Lit Circles 2013
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Lit Circles 2013

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A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, ...

A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!

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Lit Circles 2013 Lit Circles 2013 Presentation Transcript

  • Literature Circles: Grand Conversations, Thoughtful Responses Ashcro',  Dec.  10,  2013   Faye  Brownlie   www.slideshare.net  
  • Literature Circles There is great success in engaging students with text and conversation using literature circles choose their own books are never assigned roles Within these groupings, STUDENTS are taught comprehension strategies read at their own pace engage in conversations keep journals about readings and conversations
  • Literature Circles are… - Reader response centered - Part of a balanced literacy program - Groups formed by book choice - Structured for student independence, responsibility, and ownership - Guided primarily by student insights and questions - Intended as a context in which to apply reading strategies and writing skills
  • Day 1: Introduction of book conversations • Model and practice with poems or short texts • Ask the students: “What comes to mind when you read this? SAY SOMETHING.”
  • This is My Rock  - David McCord This is my rock And here I run To steal the secret of the sun; This is my rock And here come I Before the night has swept the sky This is my rock, This is the place I meet the evening face to face.
  • Day 1: Start with the books • choose 5 or 6 books with multiple copies • choose books that cover a wide range of reader interest and level of difficulty • choose books that lead to further reading (series, author)
  • Day 1: Introduce the books • read an excerpt • describe the kind of reader who might enjoy this • Describe the font, text features etc. Students choose 2 texts including “notice that’s” each. (One as a back up) Start Reading!!!
  • Day 2: Meeting with the groups • meet with a group who are reading the same book, while the other students continue reading • students come to the meeting with a brief passage prepared to read aloud • After a student has read, others respond by: SAYING SOMETHING about what they thought.
  • Left side Right side Notes Early Stages 1. Title of the book One sentence I can read from the book 2. Title of the book (After reading a pattern book) A sentence of my own following the pattern of the text 3. Title of the book Writing is very limited in the early stages. My opinion (e.g. The part I like best… My favorite character is…) End of grade 1/ Beginning grade 2 4. Summary (what happened) My thinking about what happened Initially, expect a lot more writing on the left side than the right. Later 5. Two events My thinking about these events Gradually expect the length of the writing to become more balanced on each side 6. A quotation from the text My interpretation thinking of the meaning of this quotation By intermediate, expect 1-2 sentences about an event and a paragraph of personal response
  • Create Criteria Write in front of the students and have them analyze your writing to create criteria. Students write to meet this criteria. Later, ask for volunteers to have their responses analyzed, based on co-created criteria. Keep the criteria posted for revision and reflection. SHARE Read and respond to selected student responses. Students can respond to one another. Not all responses need to be responded to by a teacher.
  • S T R A T E G I E S Examples Tableaus Characters Talk shows Setting Comprehension Strategies Composing a rap Mini-dramas Reader’s Theatre Learning journeys Venn     diagrams   Containers   for     characters  
  • Gr.  6/7  Hope,  Courage,  Survival,   PersecuJon   •  •  •  •  •  •  •  When  the  Soldiers  Were  Gone  -­‐  Vera  W.  Propp   Daniel’s  Story  -­‐  Carol  Matas   Jesper  -­‐  Carole  Matas   Willow  and  Twig  -­‐  Jean  LiRle   The  Old  Brown  Suitcase  -­‐  Lillian  Boraks-­‐Nemetz   Goodbye,  Vietnam  -­‐  Gloria  Whelan   So  Far  from  the  Bamboo  Grove  -­‐  Yoko  Kawashima  Watkins,   Jean  Fritz  
  • Ideogram   •  Variety  of  visual  representaJons   •  QuotaJons  from  books  read   •  Voice  shown  -­‐  personal  opinions  and   reflecJons  on  the  theme   •  ConnecJons  to  outside  sources   •  EmoJonal  connecJon  to  theme  -­‐  for  you  and   the  reader  
  • Literature Circles: Residential Schools •  A  unit  co-­‐developed  by     –  Marla  Gamble,  gr.  6  Classroom  Teacher,  Prince   Rupert,  BC   –  Marilyn  Bryant,  Aboriginal  EducaJon  Program   Resource  Teacher   –  Raegan  Sawka,  LUCID  Support  Teacher  (Learning   for  Understanding  through  Culturally  Inclusive   ImaginaJve  Development)   •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  
  • •  1st  lesson   –  Slide  presentaJon  on  First  NaJons  background  in  the   geographic  area  with  some  reference  to  residenJal  schools   •  2nd  lesson   –  Whip  around  (followed  by  a  write-­‐around  with  1st  paragraph)   –  Fishbowl  on  1st  paragraph  of  Fa#y  Legs  –  C.  Jordan-­‐Fenton  &  M.   Poliak-­‐Fenton  (Annick  Press)   –  Co-­‐created  criteria  for  effecJve  group   –  Envelopes  of  5-­‐6  pictures  from  Fa#y  Legs   –  Make  a  story   –  Share  some  stories   –  Walk  and  talk   –  4  minute  write  –  story  behind  the  pictures    
  • •  My  name  is  Olemaun  Pokiak  –  that’s  OO-­‐lee-­‐ mawn  -­‐  but  some  of  my  classmates  used  to   call  me  “FaRy  Legs”.    They  called  me  that   because  a  wicked  nun  forced  me  to  wear  a   pair  of  red  stockings  that  made  my  legs  look   enormous.    But  I  put  an  end  to  it.    How?    Well,   I  am  going  to  let  you  in  on  a  secret  that  I  have   kept  for  more  than  60  years:  the  secret  of  how   I  made  those  stockings  disappear.  
  • Barb Turney, Bulkley Valley •  •  •  •  Universal  Design  for  Learning   Inquiry   Deep  thinking   Personal  connecJons  
  • With  Universal  Design  In  Mind    What  was  the  impact  of  residen9al  schools  on  Aboriginal  culture?   CONNECTING   What  ques9ons  do  you  have?   What  do  you  no9ce?   ?   What  are  you  wondering?  
  • Processing Literature  Circles   • What  opened  your  eyes?   • What  touched  your  heart?   • What  made  you  think  more  deeply  or   differently?   • Journaling  &  Reflec9ng  
  • Transforming   Phrases  and  words  were  used  to  describe  the    impact  of  Residen9al  Schools  on  the  person.  
  • Hot Seat The Outsiders – gr.8 with Brent Spencer The Glass Castle – gr.12 with Amy Stevenson •  Students  choose  a  role   •  May  generate  quesJons  in  advance  that   ‘could’  be  asked  of  them   •  Begin  with  teacher  as  moderator   •  Audience  of  the  class  poses  quesJons  to  the   panel;  can  interview  in  role   •  Quick  write  between  groups  
  • The Outsiders – S. E. Hinton •  Three  quesJons  for  quick  writes:   –  What  is  the  big  deal  about  the  Greasers?   –  Do  the  Greasers  feel  more  than  the  Socs?   –  What  will  your  character  be  doing  in  10  years   Jme?  
  • •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –   Collabora5ng  to  support  all  learners  in  Math  &  Science,  2011   •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to   support  all  learners  in  English  &  Humani5es,  2009   •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006   •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediJon,   Nelson,  2006   •  Brownlie  -­‐  Grand  Conversa5ons,  Portage  and  Main  Press,  2005   •  Brownlie,Feniak,  McCarthy  -­‐  Instruc5on  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004   •  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea5ng  classrooms   where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011