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Christina Eugene ELD 308 Literature Circle Reflection

According to Fountas and Pinnell, literature circles are part of the third reading block literature study. Literature circles are students opportunity to share and listen to multiple perspectives that they have come to understand. Fountas and Pinnell expand on this idea stating that during literature circles students: read and think about works of literature, they collaborate with others to reflect on the readings, finally, they develop and share responses to extend their understanding through conversation. Fountas and Pinnell discuss the benefits of literature circles mostly in regards to students. I, however, view literature circles as an indirect way to assess a students reading comprehension. During literary circles, students are actively participating in student led discussions which allows the teacher to observe their retelling and ability to make predictions and inferences. I also view literature circles as a form of classroom management. It is during experiences such as literature circles that students can practice fair and civil discussion amongst their peers. Yes, students gain practical verbal and comprehension skills but I also believe it benefits the teachers learning objectives as well. I believe literature circle groups should be heterogeneous. This is an opportunity where students get to choose their own pieces and lead discussion. Students need not be on the same reading level to participate in group discussion. It actually benefits all students when various opinions are brought to the table to openly discuss. Students who might have trouble comprehending would be assisted by those who may find it rather easy. The only time there should be a form of homogenous groupings is during guided reading when students on similar

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reading levels work together. Literature circles are designed to produce stimulating conversation which supports heterogeneous groupings. In my personal experience, I find it difficult to recall memories of literary circles from my elementary school days. However, I can admit I never participated in group discussion on a piece Ive actually took pleasure in reading. My outlook on literary circles may be slightly biased now because I enjoyed the Hunger Games so much. What I appreciated the most was my groups ability to accept one anothers opinions. We each had different outlooks on the novel and it was interesting to hear others opinions. I personally enjoyed providing feedback to group discussion. For a time, I even began analyzing the reasons for a group member liking or disliking portions of the novel. When we finally reached the end of the piece, there was a sense of discrepancy in regards to the overall opinion of the piece. However we were able to move past our differences because we learned that diverse opinions are acceptable. Looking back at my literature circle, I wonder what my participation would have been like if I did not enjoy the book. Being that it was required to read and record my thoughts, I obviously could not abandon the novel. At times, I thought of my group member who did not fully enjoy the piece. I soon began to notice that she was determined to keep reading because she longed to find interest in the book but it never happened. She was confused as to why everyone else could admire the novel but she could not relate to the piece. Through this literature circle experience I realized that everyone is entitled to appreciate genres of their choice. Thinking of my classmate makes me imagine what I would do if a student of mine was uninterested in the literary piece they chose. I can only hope that witnessing their classmates in discussion groups would encourage them to participate and get through the piece.

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As a teacher if I want a successful literature study block I must plan effectively. It is imperative that I set clear and concise rules of literature circles that the students can always refer to. I wish to follow Fountas and Pinnells guidelines for both students and teachers. An effective student sequence to follow is first allowing students to self select their literary work. Then the groups are formed based on the chosen pieces. Students may then break into their groups to create a reading schedule. This schedule must divide the book into equal portions which students will have to read before each circle meeting. When students begin to read, they must think and record notes. Students will then gather to discuss their opinions, notes, predictions etc. Finally, they must prepare for a group project or response that will be completed as a group. It is apparent that students have the most important roles in literature circles. Although discussions are student led, I will still have an essential role to play as well. It is my job to establish the routines that will take place and to gather the book choices. Yes, students will have the option of choosing a piece, but it will be one of about five books which I will vividly introduce. When I create literature circles I plan on emphasizing that every student in the group participates. With that being said, I will ask that the group record when members contribute to discussion with a minimum of two statements per student. By implementing this rule, it insures that one student is not running the entire discussion, and every student gets a chance to participate. As the teacher, I must closely observe discussion, engaging whenever I see fit, but not conducting the conversation. As I observe, I plan to take note of who is prepared for the literature circle meeting. Prepared in this case means students have their novels, reading journals, and notes from the previous reading. These guidelines will be set when introducing literature circles to the class.

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Even though I may set rules for literature circles some students may disobey them. For instance, if I state that students are not allowed to read ahead, I must stick to my word. If students do read ahead, then they can not participate in group discussion. Instead, they will quietly make predictions of what they believe will happen next. Because these students can not participate in discussion, which is the sole purpose of literature circles, I will have no choice but to deduct points; a rule I must set in the very beginning of literature circles. I am certain that there will be challenges I come across when performing literature circles. For example if a book chosen by a student is too difficult I must come up with a resolution. To begin with I must be familiar with the books I provide for the students to choose from. If I notice that a student decides to be in a group where I believe it might be difficult I can interject before that student begins the book. I can say something on the lines of I noticed the book you chose. Its a great book but Im not sure if its the style of writing that you would enjoy. Maybe you should pick another novel. The student might actually take this into consideration because he knows that I am aware of his reading preferences. By the time literature circles commence, I should be familiar with my students preferences because of interest inventories. With their interest in mind, I can choose a selection of books that I know will produce vibrant literature circles. After being in my own literature circle in class I now understand that conducting these groups are not a simple task at first, but with practice and clear instruction it is bound to work out eventually.