⚫ All Around Literature Circles ⚫

Organizing for effective instruction means that as teachers, we make sure to provide opportunities for students to read grade-level texts that also meet the reading and writing standards. "One of the best ways to nurture students' love of reading and ensure that they become lifelong readers is through literature circles—small, student-led book discussion groups that meet regularly in the classroom" (Daniels, 2001). Literature circles are an excellent resource in the classroom because they provide a deeper connection to the text, and students can discuss the book(s) they are reading as a whole, with each other. Literature circles can be used at any grade level, which makes them approachable and easy for students to use. It also provides a way to promote student engagement in extensive reading with oneself and with others. It offers cooperative learning and collaborative work with others to use text for enjoyment.

Literature circles are also compared to book clubs. Similar to book clubs, students read books they enjoy, and they discuss significant features of the book, such as setting, plot, and characters. Unlike book clubs, however, students are assigned roles in literature circles, which require students to become familiar with their roles. "One student is the discussion director, and he or she assumes the leadership role and directs the discussion. This student chooses topics and formulates questions to guide the discussion. Other students prepare by selecting a passage to read aloud, drawing a picture or making a graphic related to the book, or investigating a topic connected to the book. Although having students assume specific roles may seem artificial, it teaches them about the ways they can respond in literature circles" (Tompkins, 2017). Having literature circle roles is essential because it allows students to be in charge and talk about certain parts of the book. It also gives everyone in the class the opportunity to speak and discuss with their group. Quiet students get to talk, and the talkative students are only given a certain amount of time to talk. This helps effective teachers make sure that everyone in the class has a chance to fulfill their role and get to discuss with their group or the class. Making sure everyone has a role also allows effective teachers to make sure everyone is participating, and not only one person is talking.

Although Literature Circles are an excellent resource to use in the classroom, effective teachers must prepare students to feel comfortable with each other, and make sure students are fully comprehending the text to fulfill their roles. Tompkins (2017) stated how "Students need many opportunities to respond to literature before they'll be successful in literature circles. One of the best ways to prepare students is by reading aloud to them and involving them in grand conversations. Teachers demonstrate ways to respond that are reflective and thoughtful, encourage students to respond to the books. When teachers introduce literature circles, they teach students how to participate in small-group discussions and respond to literature. At first, many teachers participate in discussions, but they quickly step back as students become comfortable with the procedures and get engaged in the discussions." This is important because if students are not comfortable with each other, they will not comprehend the power of a literature circle. Students will not feel fully committed to the text, and not everyone will take their literature role seriously. If literature circles are not done like they were intended to, then students will not benefit from it. That is why it is crucial as effective teachers to show students how these circles can be beneficial when done correctly, and that reading and writing about text can be fun and interactive.

An excellent way for teachers to incorporate literature circles in their classrooms is to have students chose a book they would like to read together. In my third-grade classroom, we chose Charlotte's Web by E.B. White. The students read a bit of it at home, and then we read some of it in class. Once each chapter was completed, students were assigned roles. Students were placed in groups of four, and each student had a literature circle role. Every week, they would rotate positions. This gave everyone in the class a chance to try out each role. After students had an opportunity to work with their groups, they would discuss it as a whole.

When thinking about wanting to use literature circles, effective teachers must remember "the key features of literature circles: choice, literature, and response. As teachers organize for literature circles, they structure the program so that students can make choices about what to read, and they develop a plan for a response so that students can think deeply about books they're reading and respond to them" (Tompkins, 2017). In the end, what matters is that students can understand what they are reading, and by using literature circles, it provides them with the chance to deepen their understanding of a text. When students understand the text, especially those that catch their attention, they are prone to read more. When students read more, they become better readers and writers. That is why it is essential as effective teachers to use resources such as literature circles for students to take advantage of.

Thank you for reading!

-Melissa