This is the powerpoint presentation from my session on Literature Circles and Differentiated Instruction at the CPS AMPS conference on April 1, 2011.

1. Differentiating Instruction through Literature Circles Katie McKnight, PhDNational Council of Teachers of English 1

2. A review of the structural elements of Literature Circles. Literature Circles, by nature are an example of differentiated instruction. How can we build on the existing differentiated instruction elements of Literature Circles? Here’s the Plan Today

3. I am LiteracyWorld on Twitter If you have a Twitter account, we will use the following “hashtag” for our conversation today: #AMPSLITAM----morning session #AMPSLITPM----afternoon session 3 Twitter Feed

4. How often do you use literature circles in the classroom? Never use Use all the time

5. It’s a translation of the adult reading group. Offers a genuine and authentic reading experience. Literature Circles are also known as book clubs, and reading groups. Why Literature Circles?

6. Literature CircleConsistent Elements Students choose their reading materials. Small Groups are formed, based on student choice. Grouping is by text choices, not by “ability” or other tracking. Groups meet on a regular schedule.

7. Literature CircleConsistent Elements Different groups choose and read different books. Members write notes that help guide both their reading and their discussion. Teacher-Led Mini Lessons should be scheduled before and after literature circle meetings.

8. Literature CircleConsistent Elements The teacher does not lead any book, but acts as a facilitator, fellow reader, and observer. Personal responses, connections, and questions are the starting point of discussion.

9. Literature CircleConsistent Elements The classroom has a spirit of playfulness, sharing, and collaboration. When books are completed, the literature circles share highlights of their reading through presentations, reviews, dramatizations, book chats and other activities.

10. Literature CircleConsistent Elements New groups are formed around new reading choices and the cycle begins again. Assessment is by teacher observation and student self-evaluation.

11. Book Talks Book Tasting Let’s build on these to differentiate and include more kinds of learners: Searching for books online at sites like Amazon. E Books Audio Books (using digital media players) 11 Getting Books into the Hands of Kids

12. http://thereadingzone.wordpress.com/ This is a blog written by a 6th grade teacher who discussed all kinds of books for the middle and high school classroom. 12 Some Helpful Websites for Book Titles and Reading Levels

13. Literature Circles: Original Model Mini Lesson Literature Circles Meet Roles: Connector, Director, Vocabulary Enricher, Illustrator Daniels, H. (1994).Literature Circles: Voice and Choice in the Student-Centered Classroom. Stenhouse Publishers: York, Maine. Literature Circles: Differentiated Instruction Emphasis Mini Lessons Learning Centers McKnight, K (2009). Literature Circles in the Middle and High School Classroom. National Council of Teachers of English. Webinar presented on November 4, 2009. Beyond the Role Sheets

14. Maximizes learning for all students. Builds on “best practices” in education. Modifies and adjusts curriculum for each learner. 14 What is differentiation?

15. 15 A Differentiated Classroom in Balance

16. Subject matter and expectations are clearly established. Teacher builds on differences. “One size does not fit all”. Assessment is continuous and not punitive. True collaboration among teacher and students. 16 Differentiation Instruction Principles

17. “differentiated instruction stresses understanding or sense-makingrather than regurgitation of fragmented bits of information.” ---Carol Ann Tomlinson 17

18. Some Ideas for Learning Stations Teaching Reading and Literary Skills 18

19. Write out all directions for the students for each station. Explain procedures and have them written out and posted in your classroom. Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets. 19 Getting Started: A Checklist

20. The teacher should circulate among the groups to facilitate answers and questions about the work. Formal assessment occurs when the students have finished the novel. When possible, give students a choice at each station. I like to make a poster for each station. Let’s look at a model for learning centers. 20 Getting Started: A Checklist (cont’d)

21. 21 Sample Schedule(Based on a 50 minute class period)

22. 22 A Classroom PictureSample Stations for First Rotation Visualization What Happened? Looking at Character Vocabulary Listening Station Discussion Make Up Station

23. Looking at Character Character Analysis Chart Character Traits and Textual Evidence Comparing Myself to a Character What Happened? Plot Diagram Story Trail Literature Circle Learning Centers

24. Visualization Illustrate an important scene or character from the novel. Allow the students to use different media. Use technology programs to create illustrations. 24 Learning Center Station

25. 25 ACTIVITY

26. 26 Directions: There are learning stations posted around the room. Go to one of the learning stations. No more than 8 at a station. Discuss what is expected of students at each station. Write down any questions, comments, or connections on a sticky note. You will know it is time to go to the next station when you hear music.

27. Take the poster for the last station. With your fellow participants, please summarize the questions, comments, and connections from the sticky notes. 27 Next Step

28. 28 Looking at Character

29. Character Analysis Chart Directions: Review the definition of character. Remind the students about the difference between main and minor characters. 29

31. 31 Title:Author:Character’s Name and Main Trait: Character Traits and Textual Evidence

32. 32 Comparing Myself to a Character When students make a strong connection to the character and text that they are reading. It leads to greater comprehension. Directions: Review the definition of character. Select a character from the novel and complete the following chart.

33. 33 What Happened?

34. Plot Diagram visually represents the stages of plot development. Teaching the students about plot helps them to comprehend text. Directions: Remind the student that plot is a sequence of events in a story which is built around a conflict. Display the chart and instruct the student to complete it as they read the text. 34

35. 35

36. Listening Station Create the opportunity for students to listen to the novel. Students can read aloud in their small group. Students can also read silently of the choose to do so. 36 Learning Center Station

37. Discussion Center Reader Response Starters Questioning the Author Blogging on Select Internet sites 37 Learning Center Station

38. 38 Learning Center StationVocabulary Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas.Jossey-Bass.

39. 39 Learning Center StationVocabulary Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas.Jossey-Bass.

40. 40 IntegratingTechnology Digital Logs, Journals, and Discussions www.planetbookclub.com www.kidspoint.org www.epals.com/projects/book_club/> www.bookblog.com www.booktalk.com www.kwr.co-nect.net/index.html www.readersclubofamerica.com www.readersclub.com

41. Use drawing, movie, and painting software for the Illustrator Role. Online dictionaries for the Vocabulary Detective. Use I Tunes for digital recordings of text. For Literary Luminary and Discussion Director, use search engines like Firefox and Internet Explorer. 41 Integrating Technology

42. Thoughtful Threads: Sparking Rich Online Discussions http://www.readwritethink.org/classroom-resources/lesson-plans/thoughtful-threads-sparking-rich-1165.html Literature Circle Roles Refined: Reading as a Film Crew http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circle-roles-reframed-877.html Girls Read: Online Literature Circles http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circle-roles-reframed-877.html (File Share with more sample mini lessons, centers, and resources.) 42 Some Additional Resources from ReadWriteThink.org

43. Giving students choice is motivating. Give students 2-3 choices at each center. All of the students will work on the same activityat each center. The students will be able to work individually when it’s project time. 43 Some More Thoughts About Centers

44. Contracts Rubrics Teacher Notes from Conferencing Differentiaed Assessment and Evaluation for Literature Circles

45. Create a reading contract with the students about the number of books that they will read in a given amount of time. For example, 3 novels in 10 weeks. Create a contract with student input. Here is a sample contract 45 Sample Contracts

46. SAMPLE Reading Contract First Quarter Teacher________________________________________________________________ Student_______________________________________________________________ Expectations and Guidelines: Be prepared (have book in class, any notes, questions and thoughts about your reading). Work with your group at each learning station in class. Choose and submit a final project for the novel that you read in your literature circle. I ___________________________ will read _________________ novels this quarter. I will read the following: Book One_1984, George Orwell Book Two__Fast Food Nation, Eric Schlosser Book Three Hunger Games, Suzanne Collins Projects Book One: Create a scrapbook for the main character in 1984. Book Two: A nutritional brochure that could be distributed to other high school students that contains information from Fast Food Nation Book Three: A news report (in I Movie format) based on key events in The Hunger Games. Due Date________________________________________________ Signatures 46

47. Create a model of a scene or important location from the text. Some examples include Boo Radley’s house from To Kill a Mockingbird or the castle from Macbeth. Write a series of postcards to a friend, family member, the author, or to character. Create artwork for one side of the postcard and write to your audience on the other side. Create a billboards or ad campaign for the text. Write a song or create an instrumental piece that represents the theme of the text. Create a book cover. Include a description of the book that would interest potential readers. Select a key quote from the text and paint or draw a picture that illustrates the meaning of the quote. Produce a file or video that reveals the students’ comprehension of the text. Create a museum exhibit based on your novel. What ideas do you have for final projects? 47 Sample Project Ideas

48. 48 Choice BoardsMultiple Options to target student’s individual needs.

49. Assessment is meant to formally determine skills and knowledge that students have mastered. Feedback is ongoing. It is important as students rehearse and learn new skills that we allow for “mistakes” and offer feedback and practice. (File Share-Sample Rubrics) 49 Assessment vs. Feedback

50. Persuasive Essay Rubric http://www.readwritethink.org/classroom-resources/printouts/persuasion-rubric-30217.html Scoring Rubric For Journal Entries http://www.readwritethink.org/files/resources/lesson_images/lesson289/scoring_rubric.pdf Museum Exhibit Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson892/Rubric.pdf A General Student Presentation Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson374/rubric.pdf Travel Brochure Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson961/Rubric.pdf 50 Sample Rubrics

51. Daniels, H. & Steineke, N. (2003). Mini-Lessons for Literature Circles. Portsmouth, NH: Heinemann. Looking for Books? http://www.alan-ya.org The Assembly on Literature for Adolescents is an independent assembly of NCTE. Founded in November 1973, ALAN is made up of teachers, authors, librarians, publishers, teacher-educators and their students, and others who are particularly interested in the area of young adult literature. ALAN, which is self-governing, holds its annual meetings during the NCTE annual convention in November and also publishes The ALAN Review. The website features authors and titles for adolescent readers. The books are reviewed monthly. Additional Resources

52. For Differentiated Instruction: http://www.chadd.org/ ADD-ADHD http://www.nagc.org/default.aspx Gifted Students http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/ ASCD resources for Differentiated Instruciton 52 More Resources

53. Adolescent Literacy Pathways Gradual release of responsibility model Meant for teams of content teachers Videos, Web seminar recordings, and more! www.ncte.org/pathways Contains over 100 graphic organizers to help visual learners in reading strategies and literary responses. Useful for Active and Engaging Strategies for Reading and Literary Analysis Mini Lessons Activities to Build Classroom Community

54. Website: www.KatherineMcKnight.com Facebook: Katie McKnight Literacy Twitter: LiteracyWorld Linkedn And…of course…email: Katie@KatherineMcKnight.com 54 How to Reach Me