Lit Circles


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This presentation is one that I presented at the January OCPS reading coaches meeting. It is an overview of how we differentiate with students by implementing literature circles..

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Lit Circles

  1. 1. Lit Circle Implementation: Prime Time for Differentiation Dr. Beth Scanlon, NBCT Reading Coach Cypress Creek High School
  2. 2. Think-Pair-Share <ul><li>Differentiation: </li></ul><ul><li>What’s on your mind? </li></ul>
  3. 3. Seven Characteristics of Highly Effective Comprehension Teachers (Allington, R., 2007, 279) <ul><li>Take time to understand their use of strategies while reading. </li></ul><ul><li>Incorporate comprehension into daily, weekly, & monthly plans & lessons </li></ul><ul><li>Ask students to apply strategies in a wide variety of texts---genres, topics, & levels </li></ul>
  4. 4. <ul><li>4. Vary the size of instructional groups </li></ul><ul><li>Gradually transfer responsibility for strategy application to students </li></ul><ul><li>Ask students to demonstrate strategy use in a variety of ways---2 column notes, Venn diagrams, skits, sketches, timelines </li></ul><ul><li>7. Understand why they teach strategies and how strategy instruction fits into the overall goals for teaching reading and content </li></ul>
  5. 5. Large Group Instruction <ul><li>Introduce a new strategy </li></ul><ul><li>Introduce an old strategy with a new genre </li></ul><ul><li>Demonstrate a proficient use of a strategy with a think-aloud </li></ul>
  6. 6. Small Group Instruction <ul><li>Provide more intensive practice for students who need it </li></ul><ul><li>Challenge students who have quickly picked up a strategy using more difficult texts </li></ul><ul><li>Discuss the books </li></ul><ul><li>Focus on strategy use </li></ul>
  7. 7. One-to-One Conferences <ul><li>Review individual student data & set goals </li></ul><ul><li>Check student understanding & application of a strategy </li></ul><ul><li>Provide intensive strategy instruction for students who need it </li></ul><ul><li>Push a student to use a </li></ul><ul><li>specific strategy more </li></ul><ul><li>deeply </li></ul>
  8. 8. Guided Reading <ul><li>Reinforce strategies </li></ul><ul><li>Introduce new strategies </li></ul><ul><li>Help students make connections between texts and the work of readers </li></ul><ul><li>Allows the teacher to carefully observe students as readers </li></ul><ul><li>Allen, J. (2000). Yellow Brick Roads. York, ME. Stenhouse Publishers. </li></ul>
  9. 9. Effective Readers <ul><li>Activate Background Knowledge </li></ul><ul><li>Question Text </li></ul><ul><li>Draw Conclusions </li></ul><ul><li>Make Inferences </li></ul><ul><li>Monitor Comprehension </li></ul><ul><li>Make Connections </li></ul><ul><li>Set a purpose for reading </li></ul><ul><li>Use text features </li></ul>
  10. 10. Planning for Differentiation <ul><li>Identify your students’ needs as individuals, small groups, or the collective </li></ul><ul><li>Determine how to introduce or reinforce the strategy </li></ul><ul><li>Plan small group work or literature circles in which students can work or read independently </li></ul><ul><li>Find appropriate texts </li></ul>
  11. 11. Word Attack Practice <ul><li>Objective: To help students practice what to do when they come to a word they don’t know. </li></ul><ul><li>Steps: 1. Silently read your text. </li></ul><ul><li> 2. Annotate or chunk the text </li></ul><ul><li>whileafter you are reading </li></ul><ul><li>3. Highlight any unknown words </li></ul><ul><li>Exit Slip: What did you learn about how to strategically figure out an unknown word’s meaning while reading today? </li></ul>
  12. 12. Let’s Do: Fishbowl What do you notice?
  13. 13. What are my other students doing?
  14. 14. Your Turn <ul><li>Divide into groups of four </li></ul><ul><li>Read your assignment card </li></ul><ul><li>Read your text </li></ul><ul><li>Practice the strategy </li></ul><ul><li>Debrief as a whole class </li></ul>
  15. 15. Supports for Teachers <ul><li>Service Learning Students </li></ul><ul><ul><li>Lit Leaders </li></ul></ul><ul><li>Volunteers (College Students Needing Observation HoursService Learning) </li></ul><ul><li>Audio Support </li></ul><ul><li>Reading Coach </li></ul><ul><li>Reading Portal Material </li></ul><ul><li>Edge Re-teach Material </li></ul><ul><li>Mini-Lessons for Literature Circles by Harvey Daniels </li></ul>
  16. 16. Exit Slip <ul><li>What questions do you still have? </li></ul>
  17. 17. References <ul><li>Allen, J. (2000). Yellow Brick Roads. Stenhouse Publishers: York. </li></ul><ul><li>Allington, R. (2007). Effective teachers, effective instruction. In K. Beers, R. Probst, & L. Rief (Eds.), Adolescent literacy: Turning practice into promise (pp. 273-288). Portsmouth, NH: Heinemann. </li></ul>