This document provides an overview of literature circles and how Sarah Pickles uses them in her 4th grade classroom. It includes 8 appendices that provide resources for implementing literature circles such as a letter to parents, descriptions of discussion roles, rubrics for assessment, and reflection questions. The goal of literature circles is to allow students to discuss texts in small groups at their independent reading level. Students take turns filling different discussion roles to prepare for and guide conversations. Literature circles are intended to help students engage more deeply with texts and improve reading comprehension and enjoyment.

1. Educators‟ Network
Reading:
The Key Element in Academic Achievement
Literature Circles
By
Sarah Pickles
March 31st 2012
Lincoln Community School,
Accra, Ghana

2. Today I wanted to give you an overview of the benefits of using Literature Circles, talk about
how I personally use them as part of my reading program at LCS, and get you thinking about
and how you can use them in your classroom and in your school.
In this handout you will find copies of some of the resources I use in my Grade 4 class. I hope
you find them useful.
Bibliography:
Noe, Katherine L. Schlick, and Nancy J. Johnson. Getting Started with
Literature Circles. Norwood, MA: Christopher-Gordon, 1999. Print.
Day, Jeni Pollack. Moving Forward with Literature Circles: How to Plan,
Manage, and Evaluate Literature Circles That Deepen Understanding
and Foster a Love of Reading. New York: Scholastic Professional,
2002. Print.
You can find more out about me and my teaching at the following
sites:
www.sarahpickles.com
www.disting.blogspot.com
www.twitter.com/picklennium
Thanks for coming to the workshop!
Happy reading!

3. Appendices
Appendix 1: Letter to Parents about Literature Circles
Appendix 2: Literature Circle Jobs
Appendix 3: Assessing Literature Circles
Appendix 4: Literature Circle Self Evaluation
Appendix 5: Literature Circles Reflection
Appendix 6: Discussions Elements
Appendix 7: What makes Literature Circles work?
Appendix 8: Focus Lessons
Appendix 9: Assessing Literature Circles

4. Appendix 1: Letter to Parents about Literature Circles
Dear Fourth Grade families,
We are now ready to begin Literature Circles in Grade 4. As a class we have been using our
read alouds to begin looking at different ways to discuss and respond to texts. As a class have
been reflecting on characters, connecting with, critically thinking about, as well as asking
questions about the texts. The children are now ready to apply all they have learnt and to
participate and lead their own book discussions.
Literature Circles are a forum for students to read, discuss and respond to literature at their
independent reading level. Literature Circles are a great chance for all students to share their
ideas, experiences and interpretations.
The children have been split up in to discussion groups, according to their independent reading
level. The class will have a time limit e.g. 4 weeks, in which they have to finish their book. Each
group will decide how much they have to read for each session. For now, the children will take it
in turns to have certain jobs for home learning to prepare then for their group discussions.
These jobs are:
connector
character detective
discussion director
word wizard
(Detailed descriptions of the jobs are in their Literature Circle notebooks and on the class
webiste)
The groups will meet every Tuesday and Thursday morning and they should come having
completed their reading and their job (i.e. if they get their new job and reading on Tuesday,
they must complete it for Thursday). The reading response homework should work as a spring
board for their group‟s discussions.
The classes have come up with some essential agreements to ensure Literature Circles run
smoothly.
Everyone should:
complete their home learning and bring it in on time
participate fully in the discussion
be open minded and listen to others‟ ideas
be ready in 1 minute to start
bring in their text and Literature Circle journal
only read up to the page agreed upon
encourage the others in the group
keep the noise level down
The children will be assessed not only on their home learning but also on their contribution to
the discussion.
Thank you for your support and assistance! We look forward to many discussions this year that
will expand and improve our love of reading as well as help us become critical thinkers.
Regards,

5. Sarah Pickles
Appendix 2: Literature Circle Jobs
Discussion Director
Your job at home is to develop a list of questions that your group might want to
discuss about this part of the book. Your task is to help people talk over the big
ideas in the reading and share their reactions. Usually the best discussion questions come
from your own thoughts, feelings, and concerns as you read. You may also use some of the
general questions below to develop topics for your group.
Sample questions:
What was going through your mind while you read this?
How did you feel while reading this part of the book?
What was discussed by the characters in this part of the book?
Can someone summarize briefly?
Did today‟s reading remind you of any real-life experiences?
What questions did you have when you finished this section?
Did anything in this section of the book surprise you?
What are the one or two most important ideas?
Predict some things that you think will happen next.
Word Wizard
Your job is to be on the lookout for 4 or 5 especially important words or phrases in
today's reading. Look for words that are:
* strange
* funny
* interesting
* hard
* puzzling
* new
* different
Write down the word or phrase, the page number that it’s on & why you chose it. Then
write down their definitions of the words as well.
When your group meets, help your classmates talk about the words you have chosen

6. Connector
Your job at home is to find 2 or 3 connections between the book your group is
reading and the world outside. This means connecting the reading to:
* your own life * happenings at school or in the neighborhood
* other books or stories * similar events at other times and places
* other people or problems * other writings on the same topic
* other writings by the same author
Character Detective
Your job at home is to think about one of the main characters‟ personality. Make a mind
map about one of the main characters in your book. In the first bubble write one of his/her
character traits (e.g. principled). In the next bubble give a specific example of the character
demonstrating this in the section of the book you were reading. Give at least 4 different
character traits.
Clarice
Bean
when she thinks it’s not
right for Karl to contacthis
principled
Dad without
hismumknowing
Extra Jobs
Summarizer
Your job is to prepare a brief summary of today's reading. Your group discussion will start with
your 1-2 minute statement that covers the key points, main highlights, and general idea of
today's reading assignment.
Travel Tracer
When you are reading a book in which characters move around often and the scene changes
frequently, it is important for everyone in your group to know where things are happening and
how the setting may have changed. So that's your job: to track carefully where the action takes
place during today's reading. Describe each setting in detail, either in words or with an action
map or diagram you can show to your group. You may use the back of this sheet or another
sheet. Be sure to give the page locations where the scene is described.

7. Appendix 3: Assessing Literature Circles
Literature Circle Self Evaluation
Preparation
I read up to page ----------and not ahead yes no
I completed my job according to the job description yes no
I brought my journal and my text yes no
Literature Circle Discussions LOW HIGH
I helped my group get started in one minute 1 2 3 4 5
I helped keep the noise level in class low 1 2 3 4 5
I was an active listener 1 2 3 4 5
I encouraged my group 1 2 3 4 5
I stayed on task and didn‟t goof around 1 2 3 4 5
I shared my job with the rest of my group 1 2 3 4 5
I responded to someone else‟s comments 1 2 3 4 5
Teacher’s comment:
Literature Circle Home Learning Rubric
0 1 2 3
Content Job is partially done, All parts of the job All parts of the job
but not according to the (according to the job (according to the job
job description. description) are description) are
completed but minimal completed and a lot of
Task is not detail is given. detail is given.
Mechanics completed Assignment contains Assignment contains Assignment contains
(spelling, or not a lot of mechanical some mechanical few, if any,
punctuation, brought to errors. errors. mechanical errors.
capitalization, school on Job/title date are Either the job or the Job, title and date are
subject - verb the day it is missing (2 of the 3) title or the date is all written.
agreement) due. * Presentation missing. * Presentation &
and/or handwriting is * Presentation & handwriting are neat.
sloppy/unreadable/n handwriting are
ot done in cursive. readable but messy.
Content score: _________ Mechanics score: ____________

8. Appendix 4: Literature Circle Self Evaluation
Literature Circle Self Evaluation Date:
Preparation yes no
I read up to page _______ and not ahead.
I completed my job according to the job description
and it shows 100% effort.
I brought my notebook and my book.
Literature Circle Discussions
(5 = super! wow!, 1=eek, not at all good)
Think about the following statements before giving yourself an overall score for today’s sessions.
1 2 3 4 5
a) I was an active, open minded listener.
b) I encouraged my group.
c)I stayed on task and didn’t goof around.
d)I shared my job with the rest of my group.
e)I participated in the discussion and gave 100%.
Literature Circle Peer Evaluation
Using the above statements, give the other members of your group a score for today’s
session. Feel free to explain more if necessary.
Name: 1 2 3 4 5
Name: 1 2 3 4 5
Name: 1 2 3 4 5
Name: 1 2 3 4 5
Teacher’s comment:

9. Appendix 5: Literature Circles Reflection
What do you like about Literature Circle discussions?
Would you use them if you were a teacher?
How might you do them differently?
What do you think your teacher wants you to learn from Literature Circle
discussions?
What have you learned recently from Literature Circle discussions? What would
you like to learn next?

10. Are there any books you particularly enjoyed reading and discussing? Why did
you like them?
Are there any books you particularly did not enjoy reading and discussing? Why
did you not like them?
Are there any people you especially like having in your group? Why? What do like
discussing with them?

11. Appendix 6: Discussions Elements
Discussion elements Looks like Sounds Like
Focused on discussion Eyes on speaker Speakers voice only
Hands empty Paying attention
Sit up Appropriate responses
Mind is focused Voices low
Face speaker One voice at a time
Active Participation Eyes on speaker Appropriate responses
Hands to yourself Folow off others‟ ideas
Hands empty Nice comments
Talking one at a time Positive attitude
Head nodding
Asking Questions for Listening Positive, nice questions
Clarification Hands empty Polite answers
Piggybacking Off Listening Positive, nice talking
Others’ Ideas Paying attention Wait for people to finish
Disagreeing Look at the speaker Polite responses
constructively Nice face nice looks Let people finish talking
Quiet voices
No put downs
Active listening Paying attention Quiet
Hands empty Speaker‟s voice only
Looking at the speaker
Taking turns to let One person talking On evoice
others speak Attention on speaker
Supporting Opinions Use the book and from Piggybacking off others
with Evidence Be prepared Help others find evidence
One voice
Let people finish talking
Taken from,”Getting Started with Literature Circles‟.

12. Appendix 7: What makes Literature Circles work?
What makes Literature Circles
work?
1. Remember to bring your book to class every day.
2. Remember to complete your job for homework.
3. Always listen to people when they are talking to
you, reading aloud, or when they read instructions
so that you know what to do for homework.
4. Youshould cooperate even when you disagree.
5. Stay focused on the book and the discussion.
Do not have side conversations or let your
attention wander.
6. Keep eye contact when someone is speaking.
7. Speak clearly and loud enough for the group to
hear, but not so loudly that you distract other
groups.
8. Sit in a circle the same height.
 Always remember to have FUN! 

13. Appendix 8: Focus Lessons
Focus Lesson Date Date Date
How to choose a
book
How to start a
discussion quickly
How to listen
attentively
How to keep a
conversation
going
Role of group
member
What to write in
response journal
What to do when
you don‟t
understand
What to do when
your group
finishes
How to mediate
conflicts
How to spice up
lagging
discussion
Taken from,„Getting Started with Literature Circles‟. pg.88

14. Appendix 9: Assessing Literature Circles
Moving Forward with Literature Circles
Understanding of Literature Discussion
Do the students know what types of things to
talk about? Is there trouble beginning a
discussion or picking a new topic? (What do
we talk about?”)
Do the students articulate what confuses
them? (I didn‟t understand why the character
chose to return home”)
Do the students theorize about confusing
them? (“I wonder if it means that she was
sorry for what she had done?”)
Do the students give evidence from the text
for their opinions and evaluations? (“It says
right there in the book that she was afraid.”)
What type of evidence do they give? Is it
based on their own experiences or the text
for something else? (“I would never do that if
that happened to me
Can the students talk about who else might
like the book? (“My little sister would like this
book better than I did.”
Do the students try to understand the book
from others‟ perspectives, such as the author
or main character? (“I think the author was
making a point about how tough life was
back then.” “I don‟t like that the main
character joined a gang, but I guess he felt
he had to.”)
Student Interaction
Do the students respond to each other‟s
ideas? What are their responses like? Do
they agree or disagree with each others‟
ideas? (“I agree tat she was selfish , but I
think she had reasons for being a brat. It
wasn‟t her fault.”)
Are the students willing to disagree? How do
they go about disagreeing if they do? )” I
don‟t think that‟s right. I think she had a good
reason for being mean to her sister.”)
Are the students willing to share tentative
ideas, things they haven‟t thought through
completely? (“I „v e been wondering if that
wasn‟t because things were different
then…well not different completely, but…do
you know what I mean?”
Do the students ask questions of others?
What types of questions do they ask? (“Did
you like the book, Ryan?” What do you think
the characters should have done?”)
How does student participation change in
different groups?
Critical thinking
Are the students willing to reconsider ideas
in light of new evidence? What do students
do when presented with conflicting
evidence?(“That‟s a good point…I forgot that
she had made the promise to her friend.”)

15. Do the students actively theorize about the
world or are they dependent on others to tell
them the right answers? (“Well it might be
that…..” as opposed to “I don‟t know. What
do you think?”
Are the students willing or hesitant to
disagree with sources of authority? (“I don‟t
care f the book says …..”as opposed to
“Well, the book says so…so it must be true.”)
Does the student see others as sources of
expertise on which to draw? (“Let‟s ask
Drew. He knows a lot about baseball.”)
When the students give reasons for their
opinions, are those reasons internal (“That
doesn‟t fit my experience”) or are they
external, depending on outside authorities.,
including their parents, their peers their
friends, the book, or other adults? (“My
teachers last year said it means this.”)
Do the students look for multiple
explanations or does one suffice? (“He
joined the army for excitement… or maybe
he felt he had to join the army to help his
sister…or maybe he wanted to get out of his
terrible home situation.”)
Literary Content Knowledge
What content knowledge do students use?
Do they use terms such as character,
setting , tone, theme, foreshadowing? Do
they talk about terms without having a name
for them?
Do students notice the sound and feel of
language? Do they attend to devices such as
metaphor and simile and how they help them
enjoy a book?