Reading comprehension as social constructive: Literature circles
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Reading comprehension as social constructive: An introduction to literature circles in grades 3-6
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Reading comprehension as social constructive: Literature circles
- 1. Reading Comprehension as Social-Constructive: Literature Circle Discussions
- 3. 1/3 of the teacher-identified “successful” readers struggled with comprehension
- 5. IRE Teacher INITIATES, students RESPOND, and then teacher EVALUATES.
- 6. Why is IRE a problem? FOCUS ON … Literal recall Reaching consensus What teachers say Narrow definition of literacy Source: Serafini, F. (2009).Interactive Comprehension Strategies. RATHER THAN … Deep comprehension Exploring possibilities How students listen and respond Expanded view of what it means to be literate
- 8. https://www.youtube.com /watch?v=vofp2jql528 Seeing It In Practice: Teachers Using Roles
- 9. Seeing It In Practice: Students https://www.youtube.com/watch?v=wlJJhP3frUQ&feature=fvwrel https://www.youtube.com/watch?v=oKurPZvArAM
- 11. Comprehension Vocabulary Deep thinking about texts Social skills Verbal Skills Learn about books Learn about each other Learn about the world
- 12. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas Character Captain: thinks about who the characters are, how they act, how they think, how they feel, and what their reasons and motivations might be for doing what they do. Connector: makes text-to-self, text-to-world, and text-to-text connections; makes connections to what you’re studying; make disconnections. Literary Luminator: locates examples of amazing/interesting writing that could be read aloud to the group; guides oral reading for a purpose; examines figurative language, parts of speech, and vivid descriptions Word Wizard: locates amazing/interesting words; looks for new words or words used in unusual ways; reflects on words central to the text; clarifies word meanings; points to the words in context Reporter: prepares a summary of the book or selected reading; highlights the important details, events, and characters.
- 13. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas
- 14. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas Character Captain: thinks about who the characters are, how they act, how they think, how they feel, and what their reasons and motivations might be for doing what they do.
- 15. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas Character Captain: thinks about who the characters are, how they act, how they think, how they feel, and what their reasons and motivations might be for doing what they do. Connector: makes text-to-self, text-to-world, and text-to-text connections; makes connections to what you’re studying; make disconnections.
- 16. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas Character Captain: thinks about who the characters are, how they act, how they think, how they feel, and what their reasons and motivations might be for doing what they do. Connector: makes text-to-self, text-to-world, and text-to-text connections; makes connections to what you’re studying; make disconnections. Literary Luminator: locates examples of amazing/interesting writing that could be read aloud to the group; guides oral reading for a purpose; examines figurative language, parts of speech, and vivid descriptions
- 17. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas Character Captain: thinks about who the characters are, how they act, how they think, how they feel, and what their reasons and motivations might be for doing what they do. Connector: makes text-to-self, text-to-world, and text-to-text connections; makes connections to what you’re studying; make disconnections. Literary Luminator: locates examples of amazing/interesting writing that could be read aloud to the group; guides oral reading for a purpose; examines figurative language, parts of speech, and vivid descriptions Word Wizard: locates amazing/interesting words; looks for new words or words used in unusual ways; reflects on words central to the text; clarifies word meanings; points to the words in context
- 18. Scaffold with Roles Discussion Director: acts as group’s facilitator; creates open-ended questions that will stimulate discussion; focus on themes/big ideas Character Captain: thinks about who the characters are, how they act, how they think, how they feel, and what their reasons and motivations might be for doing what they do. Connector: makes text-to-self, text-to-world, and text-to-text connections; makes connections to what you’re studying; make disconnections. Literary Luminator: locates examples of amazing/interesting writing that could be read aloud to the group; guides oral reading for a purpose; examines figurative language, parts of speech, and vivid descriptions Word Wizard: locates amazing/interesting words; looks for new words or words used in unusual ways; reflects on words central to the text; clarifies word meanings; points to the words in context Reporter: prepares a summary of the book or selected reading; highlights the important details, events, and characters.
- 21. Meet your group
- 22. Literature Circle Discussions in 3-6
Editor's Notes
- How many kids do you see in this picture? 6. Imagine that they are teacher-identified successful, fluent readers. Applegate, Applegate, and Modla conducted a study in which they administered a reading inventory to a big group of children who teachers identified as successful, fluent readers. The findings were interesting.
- They found that on average, 1/3 of the teacher-identified fluent successful readers in their study struggled with comprehension. So they could read the words, but they weren’t actually understanding (or at least understanding well) what they were reading.
- Read it silently, idividually. Read it again, write. Read it again, talk. Read it again, write.
- One way we can address this issue of lack of reading comprehension in classrooms is to disrupt IRE. In classrooms, there is still a lot of instruction that looks like this. In the 70s and 80s researchers such as Meham, Sinclair and Coulthard and Courtney Cazden wrote about the IRE pattern of talk (discourse) in classrooms: teachers INITIATE a discussion topic, most often by posing a question to which students are expected to rESPOND. Then teachers EVALUATE the response. Teachers speak when they wish, decide which topics are important, determine who will talk and for how long, and interject their own responses and interpretations, control the pace and direction of discussion. They also decide what is right and wrong. Teachers do most of the talking.
- Reduce comprehension to literal recall Teacher-directed talk focuses on reaching consensus, rather than exploring possibilities Focus remains on what teachers say, rather than on how students listen and respond. What it means to be fully literate has expanded
- Literature discussions are one way to push back against this IRE pattern of discourse and the problem of just asking questions/assessing reading. Think about the McLaughlin article (comp: what every teacher needs to know): principle1. She highlighted the importance of constructivist teaching, acknowledging that meaning is constructed when readers make connections between what they know and what they are reading (prior knowledge and the text). The authors of your textbook also highlight the importance of disconnections – realizing when you can’t make a direct connection or recognize that something isn’t like your life. They also emphasize the importance of the SOCIAL aspect of this theory: “readers refine their understanding by negotiating meaning with others. This typically occurs through discussion. Engaging students in such discussion promotes active engagement in constructing meaning from a text (McKeown, Beck, & Blake, 2009).The social nature of constructing meaning reflects Vygotsky’s (1978) principle of social mediation.” Let’s take a look at literature discussions and how they work.
- 20 minute video. Students should have watched this for HW: https://www.youtube.com/watch?v=vofp2jql528 Small gropu share first, then whole group. Have them discuss what they saw using these prompts. It’s GOOD if they saw some things they thought didn’t work so well! Let them pair/group talk then share out to get a few shared ideas. What did you notice? What worked? What didn’t?
- Watch this TOGETHER IN CLASS. I always watch the first one – sometimes you might need to pause and restate what a kid said for a part that’s important but hard to hear. Typing up a transcript would be awesome, but I haven’t done it yet :-/ If there’s time you could watch the second or at least the first part – the kid who stands up and moves around a lot is a great entry into the importance of keeping kids’ minds engaged instead of spending our energy worrying about controlling their bodies. Each video is 8 minutes. Let’s see what this can look like. And if it’s really possible……. WATCH VIDEO As you watch, think about: How are these conversations like the teachers’ talk? How are they different What thinking/learning are the students doing? What surprised you? What did you notice? So, this is the kind of talk we’re aiming to foster among our students.
- What did you notice across the videos: What do we get out of talking about our reading with others? What are we noticing about literature discussions? What are the benefits? Comprehension Deep thinking Social skills Learning about books Learning about each other Learning about the world? Effective Classroom Talk IS Reading Instruction!
- This counts as REAL learning. Learn about books means learn about specific books AND learn about the books others are reading!
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds meant to help students approach/transact with their books and to guide conversations – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Add other roles if/as necessary Kids will need to practice each role as a group with a common text Talking about the text is the ultimate point; doing a role is not the end goal Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Another way to add structure and to help your students get to this kind of deep talk is to use ROLES. These are temporary scaffolds – in other words, doing a role isn’t the point; TALKING about your book is – but they can give some responsibility and can help students understand the different kinds of things to think and talk about. Role Sheets: https://docs.google.com/document/d/1q-rBbE_iq7Naecucz8LHn71kDFYXs2rYXwWWUWHr0Z8/edit?usp=sharing You’ll have roles for the first literature discussion only.
- Pass out role sheets and have students choose a role within their groups. Stress the importance of reading and talking AS READERS! This is their chance to practice their metacognitive reading skills.
- The Goal
- /Get in your group for the rest of class. Introduce yourselves, make sure you’re ready to go with roles and copies of the book. This way, they have a full class to build comfort with each other before having their literature circle discussion. Get students talking....laughing…feeling the power of connection around authentic talk and shared interests in books/movies…
- LIT CIRCLE SIGN UP Explain lit circles BRIEFLY – highlight 5 people per group max, etc. Explain “book talks” as a concept Give book talks on each book, moving around the room to where the book is displayed and/or a sign-up sheet is taped to the wall After book talks, have students take a post-it and write their full name on it. Pick a random criterion (people with four or more syllables in their name; people who own a pet that is not a dog or cat; etc.) and have that group make their first choice by sticking the post-it on the book cover or sign-up sheet. Move to other folks in other groups (i.e., people with three/two/one syllable in their names) so everyone makes their choice. If groups have less than three or more than five, ask for those folks to make other choices so the groups are evenly distributed. We’ll talk more about how to support your students in lit discussions during the next class period (scaffolding with roles, choice, model, fishbowl, dip in, etc.).