One of my favorite instructional practices in reading that I’ve used for two decades is literature circles, based on the work of Harvey Daniels. A literature circle is a group of students who read the same book and meet together in a book-club format to discuss the book and work together to better understand their reading.
When I first introduce literatures circles in the beginning of the school year, I teach the students various “roles” to use as lenses through which to engage with the text. The roles are Discussion Director, Vocabulary Enricher, Connector, Summarizer, Literary Luminary, Researcher, and Illustrator. Students are assigned a different role each time their literature circle completes a reading, and then the groups meet the following day with each person contributing to the discussion from the perspective of his or her role.
Assigning different roles works for one or two books with students becoming experts at discussing and analyzing text. I find, however, that the novelty of literature circles wears off and students settle into sharing their roles in a “round robin” format that lacks excitement and substantive conversation. When that phenomenon occurs, I introduce the Advanced Literature Circles form that I created that include all of the roles. This format helps students examine a book through all of the desired aspects, better understanding how a reader asks questions, develops vocabulary, makes connections, summarizes, appreciates the author’s craft, and visualizes during the course of a particular reading session. After completing the Advanced Literature Circles form and gathering for the next day’s discussion, students begin to share what their notes in a more natural way as the conversation calls for particular contributions.
Eventually, students become so adept at using this note-taking process to synthesize during reading that they do not need to use their notes to discuss. After months of developing the skills associated with all of the literature circle roles, the students are experts and become so caught up in discussions characterized by high-level thinking and substantive conversation that they do not need prompts. Wanting to capture this type of dialogue in which students abandon their literature circle scripts and move beyond merely recounting the facts of a book, I recorded an impromptu video of a group of girls reading Esperanza Rising. Watch as they analyze and debate their ideas and predictions about the story with a natural passion and love for literature.