.
In addition, the students choose co-operatively a passage that best exemplifies the purpose
of the book, and assess their performance as a group. The group turns in the report sheet
with each member’s prediscussion worksheet stapled behind it.
The days following the small group meeting, the group completes a postdiscussion
activity that connects thematic concepts in a creative format. The postdiscussion activity
serves as an assessment, and the product will be shared with the entire class. The type of
product varies with the reading’s themes and available time. The product possibilities are
endless. For example, groups may design and present lesson plans, skits, and commercials