Students will:

1. Form cooperative groups consisting of 3-5 members.
2. Select a novel from offered choices or by criteria given by teacher.
3. Review all role sheets together; then each student chooses a role not previously performed. Roles can be on an assigned rotation within the novel or last the duration of the novel.
4. Read text and share completed roles with group.
5. As a group complete the sheet titled Thinking Through the Levels of a Story.
6. Write an individual literature response.
7. (Optional) Complete a culminating project on the novel from such choices as: creating a summarization storyboard, a graphic novel of the book (or selected section of the book), performing a scene from the book with a context book talk, or writing a character journal.

Directions

PART I

Step 1:
Begin with a short book talk about each novel from which students are allowed to choose.

Step 2:
Have each student write their first and second choice of a novel and form groups based on what students want to read. You will have to balance the groups by the number of copies you have and such, but usually students are willing to compromise.

Step 3:
Once groups are formed, go over role sheets and expectations and have each student select a role.

Step 4:
Groups begin reading the novels. Either the teacher or the group may decide to chunk the reading so that everyone knows the expected pace. Some teachers assign chapters as homework and use the class time for discussion, but try to allow at least some class time for group shared reading. I've found that the more that is assigned as homework, the less involved students are in their groups, especially if a student comes unprepared. This situation could negatively influence both the effectiveness and the student enthusiasm for Literature Circles, so think carefully about how the novel will be read.

PART II: Day 2 or 3 and beyond

Step 5:
As the novel is read, visit the groups to check progress, assess student comprehension, and evaluate the group cooperative behavior. I sometimes give an impromptu mini-lesson within a group if I find they are stuck on something in particular. Find something to praise as you visit each group and the focus on positive behaviors will increase. If you have a group or groups that are not working well, videotape their group and let them watch and offer suggestions for improvement.

Step 6:
Assign literature responses as desired to keep students accountable and to check comprehension of the novel. These could be done with generic prompts, such as "Explain how the main characters have changed" or with questions specific to each book.

Step 7:
Be certain to allow enough class time for discussion as the novel is being read. Ask each group you visit to update you with what has happened in the book since your last visit. I usually visit two or three groups per class period, but it depends on how the groups are doing - so adjust your visit pace to suit your students. Don't save all the assessment for the end of the unit.

Step 8:
After students finish the novel and their roles, give each group a copy of the Thinking Through the Levels of a Story sheet. Have each group choose three main events or important turning points in the book. Events that relate to a character's decision work well for this activity. Each group will have someone write these events along the left column of the sheet and then work their way across by discussing each column prompt in relation to each event or decision listed on the left. This sheet can easily be used with any story read in your classroom where you would like students to think about the bigger issues and ideas in the story.

Step 9:
Finish assessments of each group's work and assign a final literature response on the overall novel. Present the (optional) culminating project below or go on to lesson three where students respond to the novel with others who have read the same book.

Supporting All Learners

This format allows for a variety of styles in the student roles within each Literature Circle group. I offer support for each group when I visit, making sure to scaffold concepts for my struggling readers or second-language learners to increase comprehension.

Lesson Extensions

Students choose between creating a summarization storyboard, a graphic novel of the book (or selected section of the novel), performing a scene from the book with a context book talk, or writing a character journal. These projects all demonstrate a connection and comprehension of the novel while giving students a choice in how they are assessed.

Home Connection

Students could write a letter to parents summarizing the book and recommending it if they so choose.

Assignments

1. Students will read primarily as a group with minimal reading assigned as homework.
2. Students will complete the role sheets and "Thinking Through the Levels of a Story" sheet within the group, but may be asked to complete their literature responses as homework.

Evaluation

• Did you sense more enthusiasm for reading in your classroom during Literature Circles?
• How well did you handle the group visits?
• Did you feel as though you were able to guide each group appropriately or is that something that you would tweak?

Ask students for their reactions to the Literature Circle format. Most love it!