SCHOOL : BUCAS GRANDE FOUNDATION COLLEGE

DEPARTMENT : COLLEGE OF TEACHER EDUCATION

COURSE : BEED III
SUBJECT TEACHER: LERRAMIE JUANITE BATO
SUBJECT : TEACHING ENGLISH IN THE ELEMENTARY GRADES (THROUGH LITERATURE)
TOPIC : LESSON 6- DIFFERENTIATED LITERATURE CIRCLES

Differentiated Literature Circles

 In the parlance of educational psychology, using literature circles banks on the idea of Social Constructivism by Lev
Vygotsky. Such a theory posits that learning exist through socialization and the aid of a “more knowledgeable other
(MKO)”. The MKO does not dominate the group; rather, he/she facilitates learning of the other members by clearing
mental blocks like difficult concept, vocabulary, themes, interpretation, and others.

 In the field of language education, using literature circles has stemmed from Rosenblatt’s Transactional Theory
(1978). It aims to immerse learners in comprehensively understanding a text and eventually responding to literary
pieces in different ways.
 Latendresse (2004) also believed that literature circles are enjoyed, especially in middle elementary grades, because
this methodology provides socialization opportunities that the leaners enjoy.

Literature Circle- is the use of small peer-led discussion, involved in reading the same piece of literature. The group
members come together to share interpretations and insights about what they read (Shelton- Strong, 2012).

The following table shows the common roles and functions of members in a group:

 Leads the group in stopping at certain points in the reading for the passage
Discussion predictor to his/her job
Director  Asks critical and leading questions
 Starts off reading aloud
Creative Connector  Makes text-to-text-to-self, and text-to-world connections based on the text
read
Passage Predictor  Predicts what will happen next at two stopping points during the groups’
reading
Artistic Artist  Illustrates what was read
 Writes a caption
Super Summarizer  Records the main events, characters, and setting in the section read
Word Wizard  Identifies new, interesting, and fun words in the text read
 Looks for the definition, part of speech, etc.
 Writes a sentence using the difficult words

Many scholars have also proven that using literature circles is particularly beneficial for learners with low to medium
comprehension levels. Aside from improving literacy of the learners, using literature circles has other research-proven
benefits:

1. It develops responsibility among the learners.

2. It engages the learners in total participation by eliminating timidity in big group sharing. Subsequently, it builds
learners’ confidence to verbalize their ideas.
3. It promotes collaboration among the team members.
4. It provides scaffolding to break down reading difficulties and improve reading comprehension.
5. It rejuvenates excitement about teaching and invokes eagerness about literature reading.
6. It helps the children learn appropriate responses to literature and basic comprehension strategies used in a
group strategy discussions about the literary text.
7. It relieves the learners of the pressure to perform in large group conversations, and provides an environment
promoting safety and intimacy.

Daniels (2002), the focus of literature circles id to combine literary skills and strategies, typically given in a non-
threatening and supportive atmosphere. However, implementing high-quality literature circles in the elementary is a
herculean task. Beginning teachers needs to possess elemental skills like providing proper modeling and sufficient
instructions.

Here are some foundational procedures to ensure quality implementation of literature circles:

1. Form a group of four or eight members.

2. Assign individual roles.
 3. Select a literary piece and give each member a copy.
4. Read aloud some parts of the piece. While reading, demonstrate the expected work or function of each
member.
5. Present thought-provoking or enduring questions to stimulate debate, to act as compass in their study, or to
solve after activity.

In the Philippines, the Department OF Education, through the Department order 42, series of 2016, lists that
differentiation is one of the major features of the K to 12 curriculum. Hence, every basic education teacher should be
equipped with the principles of the differentiated instruction.

Research –based ways to format differentiated literature circles

 Teachers differentiate roles according to learners’ interests and abilities.

 Teacher differentiate task associated with roles to be scaffolded. The complexity will later be escalated to
motivate learners to discuss the text at deeper levels.
 Teachers provide learners with flexibility in role assignments to ensure that the children have a differentiated
experience.
 Teachers differentiate the content, process, product, and even environment according to the learners’
readiness, interests, and learning profile of students.