Organizing for _ Instruction ere ty hum in Mins Pasi Tite cen ee tens cme in sine “ring yorshp th te whens. Tons Jp ad ein ps of ingen opie ne chon techs “They yr wil store and er raph fe and the se ‘Aimar years word po esing, Nowe ey wer compton io « dato come fal nt ont can ea of Ear tors eg oi nce wih Mis Paitin Ae, Sey pinto el op “aly theouth grader rpg te ishing ous once caleconwa ses hee wore on for mont Each stafet at wien tat seven stoi and “hey pblshng them psn them no bond books wih Bk pags. The vee Eel night day vey and een ego fr pris 0 Fed arated pues vo “The clues ben involved in anambions yearlong project on Chris Van tbr the pop autho and iaor of werd nay pire ook, SHE Ped 206) sod Th lr Expres 05) The sens ave rend soe of chese stores in their basal readers and during literature czcles, and Miss Paniccia has read others aloud. TThe stories they've been writing accompany the illustrations in The Mystere of Haris Burdick Van Allsburg, 1996) ‘The Chris Van Allsburg unit began in September when Miss Paniccia read aloud Jumanji Van Allsburg, 1982), the story of ewo children who play’a jungle adventure ‘board game that comes to life. She aso read aloud the sequel, Zatbura (2002), about a space advencure board game, and students watched the movie version. They also made board games and wroce directions for playing them. She used the story to emphasize the importance of listening to directions in the classroom, following parents’ direc tions a home, and reading directions on state achicvement tests ‘Miss Paniccia regularly teaches minilessons on writing strategies that students then applyin their own writing. She began with series ofessoason revising and proof- reading that students use in writing workshop. Next, she tught lessons about the clement of story structure. Posters about each story elemen: hang in the classroom, testimony to the learning taking place there. Students apply what they've learned as they craft their own stories, They use the writing process as shown in the box on page 5322, to drafeand refine their stories, Last year, these students tokan afterschool toach= typing course, so they know the Fandamentals of finger placement on the keyboard and are developing typing fluency as they use che AlphaSmart® word processing machines, “Month after month, the students have been waiting stories, Seth’ story for the illustration entitled “Mr, Linden's Library” is shown in the box on page 323, The llas- ‘ration depicts a girl sleeping in bed with an open book beside her, vines are growing ‘out of the book and spreading across her bed, As you read Seth stay, you'll see how his story developed from the illustration and how he applied what he’ learned about stony structure "Today during writing workshop, Miss Paniccia is meeting with AMfonso, Martha, and Vimleej co proofread their stories and correct errors. Other students are word pro- ‘essing thir last stories or printing out final copies and gluing them into their books. Miguel and Lindsey have finished their books, so they're helping classmates word process, transfer to the computer, and print out their stories. Mss Panicca’s optimistic ‘har everyone will be finished by lunchtime tomorrow. She plans to start author’ chair during writing workshop tomorrow: Students will take rurnsr-ading their favorite sto- ries aloud to classmates. Author’ chair is «poplar classroom activity, most stdenes fate eager to share their stories, and their classmates enjoy litening to them because they've learned how to read with expression and hold their classmates’ interest ‘Last week, the students created this introductory page for their story collections: Thirty years ag0 0 man named Haris Burdick came BY Peter Wenders's publish ing office. Mr. Burdick claimed that he had written 15 stoves and illustrated them. All he brought with hin on that day were the illustrations with title. The next day ‘Harris Burdick wos going to bring the stores to Mr. Wenders, but he ever returned. In ct, Hares Burdick was never seen again. Chris Van Alsburg met with Mr. Wenders and that is where he came across the lustrations. Me, Wenders handed Mr. an Alsburg a ust covered box full ofDescription Students create story cards fo develop ther ideas, characters, setting probe. cliaak nd solution (One-On-One Students meet with a lasanate fo shave theie Story cards ond tak out thie eos. Rough Draffs Students wrife thes pough draffaw penal working from thin story cans Wilting Groups Students neet with fwo classmates fo shave thee rough drafts, getting feedback about ‘hee stores. Then they ale revisions based fon the feedback they recived. Conference They recopy thelr dof in pen nd have Wath Miss iss Pericca read and respond fo tele stories. Students noke nore pevisions based on their Teaches feecback, ‘STudents proofread their dats and correct ‘ths emoes they rote. Then they have two lassaates proofread their cho fo identify and correct remaining speling. captalzation. punctuation and grannar errors. STadents word process Thain stories ong ‘word processing nachnes. Then they trersfer ‘heir stores fo the classroom conpulen put ‘them into thei own fies and printout copy inalegble font Conference ‘STadents neck with Wiss Paice fo proofread With Mis ‘nd caret the remaining errors. Final Copy “STadents prin oat inl copy, que the pages info © book and add dustrations. Prewnitng Story Gands Eating ‘Proofreading drawings, and Chris Van Allsburg wos inspired to reproduce them for children across the nation Right her in room 30, we have worked hard all year creating stores forthe illus trations Eventhough we hve completed our stor the mystery of Has urd 1s a class collaboration: Miss Paniecia and the students developed the introduction together, and copies were made for each student. By collaborating, the teacher ensured that they had a useful introduetion for their books. After beginning the author stady in September, Miss Paniceia continued to read stories each month. In October, she and her students read The Stranger (Van Allsburg, 1986), a story included in their basal readers. In the story, the Baileys take in an injured stranger, aman who doesn’ speak or seem to know who he is, but he appeats tobe attuned with the seasons and has an amazing connection with wild animals, The stranger is Jack Frost, although its never explicitly stated inthe stry. They take se eral days to read the story. On the first day, the teacher introduced the key vocabulary CHAPTER 10 Osgazngforinscton MY 303 “woud ke fo check out this book” Sly Og sce. The book that che wanted {o check out was called Adventures inthe Wild She had skipped as she hed gone op ‘othe counter Sally loved Togo fo This Rarary, It was owned by Me Linden, 9 eveny- body st calle It Me Linens Iseary. ‘The expression onthe man atthe counters face changed whan he saw the book that Sly wos holding The nen warned Saly that if she lef the Book oat on one page for over on hour sonething dangerous would cone out ofthe book ‘aly cif realy hear o* care about what tha man sci. he checked out the book ced stated neacing it ined that eight The book was rely ferestng It hed fone of short stories init At 1200 nichight aly tarned the poga fo a story caled “Lost inthe Junge" yawned, an Fel asleep. At 100 AM vines stared fo grow out of the book He had warmed her about the book. How it was foo late. Soon Saly’s whole room wes Covered vines. By 0. they were naking thelr woy up the sts BRERRIUCTTIINNANMIGCGGGG! went Salis alarm clock “AMAAMAHHSHEHHAT screamed Sly. Now the whele house was covered in vines fly slowly node her way fo her parent’ becroon Through the vews and ‘woke them op. Thay screamed foo. Ae aioly ae posse (which wasnt very fost the Oger ot at of thr hose ot thee cor er oro he ary. The ls ‘henan at the desk what had happened He sad that the onl way fo get rid the ‘ines wos fo cut thar roots (they woud be stckng right out ofthe book) ond than haalal of tha vines of fo the dana Lackly, the fown dap wast very for away from ‘he Oger’ house. By the tine ie Olger had found and oat the roots awoy from the book. Sly ond ‘rs. Olger had rounded ap tha whole neighborhood fo help fle the vines fo the dump. By 500° in the oftecsoon thay had cleared awoy al of the ves. aly had learned her lesson fo listen when someone warns you about sonething ‘words including autumn, etcbed, and peculiar, and the class previewed the story, exam- ining the illustrations and making predictions. Miss Paniccia used a shared reading procedure: The students listened to the story read aloud on the professional CD that accompanies the textbook and followed along in their textbooks. Some inferred that the stranger is Jack Frost, but others didnt. Thats when the teacher introduced the drawing inferences strategy, which she called “reading between the lines. ‘They read the story a second time, searching for clues that led their classmates to guess thatthe stranger is Jack Frost, and afterward made a cluster, a spider web-like iagram, with the clues. They wrote the words The Stranger in the center crcl, drew ‘out rays from this circle, and wrote these clues at the end of each one: he wears odd clothing, i confused by buttons, and works hard but doesn't get tired. Afterward, they ‘completed page 156 in the Practice Book that accompanies the textbook as well as ‘other pages that emphasize comprehension. Then Miss Paniceia asked-students to closely examine the illustrations in the story. They noticed how the perspective in the illustrations varies to draw readers into the scenes and create the mood. The students read the story a third time with partners, talking about how Chris Van Allsburg used viewpoine in the illustrations. In November, students read other books by Chris Van Allsburg in literature circles. Miss Paniccia presented book talks about these four books: Tie Bad Ants (Wan Allsburg, 1988), Just a Dream (Van Allsburg, 1990), The Sweetest Fig (Van Allsburg, 19938), and The Wreck ofthe Zephyr (Van Allsburg, 1983). Then students formed small groups to read one of the books. They assumed roles and took on32 MRE pant a oranang or uteay hevuction responsibilities in che small groups as they read and discussed the book. Then students real another of the books daring a second literature crcl in Janvary. ‘Miss Paniceia read aloud the award-winning holiday story The Poler Expres (Van Allsburg, 2005) in December. Inthe stor; being able to hear Santa’ bells jiggle repre- sents belief in the magic of Christmas, so Miss Paniocia gave each student a small bell, to jiggle each time ie was mentioned inthe story. The students discussed the story in a {grand conversation; much of their discussion focused on the theme and how the author states it explicitly atthe end of the story. “What an awesome story!” Hunter ‘concluded, and his classmates agreed. They also talked about their own holiday trai tions and wrote about them during writing workshop, ‘They continued tm read other hooks by Chris Van Alleburg: In Fabroary, ‘Miss Panecia read The Garden of Abdul Gaseai (Van Allsburg, 19932), and in Match, she read The Wretced Stane (Van Allsburg, 1991) These books ae difficult for students t9 ‘comprehend because they have to make inferences: In The Garden of Abdul Gazi, ead cers have to decide whether the magician really changes the dog into a duck, and in Tbe Wrecbed Sone, they need to understand thatthe stone isa symbol, representing televie siom, computers, or vdeo games, Miss Panicia taught series of minilessons on draw- ing inferences, and she modeled the strategy as she reread the stories, showing the fourth graders how to use their background knowledge, the clues in the story and self ‘questions to read between the lines Then students reread the stores with partners, talked about cues in the stories, and made inferences as their teacher had. In March, Miss Paniccia also taught a series of minilessons on the fantasy genre ‘Then students divided into small groups to reread the Chris Van Allsburg books and ‘examine them for fancasy characteristics. They developed a chart with the titles ofthe ‘books written across the top and the characteristies of fantasies writen down the left side. Then they completed the chart by indicating how the characteristics are repre= sented in each book. ‘This month, students are reading Chris Van Allsburg’s books independenty, some students are reading those they haven't yet read, and others are rereading favorite ones. As they read, they search forthe white dog that Van Allsbarg includes ineach book. In some books, such as The Garden of Abdi! Gasai, the dog is alive, but in others, hea puppet, 2 hood ornament, o a picture. In several books, only a smal. part of him shows; in The Wretched Stone, for example, you see only his tail on one page. In addition, they continue to notice the fantasy elements of the stories, they ‘raw inferences when needed, and they reflect on Van Allsburg’s use of perspective in hisillostrations. balanced literacy program using two or more approaches. Four of the most ‘commonly used literacy programs for kindergarten through eighth grade are basal reading programs, literature focus unis, literature circles, and reading and writ- ing workshop. Miss Paniccia’s author study in the vignerte was succesful because her ligeraey program was balanced with a combination of explicit instruction, small-group and whole-clss literacy activities, and independent reading and writing opportunities. T here noone best way to each reading and wring. Instead, teachers rete CHAPTER 10 Oxanizng forinsrcton ME 325 By combining several instructional approaches, Miss Paniccia juggled the districts sxdopced basal reading program with other instructional approaches that enriched and. extended her students’ literacy Tearing. EACHING WITH BASAL READING PROGRAMS Commercial reading programs, commonly called base! readers, have been a staple in reading inctruction for 150 year, Before 1850, William Holmes MeGuffey wrote the ‘McGulfey Readers, the first textbooks published with increasingly challenging books designed for each grade level. The lessons featured literature selections that empha- sized religious and patriotic values. Students used phonies to sound out words, studied vocabulary words in the context of stores, and practiced proper enunciation 25 they ‘ead aloud to clasmates. These books were widely used until the beginning ofthe 20th century. The Score Foresman basal reading program, introduced in 1930 and used through che 196s, is probably the most famous; the first-grade textbooks featured sto- riesabout two ch dren named Dick and Jane, their lite sister Sally, their pets Puff and Spot, and their parents. The first-grade hooks relied on the repetition of words through contrived sentences such as "See Jane. See Sally. See Jane and Sally.” to teach ‘words. Students were expected to memorize words rather than use phonics to decode them. This whole-word method was known as “look and say.” The Scott Foresman program has heea criticized for its lack of phonies instruction as well as for centering ‘stories on an “ideal” middle-class white family “Today's basa readers include more authentic literature selections that celebrate diverse cultures, and they emphasize an organized presentation of strategies and skill, especially phonies i the primary grades, Kate Walsh (2003) reviewed five widely used series and found that they all provide visually stimulating artwork to engage students, similar methods of teaching decoding and comprehension, and teachers’ guides with detailed lesson plans. She also uncovered a common problem: None ofthe programs provided for the sustained development of stadents’ background knowlege, but when students don't develop a strong foundation of world and word knovledge, they have dificulty reading and understanding more conceptsally demanding books, beginning at fourth-grade level. This drop in achievement is known as the “fourth-grade samp,” and children from economically disadvantaged families are more likely to fll behind. their classmates (Chall, Jacobs, & Baldwin, 1991. ‘Publishers of basal reading textbooks tout their programs as complete literacy programs containing al the materials needed for students to become successful read- ers. The accesiility of reading materials is one advantage: Teachers have copies of grade-level texttooks for every student. The instructional program is planned for them; teachers follow step-by-step directions to teach strategies and sills, and work- books provide practice materials. An overview of basal reading programs i presented ‘on page 326, Ib anrealstc, however, to assume that any commercial reading program. could be a complete literacy program. Teachers who have students reading above oF below grade level need reading materials at their student’ levels. In addition, students, need many more opportunities to listen to books read aloud and to read and reread ‘books than are provided in a basal reading program. In addition, a complete literacy program involves more than reading; students need opportunites to learn the writing Process, draft and refine compositions, and learn writing strategies and skills.aos (OVERVIEW OF THE INSTRUCTIONAL APPROACH Basal Reading Programs IAT 3. Organizing for Literacy instruction opic DESCRIPTION Pupose ‘oteach the strategies and tls that succesful eaders need wing an organized program that nclades rade evel eading election, vorkook practice assent, ad equent resting Basal racing programs ie Fe components: reading the selection inthe gradedevet ’ texted, instruction on sates an Skil, workbook assignment, Independent reading ’ ‘opportunites, anda management plan that clues Neable grouping ad repusr ‘Basal reading programs are based on behaviors because teachers provide epi nstruction and students ar passive ater than active eames. Aepcaions Basal racing programs organize intact no units wth weekong lesson tha inde reading, svategy ad skit instruction ard workbook acts. They shouldbe used with ‘other istration approaches to ens tat students read books at he instuctonl lees land have opportunites fo prcate in wring projets. ] Strengins + Tntboks are algned with gradeevelstandares i Sic rn sd er gee | “ers tech segs end sts eet ropam a odes ci hem ‘hug ng an wana ge, | + Titers ude ponte tit oes oe red, i + Rene: tr ence ne Posen. | + Secon maybe oe se ces nd eee i 1 SS may nt ese of gst etre oh nee ary fee * gas nde ry vant ones, “Mor turn pete ew Components of Basal Reading Programs Even though there are a numberof commercial programs available today, most include these components: @ Sclections in grade-level textbooks @ Instruction about decoding and comprehension strategies and skills 4 Workbook assignments Independent reading opportunities Basal readers are recognized for their strong skills eomponent: Teachers teach skillsin 1 predetermined sequence, and arudente apply what they're learning in the eexthonk Selections they read and the workbook assignments they complete Selections in Grade-Level Textbooks. Basal reading programs are organized into units on topics such as challenges, folktales, and friends. Each unit includes four to six weeklong lessons, each with a featured selection. The selections in the kinder- garten and first-grade textbooks contain decodable text so that children can apply the phonics skills they're learning, but as students develop stronger word-identfication CHAPTER 10 Oganne ornsrcton ME 927 skills and a bank of familiar high-frequency words, textbooks transition to literature selections that were originally published as trade books, Everyone reads the same selections inthe grade-level textbook each week, no mat- ter their reading level. These commercial programs argue that is important to expose all students to grade-level instruction because some students, especially minority sta- ‘dents, have been denied equal access to instruction. The teacher’ guide provides sug gestions for supporting struggling readers and English leamers. Many programs also provide video, audio, and Internet resources. Audiotapes of the selections, which teachers often play as students follow along in their copies of the textbook, are an espe aly useful resource. After this shared reading experience, some less succesful read ers can then read the selection, but many teachers compli that a few students can't read the selections no matter how much support they provide Instruction in Strategies and Skills, Teachers use basil reading programs to Aliver explicit and mystematic inaction that algned wit stat literacy outcomes tnd standards. Most textbooks includ instruction in phonemic awareness, phonies, high-sRequeney words word-identiicstion sls, pling, grammar, and writing mechan” {cr (capitalisation and puncrstion). The programs also emphasize tomprchension sates, inching evsuaing, monitoring, predicting, questioning, summarizing, ead inating "The teacher’ guide provides detailed leson pans for teaching strategies and skis with each slecion. Teachers explain the strategies and sills and model thet ‘we a they read with student, then stents apply them a they read selections and complete workbook pages. Scope-and-sequence charts foreach grade level that ate included in the teacher guide show the order for teaching strategies and sills and ‘explain how they've introduced at one grade level and reinforced and expanded atthe nex level. These programs clam that its thee xpi, systematic instruction that Workbook Assignments. Stadents complete workbook pages before, dur and afer reading each selection to reinforce instruction; 10 ro 12 workbook pages that focus om phonics, vocabulary, comprehension, grammar, spelling, and writing accoo- ppany each selection, On thest pages, students write words, letters, or sentences, match ‘words and sentences, or complete graphic organizers. “Teachers vary how they use the workbook pages. Once students know how to ‘complete a workbook page, such asthe pages that focus on practicing spelling words, they work independently or with partners. However, for more-challenging assign” ‘ments, suchas those dealing with comprehension strategies or newly introduced skills, teachers have the whole class do the assignment together at their direction, Teachers tlso devise various approaches for monitoring students’ completion of workbook assignments: They may have students check their own work, or they may grade the assignments themselves, Independent Reading Opportunities. Most basal reading programs include 4 collection of easy, on-grade-level, and challenging paperback books for students to ‘ead independently. There are multiple copes of each book, and teachers set out some ofthese books for students to read after finishing each selection. Some of these books, ‘specially in the primary grades, have been written to reinforce phonics skis and ‘yocabulary words, bt others are trade books. The goal is forthe collection to meet the needs of all students, but sometimes teachers stil need to supplement with much caser books for English learners or struggling readers.326 ME part 3 caning or Literacy instruction ‘When teachers implement basal reading programs, they use the reading process, ceven though many activities are diferent than in ather approaches; rereading. Teachers follow directions in the teacher guide to activate and build students’ background knowledge, introduce vocabulary, teach word-identi- fication and comprehension strategies, and preview the selection Reading. Students read the selection independently, butifitstoo difficult, teach- crs read it aloud or play an audiotape before students read it themselves. Responding. ‘Teachers follow directions in the teacher’ guide to enhance students’ comprehension by asking questions about the author’ purpose, ‘modeling think-alouds, encouraging students to draw inferences, and suramarizing the selection. Students also complete workbook assignments that focus on comprehension. Exploring. Teachers teach phonics, word analysis, spelling, and grammar skill, and students practice the skills by completing workbook assignments. They aso ‘each students about authors, genres, and text structures. Applying: Students read related selections in the basal reader or in other books that accompany the program and participate in writing activities related to the selection or genre being studied (One of the most striking differences is that students complete practice activities in workbooks during several ofthe stages rather than applying what they're learning in more authentic ways. Materials Included in Basal Reading Programs tthe center ofa basal reading program isthe student textbook or anthology In the primary grades, eo or more books are provided at each grade level, and sn fourth through sith grades, theres usually one book. Mose basal reading programs end in sixth grade. The books are colorful and initng, often fetoring pictures of children and animals on the covers of primary-level books and exciting adventures snd fncifal locations on the covers of books for grades 4 through 6, The selections are grouped Jno units and each unit includes stores, poems, and inforenational articles. Many ‘mulkicutural selections have been added, and illstrations usually featare ethnically diverse people. Infrmation about authors and ilustrators is provided for many selec~ tions. Textbooks contain a table of contents and a glosary. Commercial reading programs provide a wide variety of materials to support snudene learning: Consumable worhbooks ate probably die besinowi supper e> Til students write letters, words, and sentences in these hooks to practice phonics comprehension, and vocabulary strategies and skill. Big books and kis wit eter and word eards, wall chars, and manipulatives are avilable for Kindergerten and Best- grade programs. Black-ine masters of parent letters are also avaiable. Some multimedia material, including audioeassetes, CD-ROMs, and videos, are included, which teachers can use atlistening centers and computer centers, Collections oftrae books ae available foreach grade level to provide supplemental reading mate- Tals. Inthe primary grade, many books have decodable text to provide practice on phones lls and high-frequency word; in the upper grades, dhe books ae related 10 nities Basal reading programs also offer variety of assessment tools. Teaches se place- ment eralntons or informal eading inventories wo determine students reading levels CHAPTER 10 Oinieng or nsoucion ME 399 and for placement in reading groups. They use running records to informally moni- tor students’ reading. There are also selection and unit ests to determine students’ phonics, vocabulary, and comprehension achievement. Information is provided on hhow to administer the assessments and analyze the results ‘A teacher’ instructional guidebook s provided for each grade level. Ths oversize handbook gives comprehensive information about how to plan lessons, teach the selec- tions, and assess students’ progress. The selections are shown in reduced size in the guidebook, and each page includes background information about the selection, instructions for reading the selections, and ideas for cocedinating skill and strategy instruction. In adaltion, information is presented about which supplemental books to ‘use with each selection and how to assess stadents' learning. Figure 10-1 summarizes the materials provided in most basal reading programs. Managing a Basal Reading Program ‘The teacher's guide provides a management plan for the bus reading progeam. Daily snd weekly lesson plans are included with suggestions for pacing for cach unit, ideas for flexible grouping, and regular assessment activites. There are leters to send home Figure 10-1 4 Materi Ez grams Materials Description Textbook or The student’ Dok of eacng selectins The selections are organized thematicaly an include Anthology Icerature fom wade books, Oten the extbo0k i auable na series of sfReaver books ora single hardcover book ‘ig Books Elarged copies of books for shared vading. These books are Sed la Kndegaren and st grade “Supplemental Colections of ade books foreach gre level, Kindergrten-evel books often Feature farllar songs ‘Books a ores stories, Fst. and secon grade books often nude decodable words For practicing Ponies sls and nigh-requency wores. In grades 3 to 6, books are often relate fo uni themes Workbooks Consumable bats of pons, comprehension, vocabulary spaling, and grammar worksheets Transparencies Color transparencies to use in teaching shila strategies. Blaci-Line Masters Worksheets thc teachers dupcate and use to teach Sls and provide adddona reading practic, its ‘Aiphobet cards, word cards, and other isractional mers, These Mesa sed n ndergarcen ‘rough second grade, ‘an oraz book nat present comprenense information about how to each reading wang the ‘asl reading program. The slectons are shawn in educea size and Dakgreund information about the sleton, instructions for eachng the selections, an istucons on coordinating sil and strategy instruction are gen on each age Inada, infermation' presented about which Supplemental books to use wth each election and howreo assess Students faring, Parent Materials Blackline masters that teachers plate and send home to parents. information about the reading ropa an ss of wry parents can work ie hee Ciena included. These materi are ‘ladle in English, Spanish, and several ater languages Assessment ‘variety of assessments, ncn Seton and unites, runing recor, and bonis inventories Materials ae avalobe along wth teacher's gis. Mateinedio ‘Adcassctes and CDs of some seein, related vides, and vebste conection are proved330 ME pan 3 organs or tec rsneson to parents at the beginning of each uni, usually available in several languages, 28 well, asa variety of assessment materials, including phonics tests, end-of-leson and end-of- ‘unit tests, writing rubrics, and observation guidelines. Teachers are encouraged to assess students’ leaning regularly to monitor their progress and to evaluate the effec. tiveness ofthe instructional program. ACHING WITH LITERATURE FOCUS UNITS “Teachers plan literature focus units featuring popular and award-winning stories, informational books, or boks of poetry. Some literature focus units feature a single book either a picture book or a chapter book, whereas others feature several books fora genre unit or an author stay. Teachers guide and direct stodents a8 they read and respond toa ook, but the emphasis in this instructional approach son teaching Seudents about iterate and developing lifelong readers, An overview of his insruc- tional approach i shown on the nex pe Literature fos units inchide activites incorporating the five stages ofthe reading proces: rereading. ‘Teachers involve students in activities to build background know- ‘edge and interest them in reading the book, including sharing book boxes, read- ing related books, showing DVDs, and talking about related topics, Reading. Students read the featured seletion independently orth teacher reads ivaloud or uses shared reading if too dificul for students to read themes. Responding. Seadenss parcipate in grand conversations to talk about the ‘book and write entries in reading logs to deepen their understanding loring. Students post vocabulary on word walls, participate in word-study fobs an eompchcen comcgieg eaine mt cere soca book's author or related topics Applying. Students apply their learning as they create oral and writen projees and share them wih thee classmates. ‘Through these activities, teachers guide students as they read and respond to high= quality erature, Steps in Developing a Unit “Teachers develop a literature focus unit through a series of steps, beginning with choosing the literature and setting goals, then denying and scheduling aces, Sand Finally deciding how to asess students’ learing. Eecive teachers don't simply fellow directions in literature focus uni planning guides that are available for purchase in sehool supply stores, rather, they do the planning themselves because they're the ‘ones who are most knowledgeable about their student, the time available for che unity the strategies and sil they need o teach, and the activites they want wo develop. ‘Usually Iiertare focus units featuring a piture hook are completed in 1 week, and units featuring a novel or other longer book are completed in 3 or 4 weeks, Gene tnd author units often last 3 or 4 weeks. Rarely ifever, do literaare focus units com tinue for more than a month, When teachers drag outa unit they risk iling seen interest in that particular book on worse ye, their interes in itrature and reading. Topic Purpose Components “eon Bate -Appteaions cuarren 10 orang anc ME am ‘OVERVIEW OF THE INSTRUCTIONAL APPROACH , Literature Focus Units DESCRIPTION. “o teach reading trough erature, using high-qualeysrase-approproe picture books and novels. ‘Teachers involve students in three actives: Students rea and respond toa trade book together a5 class: the teacher teaches minlessons on phones, vocabulary, and corpre= henson sing the Book they'e reading; and students cent projects to extend thei Ur derstanding of the book Lterature focus units represen 2 ranstion between teacher centered and student-centered leaning because te teacer guides students as they read a book. Ths approach refs cogniivenfermaton processing teary because teachers develop students background | knowledge read loud ven stents can't red enti and tach vocabulary words ond ‘comprehension sags it also reflects Rsenbats transact theory becase stents arta in grand conversations and wit in exdng logs to deepen the comprehension, and crea racy theory because ssbes of Socal justice often ae inthe trade books, “Teachers teach units featuring picture book ora nove. generally wing boos ona lett approved Ist, or unts featuring a genre er author. Literature foci units ae often aerate th anher approach her students read books a ther vn reading eel. Strengths + Teachers Select award-winning trace For these uns + Teachers teach minlessons on eacngstaceges on hil, + Students eam yeeabulry trough word walls and other aces. + Students lean about genes, story structure, and Iterary dees, Lmiations at ther ean eh + Many actives are teacher decd Step 1: Select the Literature. ‘Teachers select the book for the literature focus ‘units picture-book story, a novel, an informational book, or a book of poetry. ‘Teachers collect multiple copies so students will each have their own copy to read ‘Many schoo! districts have clas sets of selected books available; however, sometimes teachers have to ask administrators to purchase multiple copies or buy books them= selves through book cubs. ‘Teachers collect related books for the text set, too, including other versions of the same stony, sequel, oer books writen bythe same author, or other books in the same gente. Teachers collect one or two copies of 10,20, 30, or more books forthe text set and add them to the classroom library for the unit. Books forthe text set are placed om. 4 special shelf or in aerate in the library center. At the beginning of the unit, teachers introduce the books and provide opportunities for stents read them during inde- pendent reading time. “Teachers also identify and collect supplemental materials related to the featured Selection, including puppets, stufed animals, and toys; charts and diagrams; book + Teachers seafod stents’ comprenension as they ea with he class or smal groups + Al students ead the same book whether oF no hay he cand Whether or not it's wen392 ME pant 3 oxime to 26) Instruction boxes of materials to use in introducing the book; and information about the author and the illustrator. For many picture books, big-book versions are also available that can be used for shared reading. Teachers also locate multimedia resourees, inclu videotapes f the featured selection, DVDs to provide background knowledge on the topic, and Internet sites about the suhor and the illustrator Step 2: Set Goals. ‘Teachers decide what they want their students to learn during the unit, and they connect the goals they set with state standards that ther student are expected to lear, Step 3: Develop a Unit Plan. ‘Teachers read or reread the selected book and then think about the focus they will use forthe unit. Sometimes teachers focus on an clement of story structure, the historical seting, wordplay, the author or genre, ora topic related to the book, such as weather or desert life. After determining the focus, they choose activites to use at each ofthe Five stages of the reading process. Teachers ‘often jot notes on a chart divided into sections for each stage; then they use the ideas, they've brainstormed as they plan the unit. Generally, nota ofthe brainstormed activ- ites will be used, but teachers select the most important ones according ta ther focus and the time available Step 4: Coordinate Grouping Patterns With Activities. Teachers think about how to incorporate whole-class, small-group, partner, and individual activities, into their unit plans Is important that students have opportunities to read and write independently as well 2s to work with small groups and to come together asa cas. If the book will be read together as a clas, then students need opportinities to reread it with a buddy or to read related books independently. These grouping patterns should bbe alternated during various aetvities in the unit Teachers often go back to their plan- ning sheet and highlight activities with colored markers according to grouping patter, Step 5: Create a Time Schedule. Teachers create a schedule that provides sufficient time for students to move through the five stages ofthe reading process and 10 complete the activities planned for the unit. They also plan minilessons to teach reading and writing strategies and skills identified in their goals and those needed for students to complete the unit activities. Teachers usualy have set time for minilessons in their weekly schedule, but sometimes they arrange their schedules to teach 'minilessons just before they introduce specific activites or assignments Step 6: Assessing Students. Teachers often distribute wnie folders in which students keep all their work. Keeping all the materials together makes the unit easier for both students and teachers to manage. Teachers also plan ways to document sti dents learning and assign grades. One type of record keeping is an assignment check- list, which is developed with stadents and distributed atthe beginning of the literature focus unit. Students keep track oftheir work during the unie and sometimes negotiate to change the checklist as the unit evolves. Students keep thelist in their unit folders and mark off each item as is completed. Ar the end ofthe unit students turnin thei assignment checklist and other completed work. Although this list doesnt include every activity students were involved in, it identifies thote that wll be graded. Units Featuring a Picture Book In literature focus units featuring picture books, younger children read predicable picture books or books with very ltd text, such as Revit Walk (EHutchins, 2005), 2 hhumorous story about a hen who walks leisurely around the barnyard, unwittingly CHAPTER 10 Osis forinsruction MEE 399 leading the fox who is following her into one mishap after another, older students read rmore-Sophisticated picture books with more-elaborate story lines, such as Train to Someabere (Bunting, 2000), a story about an orphan train taking children to adoptive families in the Westin the late 1800s. Teachers use the same six-step approach for developing units featuring a pieture book for younger and older students, Units Featuring a Novel ‘Teachers develop literature foeus units using novels, such as Busia: Rabit-Tile of Mystery (Howe & Howe, 2006), Sarah, Pain and Tall MacLachlan, 2004), and Neober the Starr (Lowry, 1998). The biggest difference between picture-book stories and nov- clsis their length, and when teachers plan literature focus units featuring a novel, they ined to decide how to schedule the reading of the book. Will students read one oF 0 chapters exch day? How often will they respond in reading logs or grand conversa tions? Ie important that teachers reread the book to note the length of chapters and identify key points in the book where students will want time to explore and respond to the ideas presented there. Figure 10-2 presents a 4-week lesson plan for Lois Lovwry’s Numer the Stars, a sory of friendship and courage see in Nazi-oceupied Denmark during World War TL ‘The daly routine during the frst 2 weeks is as follows: Reading. Stodents and the teacher read ewo chapters using shared reading. Responding After Reading. Students participate in a grand conversation about the chapters they've read, write in reading logs, and add important words tw the class word wall, Minilesson. ‘The ceacher teaches a minilesson on a reading strategy or presents information about World War I or shout the author. ‘More Reading. Students read related books from the text set independently. ‘The schedule for the lst 2 weeks is different. During the third week, students choose a class projet (interviewing people who were alive during World War I) and individual projeess. They work in tears on activities related to the book and continue to read other books about the war. During the final week, students finish the class interview project and share their completed individual projects Units Featuring a Genre During a genre unit, students lear about a particular genre, such as folktales, science fiction, oF biographies. Sradents read several books illustrating the genre, participate Jina variety of activities to deepen their knowledge about the genre's text factors, and sometimes apply what they've learned through a writing project. For example, after reading and comparing Cinderella tales from around the world, third graders often create picture books to retell their fvorite version, and seventh graders who are study- ing the Middle Ages often writ stories incorporating details that they've earned about the historical period. During a genre unit on biographies, fifth graders choose a per- son to research, read a biography, do more research on the Internet, and then write a biography to share what they've learned; or during a genre unit on poetry, students ‘write poems applying the forms of the poetry they've read. Units Featuring an Author Daring an author study, students lean about an author'sife and read one or more books hie or she has writen. Most authors post websites where they share information about304 ME pan 3 ores for Leroy nstcton CHAPTER 10 Orgnisng tor nstucton MEE 39S ‘thor Study _. These sith» graders par- tidpate in an author study featuring. books. by Gary Paulsen. They begin by read Friday Conger book Wate retcopes afteraplane rash. Then they read other adventure stores by Gary Paulsen, induding ‘0 sequels to Hotcet. For each book they para in stand conversations to ds- {iss the Book and writ in reading logs. Their teacher also taught chem about the entempeary realism genre anc halped them arly the ‘author's writing sje. Dur Thursday porte ie cr) Vicor oss Esteve Sere pats themselves, cheir books, and how they write, and exch year more authors ae writing autobiographies. As students lear about authors they develop a concept of author; this awarenesis important so that students will think of them as real people who at breakfist, ide bikes, and take ost the gurbug, just as they do. When students think of authors as real people, they view reading in a more personal way. This arenes also carries over co their writing: Students gain a new perspective as they realize that they, too, can write books. They learn shout the writing process that author use, too. 3 In fist grade, for example, mary children read Eric Carle's books and experi- 8 ment with his istration techniques, and in dhe vignete at the beginning of the chapter, Miss Pannici’ students participated ina yearlong author stady on Chris i Van Allsburg. They read his fantasy pictae books, hunted for the picture of the eta antars 1 Serymap 2 ondsort white dog that he includes in every book, and wrote their own fantasy stories based ‘on The Mysteries of Harris Burdick (Van Alisburg, 1996). Figure 10-3 presents alist of recommended authors for author studies; the list is divided into primary-, middle-, and upper-grade levels, but many authors are appropriate for students at more than one level Jerry Spinelli, for instance, writes books that appeal to both middle- and upper-grade students Ponce intniew ret Croce chic peers aia tenes “ndipendn roe Managing Literature Focus Units Literature focus units are somewhat wacher directed, and teachers play several impor tant roles. They share their love of lierarure and direct students’ attention to compre- hension strategies and text factors. Taey model the strategies that capable readers use and guide students to read more strategically. They also scaffold students, providing exe ek396 ME pant s organ for icy scutin enews support and guidance so that students can be successfil. Through ths instruction and support, students learn about reading and literanure, and they apply what they've learned as they participate in literature circles and reading workshop, two more sti dent-centered approaches. RCHESTRATING LITERATURE CIRCLES ‘One ofthe best ways to nurture students’ love of reading and ensure that they beeome lifelong readers is through literature cieles—small, student-led book discussion ‘groups that meet regularly in the classroom (Daniels, 2001). Sometimes literature cir- les are called book cud. The reading materials are quality books of children’ litera ture, including stores, poems, biographies, and other informational books, and what matters mostis that students are reading something that interests them and is manage- able, Students choose the books to read and form temporary groups. Next, they set reading and discussion schedule. Then they read independently or wih hndies and ‘come together to talk about their reading in discussions that are like grand conversa~ ons. Sometimes the teacher meets with the group, and at other times, the group CHAPTER 10 Osgncng fornsncton MEE 397 meets independently, A literature circle on one book may last from several days to a ‘week or two, depending on the lengeh of the book and the age af the students, Key Features of Literature Circles ‘The three key features of literature cirles are choice, literature, and response. As teachers organize for literature circles, they make decisions about these features: They structure the program so that students can make choices about what co read, and they develop a plan for response so chat students can think deeply bout books they're read ing and respond to them, Choice. Students make many choices in literature cirdes. They choose the books ‘they'll ead and the groups in which they participate, They share in setting the schedule for reading and discussing the book, and they choose the reles they assume inthe discus- sions. They also choose how they wll share the book with classmates, Teachers structure literature circles so that students have these opportunites, but even more important, they prepare students for making choices by eresting a cemmonity of learners in theit classrooms in which students assume responsibilty for ther learning and ean work col- Iaboratvely with classmates. Literature. ‘The books chosen for literature circles should be interesting to students and at thei reading evel. The books must seem manageable tothe students, especially during their firs literature circles. Samway and! Whang (1996) recommend choosing shorter books or picture books at frst so that students don't hecame bogged down. Its also important that teachers have read and liked the books because otherwise they won't be able to do convincing book talks when they introduce them. In addition, they won't be able to contribute to the book discussions. ‘Students typically read stories during literature crses, but they can also read informational books or informational books paired with sories (Heller, 2006, Stien 8 Beed, 2004). Students read informational books related :0 thematic units or biogra- phies during a genre unit. Second graders often choose books from the Magic Tee “House series of easy-to-read chapter books tht features pars of fiction and nonfiction books, including Hour ofthe Olympics (Osborne, 1998) and Olympics of Ancient Greece (Osbome & Boyce, 2004), or the popular Magic School Bus picture-book series, including The Magic Scho! Bus Explores the Sener (Cole, 1999), Response. Saudents meet several times during literature cree to discus the book ‘Through these discussions students summarize their reading, make connections, learn vocabulary and explore the author’ use of text factors. They earn that comprehension evelops in layers. From an initial comprehension gained through reading, students deepen their understanding through the discussions. They earn to return go the text to reread sentences and paragraphs in order to clarify a port or state an opinion. Gilles (1998) examined children’ talk during literature citcle discussions and identified four "ypes of talk, which are presented in Figure 10-4. Karen Siith (1998) describes the discussions her students have as “intensive study” ‘often involving several group meetings. At the first session, students share personal responses. They tal abont she characters anvl events of the story, share favorite party, and ask questions to clarify confusions. Ar the end of the frst session, students and the teacher decide what they want to study atthe next sesion, such as an element of story396 ME pant 3 orn or tte rstation structure. Students prepare for the second discussion by rereading excerpts from the book related tothe chosen focus. Then, during the second session, students talk about hhow the author used that element of tory structure, and they often make chars and dia- grams, such as an open-mind portrait, o organize their thoughts. Students need many opportunities to respond o literature before they'l be suc- cessful in literature cieles. One of the best way to prepare students by reading aloud to them and involving them in grand conversations (Peterson & Feds, 2007). ‘Teachers demonstrate ways to respond that are reflective and thoughtful encourage students to respond to the books, and reinforce students’ comments wher they share their thoughts and feelings and talk about thee use of comprehension strategies as they listened tothe teacher reading aloud. Some teachers have students assume roles and complete assignmentsin preparation {or discussion group meetings (Daniels, 2001). One student isthe discussion director, and he or she assumes the leadership role and directs the discussion. This student ‘chooses topics and formulates questions to guide the discussion. Other students prepare by selecting a passage to read aloud, drawing a picture or making a graphic related ta the book, or investigating a topic connected to the book. The roles are detailed in Figure 10-5. Although having stadents assume specific roles may seem artificial, it teaches them about the ways they can respond in literaure circles ‘Teachers often prepare assignment sheets for each of the roles the students assume during literature crcl and then pass out copies before students begin reading. Students complete one of the assignment sheets before each discussion. Figure 10-6 shows a “word wizard” assignment sheet that an eighth grader completed as he read ‘Holes Sachar, 2003), the story of a boy named Stanley Yelnats who is sent toa hellish Tone eee CHAPTER 10 Orgone or rsrucion MEE 999 caer ee es Responsibilities “The discussion detorgudes the group's dscusson and Keeps the group on task, To get te cecusson stared or co reed the student may ak + What he reading make you think of? + What questions do you have about the racing? + What do you pei il happen next? Discussion Director Passage Master ‘The passage master focuses on the rary mens ofthe book ‘This Student chooses several memorable posrages to share with the group and tells why ech one wosh chosen Word Wizard “The word wizards responsible for vocabulary. Tis stgent ‘entfies Four osx important, wnfamilar wocds fom the reoing and looks them up in the aclonary. He o she alec the most appropriate meaning ana other inceresting information about the "ord fo share withthe group, Connector “Ta connector makes connections between the book and the sures Ie. These connections might incl happenings at Schoo rn the community, current evens or historical events from aroun the wry, of Something fom the connector’ own life. Or the connector can make comparisons with other books bythe same author orn the same topic ‘Summarizer “The sonmarier prepares a brief summary of te reading CO convey the big ideas to share with che group. This student ten begins the discussion by reading the surmary aloud to che rou. “all About the Book Students sunmarae thei racing and tlk about the book by appling what they ve lesrned about tot factors a they do the following: + Rol events or big eas + Examine the theme of genre + Explore che organizational elements or pater the author used + Find examples of tera devices “li About Connections ‘Students make connections benween the book nd Ber ‘on ves, he wore, and other erature they 1680 in these ways + Explain connections vo ther es Compare ths book to another book * Make connections oa fm or telson show they ve ewes “The llustrator drons a plcture or diagram related to the reading. Talk About the Reading Process ‘Students think metacogntivey and elec 0 the state- {es they used to read the book a they do the folowing 1 Reflect on how they used strategies + Explain their reaingprelems ana hw they soled * denity Sections that they reread and why they reread them “lk about thei thinking as they rere reading * ldenaty pats they understood oe misunderstood "Bik About Group Process and Soca Issues Studes use ak to organize the erate cle nt ‘minta thecscsson. Tey also examine soci issues 2d curen events relted Co the book. Sch 3 tome lessess and dere, 35 they do the following + Decide who wil be group leader + Determine the schedule, oes, and responses raw in nonpartipaing students + ring the conversation Bock ote opie + Extend the dscussion to soca nsves and cent evens The ilustation might relate co a characte, an exciting event, fora pediion. The student shares the ilustaton with the group, ‘nd the eoup talks about Before the lustrator explains “The investigator locates some information abut the bak, the uno, ora related tope to sare wr the group. Is stuaent ‘may search te Internet. check an encyclopedia or Hany book, oF Interview a person vith special expertise onthe topic. ‘Apted fom Dani, 2001; Danie & Bir, 1998. correctional eamp where he finds areal friend, a treasure, and a new sense of himself, ‘As word wizard, this student chose important words from the story to stu. Inthe first column on the assignment sheet, he wrote the words and the pages on whith they were found. Next, he checked the dictionary foreach word's meaning, and in the second col- uma listed several meanings when possible and placed checkmarks next tothe appro- priate meanings for how a word was used in the book. The student also checked the «etymology of the word inthe dictionary, and in the third column, he listed the language the word came fram and when it entered English uring the discussion about the second section of Hl, the word callued became important. The ‘word wizard” explained that callased means “toughened” and “hard ened,” and that in the story, Stanley and the other boys’ hands became caused from40 TE pane 3 orang or tte ction Figure 10-6 @ An Eighth Grader's Literature Circle Role Sheet Word Wisard nm Reig om Dass Tt ftbss Yasue Ned tte Yah hk ne tk han ‘Nb ar aad ye = hes cpalttol. censynpeathchies penetrating pl | 2 weet Y Gharpe ov piecing, Condemned pH | 7 founel gale ae conglomasel: writhed pH Hi ht ba, digging holes. He continued to say that the third meaning, “unsympathetic,” didn't ‘make sense. This comment provided an opportunity for the teacher to explain how «allued could mean “unsympathetic,” and students decided to make a chart to catego ‘ze charactersin the story who had callused hands and those who were unsympathetic. ‘The group concluded hat the boys with callused hands were sympathetic 10 each other, but the adults at che correctional camp who didn't have cased hands were often unsympathetic and had callused hearts. Talking about the meaning of a single ‘word —allued led toa new and diferent way of looking at the characters in the story. Literature circles are an effective instructional approach because of the three key fearures—choice, literature, and response. As students read and discuss books with classmates, they often hecome more engaged and motivated than in more teacher- directed approaches. The feature on page 341 presents an overview of literature ciel. Implementing Literature Circles “Teachers organize Ierture circles sing a sistp series of activites. Step 1: Select Books. Teachers prepare text sets with five to seven related titles and collect six or seven copies of each book. They give a brief book talk to introduce ‘the books, and then students sign up for the one they want to read, Students need eime ‘tw preview the books, and then they decide what to read afer considering the topic and the difficulty level. Once in a while, students don’t get to read their ist choice, but they can always read it another time, pethaps during another literature cirle or dur ing reading workshop. Step 2: Form Literature Circles. Students gettogether to read each book; usu- ally no more than six students participate in a group. They begin by seting a schedule for reading and discussing the hook within the time limits set by the teacher, Students also choose discussion roles so that they can prepare forthe discussion afer reading, Step 3: Read the Book. Students read all or part ofthe book independently or ‘witha partner, depending on the book’ difficulty level. ARerward, students prepare for the discussion by doing the assignment for the role they assured. Step 4: Participate in a Discussion. Seadents meet to talk about the book these grand conversations usualy last about 30 minutes. The discussion director oF another studen: who has been chosen as the leader begins the discussion, and then classmates continue asin any other grand conversation. They take tens sharing their "responses according tothe roles they assumed. The alkis meaningful because seudents ‘alk about what interests them in the book ‘Step 5: Teach Minilessons. ‘Teachers teach minilessons before or after group ‘meetings ona variety of topics, including asking insightful questions, completing role sheets, using comprehension strategies, and examining text factors (Daniels & Steineke, 2004), Teachers address the procedures that students use in small-group discussions as wll as literary concepts and strategies and skill Step 6: Share With the Class. Students in each literature circle share the book: ‘they've read with their classmates through a book ealk or another presentation, OVERVIEW OF THE INSTRUCTIONAL APPROACH . Literature Circles Toric DESCRIPTION “hey often assume oes forthe Book escusson, Purpose “Topovide students with opportunities for authentic reading and rary anys Components ‘Students form Iterature cclesto read and lscuss books thot they chcose themes, erature cies reece scingustic transact and rca! teacy theories because students work in small, supportive groups to read and Scuss books, nd he books they ‘ead often inoive cual and sci ses that eure students to think ctl. “cher often se terature ees in conunction with bas! eang program or with Sterture focus unis so students have opportunities 1 J independent reading nd erry arly. + Books ae vale a warety of racing ee. + Students are more suengy mothated cause they choose te books they read + Seadents nave opportunites fo mock with ther caesmates, Statens parepate a autente Ieracy experiences, + Students earn Row to respond to ert + Teachers may parca in dscussions 0 elp students cory misunderstandings sc think mor ral about the book. “+ Recs oe fe ss of coneol Because students a racing arent D00KS + Students must ear fo be task oriented and to use time wisely 1 Be succes “+ Sometimes students choose books thot are too cl oto easy forthe,IRT 3. Organizing for Literacy Instruction As students participate in literature circles, they're involved in activities represent. ing al ive sages of the reading process: rereading. ‘Teachers give book talks, and then students choose books to read, form groups, and get ready to read by making schedules and choosing roles. Reading. Students read the book independently or with a partner, and prepare for the group meeting. Responding. Sradents talk about the book nd take responsibilty to come tothe Aiseussicn prepared to participate atively Exploring, Teachers teach minilessons to rehearse literature citcle procedures, learn comprchension strategies, and examine text factors. Applying. Student give brief presentations to the class about the books they've read, _Asstudents make choices and move through the reading process, they assume inereas- ingly more responsibilty for their own learning. Using Literature Circles With Young Children First and second graders can meetin small groups to read and diseuss books, just as colder, more experienced readers do (Frank, Dixon, & Brandts, 2001; Marriott, 2002; Martinez-Roldan & Lopez-Robertson, 1999/2000). These young children choose books at ther reading levels, listen tothe teacher read a book aloud, or participate in a shared reading activity. Children probably benefit from listening to a book read aloud two tines or reading ie several times before participating in the discussion. a preparation ‘or the literature circle, children often draw and write reading log entries to share with the group. Or, they can write « letter eo their group telling about the book. The literature circle often begins with one child sharing a reading log entry or lewcer with the small group. ‘Children meet with the teacher to talk about a book. The teacher guides the disenssionacfirstand models how to share ideas and to participate in a discussion, The talk is meaningful because children share what interests them in the book, make text- to-elf, textt0-world, and tex-to-text connections, point ont illustrations and other book features, ak questions, and discuss themes. Young children don't usually assume roles as older students do, but teachers often notice a few of the frst and second graders beginning to take on leadership roles, During literature circle, che other ehil- ‘dren in the lassroom are usually reading books or writing in reading logs in prep ‘tion for their upcoming literature circle meeting with the teacher. Managing Literature Circles ‘When teachers introduce literature circles, they teach students how to participate in small-group discussions and respond to literanare. At first, many teachers participate in discusiors, bt they quily step back s students become confortable with the pro ‘cedures and get engaged in the discussions. ‘Unforunately, groups don' always work well. Sometimes conversations get off track because of disruptive behavior, or students monopolize the discussion, hurl insults at classmates, or exclude certain students. Clarke and Hoobwadel (2007) describe an inner-city sixth-grade classroom where literature circles deteriorated because of race, gender, and class tensions. They identified students’ negative feelings toward CHAPTER 10 Ovanzing for Analyze how Ms. Janusz organizes wring workshop by viewing video segments in the Literacy Portal > Check your understanding of chapter concepts with the multiple-choice and essay quizes in the Study lan > Aoply some ofthe main idea cscussed inthe chapter in the Actives and Applications section af the website. > Practice wat you've leaned in this chapter in Bulding Teaching Skis and Dispositions before applying the ROFESSIONAL REFERENCES: aswel, (199) the mide: New wera abe ‘eng and oiting with adlezents (2 ea). Upper ‘Monteat, NJ: Boynton/Cook. Calkins, LM. (1998). Thing iting ev. e)-Poresmouth, "NH Heinemann, ‘Chall, JS, Jacobs, VA. & Baldwin, L-. (1991). The read ing eis Why pow adrenal bind. Carnbeidge, MA Hamard University Pres (Clarke, LW, 8 Hobwadel, J 2007) "Help! Wha is wrong vith these literstrecizles and how ean we ix them?” ‘The Reading Teacher, 81, 20-29. Cunningham, A. & Shagoury, R.(2005). 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