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Comment by myra on August 1, 2010 at 9:32pm

My 4th grade is a literature rich reading and writing workshop. I believe that unless you "hook" your students with that GREAT read, they're never going to love to read. Yet, every subject area expects reading to be integrated into their subject area. I've found some great read alouds to integrate into my reading workshop. My writing workshop suffers due to the time spent writing in content areas. I just bought a book called A TIME FOR WONDER, READING & WRITING NONFICTION IN THE PRIMARY GRADES. Although it's a written for primary grades, I find it very applicable to intermediate grades. Anyone know it or use it?

Comment by Megan Murray on May 19, 2009 at 3:20pm

I recently got my hands on Debbie Diller's book SPACES AND PLACES: DESIGNING CLASSROOMS FOR LITERACY. It's been extremely eye-opening for me. I realize that while I've always *thought* I was creating a classroom for literacy, I was really far off of the mark. On top of that, I am reworking how I integrate reading and writing ACROSS THE CONTENT AREA.

Comment by Valdosta on April 29, 2009 at 10:00pm

Okay! Will send...
Joy and Gaeton are right--modelling is crucial.
Also, you can start with your "top" group (tho I like to mix them up, too, about a third of the time and let them have choices as to which book they pick) and let the top group model for the first week or two.
When we do the lit groups, the discussion director leads the group. I am just an eavesdropper. Each chapter (or section) means a new job for each child so they all get turns at everything.
I will figure out how to maneuver here or post what a friend and I did for our groups.

Comment by Susan Stephens on April 29, 2009 at 8:45pm

Valdosta,
I'd love to see your version of the jobs. I teach first grade in a private school and the children I have this year are very self-directed. I've used the Daily 5 framework and they've handled it beautifully.

Comment by Gaetan Pappalardo on April 29, 2009 at 8:17am

Model, Model, Model...is key. And time. You need quality time to get quality discussion.

Comment by Gaetan Pappalardo on April 29, 2009 at 8:16am

I use lit circles with my third graders, but with more of an "open" discussion. I think the little guys need some direction, but it's fun when they just "get into it," brining in all sorts of experiences, other books, and opinions to the circle. However, it can get a little off topic, but they learn to refine with time.

Comment by Joy on April 29, 2009 at 7:47am

I teach fourth now, but taught second using Lit Cirlces for 3 years. I cannot emphasize enough how important it is to model, model, model, and then model some more!

I use the "fishbowl" technique. My TA and I plan this out carefully, using a picture book the kids are familiar with. We do all the work ahead of time. Then we have a "meeting" in the center of a circle of kids. We have the kids just observe the first time, allowing them to share their obersvations with each other.

The next time we use yet another familiar picture book, and give them the rubric for the meeting. Again, we go through all the steps, they observe, using the rubric to assess what we did.

Each time we do this we add an additional layer, a new job each time, until finally the students are reading the book and doing each job with us. Then we release it to them to do on their own.

I think doing it from whole to part emphasizes the meeting and interaction as the goal. It also allows students to practice all the roles. In my class every student does every role for every book. It makes for more continuity, and allows meetings to occur even if one person is habitually not prepared.

How long this takes depends on your particular class. You may find you have a group of students who are academically ready pretty quickly. I let them go forward; they can act as a catalyst for the rest of the class.

I start the modeling at the beginning of the year, and usually by Jan everyone (in second grade) is ready to participate fully.

I hope this helps.

Comment by Valdosta on April 29, 2009 at 7:24am

Susan--I love Harvey Daniels and what he says in his book, Literature Circles.
I, too, teach 2nd. Then you adapt it. Make the jobs basic--Word Finder, Connector, Discussion Director, Artful Artist, and Passage Picker, with a basic definition for the kids at the top of each job. Then divide books into "bite-sized" portions using sticky notes. Buy lots of sticky notes-lol-they love marking great writing with them.
Getting it started: Get some adults to model the jobs (with labelling) in a "theater iin the round" using a book you may have read to the class while the class takes notes on what they observe. For those that don't write as well at the beginning of the year, have them write a few words and sketch what they're seeing. Then process with the kids.
Once they start, for me, it works to read one day, then they run their group the next. They love having charge of their learning. We also talk about "fat" versus "thin" (yes/no) questions.
Try it, you'll love it! If you like, I can send my version of each job via email?
Good luck!
Val

Comment by Susan Stephens on April 29, 2009 at 7:09am

Can you suggest some professional reading on using lit. circles with younger readers (1st-2nd) that would be helpful? I've seen this in action with older readers, but I'm not quite sure how to set it up with my babies.

Comment by Joy on April 24, 2009 at 9:51pm

Wow! I can't believe it's been so long since I last posted! Had a very busy week, getting ready for the last term of the year.

Valdosta - I'm using lit circles, although this is the latest I've ever started it in the year. This year's class has taken a while to get in the swing of things!

I love how their discussions enrich not only their engagement and comprehension, but also how they are emulating the authors in their writing. I think the questioning and discussion has made my students more aware of the craft involved in the text.

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