what do literature circles in an elementary classroom look

Literature Circles in Elementary Classrooms

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What Do Literature Circles In an Elementary Classroom Look Like?

Jennifer Maher

St. John Fisher College


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Table of Contents

Abstract……………………………………………………………………..…………..3

Introduction…………………………………………………………..………………....3

Review of Literature……………………………………………….…………………...5

Statement of the Problem………………………………………………………….......21

Theoretical Framework/Paradigm Orientation………………………………………...21

Methodology…………………………………………………………………………..21

Findings………………………………………………………………………………..25

Student Choice Sparks Authentic Conversations……………………………..25

Smaller Group Sizes equals Accountability and Responsibility………………29

The Teacher’s Role and Impact on Reading Instruction………………………31

Implications……………………………………………………………………………35

Conclusion…………………………………………………………………………….38

References……………………………………………………………………………..40


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Abstract

Teachers across the country are implementing literature circles in order to ignite a

passion and love for reading. Literature circles engage students to have deep

conversations with their peers about text and increase their comprehension as well. The

problem being addressed is how teachers execute successful literature circles and what

factors are associated with success. This qualitative study was done over two months

using 3 veteran teachers and their students that have been practicing literature circles the

entire year. This study looks at two average sized suburban districts with students in the

fourth and fifth grade. The research involves field notes and conversations with teachers

and students to see what each of the subjects believes to be a factor contributing to

successful literature circles. The findings concluded that choice was always present to

help foster independence and that smaller group sizes work the best when the teacher has

control of the class.

Introduction

When I was growing up in grammar school my earliest memories of literacy were

the teacher would select a book for us to read, we would read it, and then we would

answer some comprehension questions based on the book. If we were really lucky we

would occasionally get to create a book report with illustrations to present to the class.

However, rarely if ever do I remember discussing the book with other peers of mine or

engaging in a whole group discussion with the class about the book I read. I also

remember the idea of SSR or Silent Sustained Reading as the teachers called it. However


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looking back on that practice I cannot help but wonder what the purpose of that was. I

remember we would usually do it after lunch as a way of settling down and there was no

real guidance as to which book we chose, it was totally up to us and there was no

monitoring or accountability happening after we read the book. The most alarming part

about it though was that talking was absolutely forbidden. If we were caught talking that

was instant trouble. The only time you were really allowed to talk was if the teacher

asked you a question and then and only then were you allowed to respond.

I also tried to think about what I was doing as a reader when I came to a part that I

did not understand or had little to no meaning for me. It seems I can’t recall any

strategies that teachers taught us other than the typical “sound the word out” or get a

dictionary and look it up. Since everyone in the class was reading different books I had

no one to turn to for their opinion or advice and chances are unless the teacher just read

the book themselves they had very little insight into the book I was reading. These

experiences were a far cry compared to what we are learning today as teachers on how to

properly instruct students to read and write. One thing for sure the research has shown

over and over is that successful literacy experiences should always involve rich and

meaningful conversations about text. My experiences and observations as a teacher has

taught me that social interaction with one another are extremely beneficial both

academically and socially. Students in literature circles have the opportunity to talk with

other kids that they may not normally associate with and are able to share unique

experiences and opinions with one another about the book.

Throughout my college experience at St. John Fisher and teaching in a multitude

of different classrooms over the years I have continuously viewed literacy as a social


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practice. I have learned that all the experiences that each individual brings to the table

growing up are a part of literacy. Literacy is all the things that we fail to think about

when we ask ourselves how one actually acquires language and literacy. It is the way we

think, the way we talk, the way we interact with others around us, the way we view the

world and others that surround us, and simply put it is the way we live our lives

completely different than those around us. That is however precisely what makes it so

great. We are able to come together and share all of our unique experiences in order to

gain insight and truth into new perspectives that we never thought about or noticed

before.

The reason I chose to study literature circles is because they are deeply rooted in

the theory of social interaction. They allow students to have a say in what they are

reading, make decisions and form opinions about text, and provide a safe and inviting

atmosphere for students to share things they might not normally feel comfortable doing in

a whole group setting. I think they are an excellent model for students to have adult-like

conversations about text while at the same time inspiring them to be passionate life long

readers. I have seen these literature circles or “book clubs” performed in many different

classroom settings using all different styles. What’s important here is not what technique

the teacher adopts but that teachers are properly monitoring them and adjusting glitches

when need be. What I hope to gain from this study is what factors teachers and students

say are working best and what areas need improvement so that literature circles can be a

hit and success for teachers everywhere.

Review of Literature

What is Literacy?


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Literacy can be defined in the dictionary as the means to be able to read, write,

listen, and speak. This traditional definition of literacy is considered a basic skill and a

human fundamental right by most countries in the world. Literacy is one of the most

important skills a person can have in their lifetime however there is no universal set

standards as to how one defines or acquires literacy. Gee defines Discourses as “ways of

being in the world,” which integrate words, acts, gestures, attitudes, beliefs, purposes,

clothes, bodily movements and so on. Gee (1990) also integrates identities into

Discourses in the sense that “through their participation in Discourses individuals are

identified and identifiable as members of socially meaningful groups or networks and

players of socially meaningful roles. Gee (1990) states that “a powerful literacy is not a

specific literacy per se but, rather, a way of using literacy. He defines being literate as

having control, or fluent mastery, of language uses within what he calls secondary

Discourses. Literacy begins with one’s own discourse and is then shaped and influenced

by other discourses that surround the individual and it is up to the individual to make

meaning from all of this.

“Becoming… literate means learning to effectively, efficiently, and

simultaneously control the linguistic, cognitive, sociocultural, and developmental

dimensions of written language in a transactive fashion. (Kucer, 2005, p. 4).” Kucer

(2005) suggests that we all belong to different social, cultural, socioeconomic, and family

groups that influence the way we think, act, and behave which in turn shapes the way we

speak and interpret language. Language allows us to identify, understand, interpret,

create, and communicate written materials as well as oral language.

Theories for Teaching Literacy


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There are 4 main theories that are important for educators to consider in terms of

the development of a coherent framework for their teaching. These theoretical traditions

are as follows: New Literacy Studies, New Technologies, Sociocultural-Historical

Theory, and Critical Literacy. All of these theories integrate how we as individuals come

to know and define literacy. Literacy is ever changing and with the world becoming

more and more globalized it is important that teachers are teaching students how to be

competent literate members of society who can analyze problems and communicate ideas

together as a social practice.

Increasingly literacy has a new perspective to include technology into its

definition. In an era where the world is run by computers and digital technology it is safe

to assume that we should be teaching skills that include multimedia and computer literacy

skills. “New Literacy Studies offers a theoretical framework that assumes literacy is a

critical social practice constructed in everyday interactions across local contexts. It

emphasizes literacy as a more complex social practice that mandates curricula and

addresses assessment” (Larson & Marsh, 2005, p. 3). This perspective states that our

students are constantly immersed in the new literacies and know how to read multimodal

media texts. We should use their skills in media texts to teach them how to analyze their

world. Computer technology should be part of the student’s learning to prepare them for

the new work order, new communication systems, and the global economic system.

New Technologies and literacy is another theoretical framework that draws on the

work of the New London Group (1996) on multiliteracies, which attracted educators’

attention to the way in which communicative modes were proliferating and changing due

to advances in technology. Since then, the work of scholars such as Kress (2003) and


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Lankshear and Knobel (2003) have been important in developing our theoretical

understanding of how technologies are transforming the epistemological and ontological

foundations of literacy. They have shown us that technology has changed the nature of

literacy through different communicative modes such as audio and visual clips, movies,

blogs, email, instant messaging, pod casts, texting and so on.

Sociocultural-Historical Theory challenges traditional definitions of learning and

the transmission of knowledge. From this perspective literacy is a social practice, which

includes patterned social events/practices within a particular community or social group.

Literacy is acquired in both school and non school settings such as families, groups,

communities, and organizations that socialize their members into ways of behaving,

acting, talking, reading, writing, and thinking that are acceptable within the group.

Critical Literacy has several different theoretical perspectives that have produced

several different pedagogical approaches to teaching and learning. Larson, J. & Marsh, J.

(2005) state that the main idea behind this theory is that individuals develop a critical and

questioning approach to text while they are reading. Critical literacy stretches far beyond

the ability to simply decode words but encourages readers to actively analyze text and to

have discussions with other people about the underlying messages that are found within

it. This theory owes much of its popularity to Paulo Freire who insisted that students

should not also read the word but also the world. In Pedagogy of the Oppressed (Freire,

1970) debunked what he called the banking model of education and advocated for a

problem solving education in which action and reflection (praxis) should always be the

norm. This perspective looks at an issue or topic in different ways, analyzing it and

suggesting possibilities for change or movement. In critical literacy, social justice issues


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(race, gender, learning styles, behavior, linguistic variation, etc.) could be raised and a

critical curriculum negotiated with students. “It involves interrogating texts in terms of

the power dynamics embedded within and reflected by them, in addition to positioning

readers and authors as active agents in text creation and analysis” (Larson & Marsh,

2005, p. 3).

Literacy & Literature Circles

Literature circles are an ideological practice that is grounded in literacy as a social

practice (Larson & Marsh, 2005). According to Larson & Marsh (2005) nature and the

meaning of literacy are constructed in the specific social practices of participant’s in

particular cultural settings for particular purposes. Larson & Marsh (2005) state that

literacy is a social practice that is grounded in social, historical, cultural and political

contexts of use. Being aware of the social world and those factors that surround it is a

critical perspective of literacy acquisition.

In classrooms all across the country literature circles are being used by teachers to

promote greater thinking skills and higher reading levels in their students. Literature

circles are an excellent tool for students to mimic adult-like conversations about a book

of their interest and spark deep thinking conversations that promote social interaction

within a group setting. Literature circles provide an opportunity for students to control

their own learning and to share personal thoughts and concerns about a text. Daniels

(2006) states that the US Department of Education ultimately reports that “literature

circles work” in classrooms across America. However teacher implementation of these

discussion groups differ across classrooms and there are varying models out there of how

to go about creating an effective environment where all students are engaged in the text.


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As adults and children we begin to engage in literacy that becomes a much more

complex interactive and interpretative process whose development is determined by the

social and cultural context that surrounds us. Literature circles were initially developed

for young adolescent classroom reading (Daniels, 1994) and have since grown to be very

popular among teachers at many grade levels. Literature circles are “small, temporary

discussion groups” in which students are provided prompts or roles (Daniels, 1994). The

purpose of literature circles is to guide students to develop an understanding of particular

concepts as they explore the text and meaningfully participate in small group discussion.

“In addition to demonstrating language use, the teacher is also directly involved in

mediating and guiding language development” (Kucer, 2005, p. 270). A number of

researchers have built on the learning and developmental concepts of Lev Vygotsky

(1962, 1978) on how adults interact with and promote their child’s language growth.

“The distance between what the child can accomplish with the support of others and can

accomplish independently is what Vygotsky termed the zone of proximal development

(ZPD)” (Kucer, 2005, p. 270). Movement through the ZPD from collaborative to

independent abilities is both sponsored and facilitated by the supportive, interactive

environment that adults provide for the child. “Often called scaffolding the adult

structures the language or literacy event such that the child is able to participate in a

meaningful way” (Kucer, 2005, p. 270).

In literature circles the teacher is using scaffolding by having the students interact

with the text in an on-going basis and meaning is made or constructed through the

interaction with one another. Larson & Marsh (2005) state that “theory is a practice and

practice is theorized as practice and is transformed over time.” What teachers and


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students are doing is grounded in theories of literacy, learning, culture, and history, and

through participating in the practices of teaching and learning, those theories develop and

change. Teaching and learning literacy is a mutually constituted process that changes

over time” and there is no direct “how to” transfer knowledge, given the relationship

between theory and practice is so much more complex.

How to Build Successful Literature Circles

Before beginning any new instructional tool in the classroom it is important that

teachers create a community in which students feel it is safe to take risks and feel

comfortable interacting with one another. Before starting any literature circles teachers

must be modeling for and teaching students how to work in a group setting. Two studies

have shown the importance of setting the stage for literature circles. This research found

on literature circles in the classroom is conducted by researchers working alone inside a

classroom or collaborating with the teacher as a study together side by side.

Peralta-Nash and Dutch’s (2000) research in a bilingual elementary school

classroom with 28 students suggest that “students should experience frequent choices so

that they can take responsibility for their own learning.” Grounded in a belief system that

“students learn through interaction with others” is why the idea of literature circles

appeared to this teacher/researcher in this study. This teacher was observed by Nash and

Dutch (2000) as setting the stage for literature circles in four separate phases. In

November the teacher started explaining to her students what literature circles were and

referred to them as “book groups” and pumped the students up by saying that they would

be in charge of leading their own discussions as well as making decisions for themselves.


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Nash and Dutch (2000) observed that “students seemed to feel an excitement

about trying something new and about being responsible for their own work.” During the

second phase of two full weeks the teacher modeled to the students what each role in a

literature circle looked like during the language arts block time. The teacher made sure

that all students clearly understood and chose several students who demonstrated deep

understanding to be a model for the class. Next the teacher allowed the children a choice

as to what they would be reading and whom they would be reading with. Finally the

teacher let the groups meet and gave them all packets with six job sheets signifying the

six sessions that they would have to complete as they read their chosen text.

What the researchers Nash and Dutch (2000) concluded was that “since this was

the first time students had participated in literature circles, we readily expected much of

the conversation to be shallow; we were pleasantly surprised to find that students were

capable of holding very deep discussions of the text.” The outcome was that the

researchers believe the use of literature circles helped improve reading instruction. Nash

and Dutch (2000) found that the analysis of data collected showed that “across time,

students’ discussions became more relevant and complex as they tapped into the

background knowledge and personal experiences of group members. All of these factors

led to opportunities to reshape students’ understanding of human events and dilemmas.

A similar study done by Gilbert (2000) shows the vital importance of getting

students prepared for the demands of participating in a literature circle. Gilbert (2000)

states that one way to begin is to build a sense of community in the classroom using daily

read alouds that gradually facilitate deeper and deeper conversations as they year goes by.

Gilbert (2000) also suggests using writer’s notebooks or sticky notes to jot down ideas


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and other oral responses given out in class by students that generate higher order thinking

skills. Gilbert (2000) states that “I am more concerned with choosing books that are right

for my students, that will facilitate discussion, capture interest, and keep them wanting

more.” Gilbert (2000) is clear when stating that “The goal is for students to be polite,

listen to one another, engage in conversation about their books, and learn from one

another.”

Another goal of literature circles is to teach students how to become literate

members of society. McNair and Nations (2000) suggest that teachers need to instill in

their students ways to become better at listening to and valuing diverse opinions.

Literature circles are a perfect opportunity for students to improve communication skills

and generate deeper levels of discussion.

In a four year study done by Burda (2000) who teaches stated in the beginning

that “I knew I wanted to use literature circles as a part of my teaching.” Together with

another colleague the two of them decided to take a more structured route and follow a

format used in college for literature circles. During the first year the first real issue that

came up was time. In order for these circles to work the decision was remade to meet for

the entire discussion of each group, rather than going back and forth from one to another.

Meeting with groups is an important part of success in literature circles because there is

more guiding and modeling from teacher to student that will eventually lead them to their

own independence.

The second year of this study the goal was to teach the students how to develop

critical thinking skills and to explore the world in ways they were not used to. This was

accomplished through enthusiasm during read alouds, writing responses to picture books,


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encouraging students to ask questions and make connections, and plenty of modeling by

the teacher in all of these areas. The results were that students were smarter and more

eager in their responses, but lacked experience of seeing and hearing about the lives of

different people.

The third year focused on setting up the climate for a reading community. Books

like Freak the Mighty, The Watsons Go to Birmingham, The Midnight Fox, and The Lion,

The Witch, and the Wardrobe were all excellent choices that sparked dialogue in the

group and gradually the groups became safe places where talking, laughing, and even

silence was happening. The fourth and final year was all about encouraging student

reflection. Worksheets were created to guide their future literature circles and ask

students to reflect on their work and progress.

Successful Literature Circles: Why they Work?

Daniels and Steineke (2004) promote literature circles as a way for students to

mimic adult-like interactions around books. Literature circles of one form or another

have been evolving for many years but according to Daniels (1994) the intent is to build a

love for reading through autonomy, connecting, discussing, and reflecting remains

constant.

Harvey Daniels (1994) defined literature circles as “small temporary discussion

groups that have chosen to read the same story…while reading each group-determines a

portion of the text, each member prepares to take specific responsibilities in the

upcoming discussion, and everyone comes to the group with the notes needed to help

perform that job. The circles have regular meetings, with discussion roles rotating each


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session. Once readers can successfully conduct their own wide-ranging, self-sustaining

discussions, formal discussions roles may be dropped.”

Researchers have found that there are certain factors that successful literature

circles have in a classroom. Teachers all over the country are adopting some form of

literature circles and according to Daniels (2006) “the consistent outcome is that kids are

falling in love with books they have chosen and talking about them with their friends.”

The reason these miniature book clubs are so powerful is because they are grounded in

the following (Daniels, 2006): Engagement, Choice, Responsibility, and Research. When

there is small group discussions happening there is more “airtime” for kids to take risks

and speak freely and when it is student led kids describe the activity as simply more fun.

In book clubs when students are given a choice for reading and friends they can

experience success rather than frustration while reading.

Responsibility is the third aspect that students learn as they are doing everything

that adult readers do such as choosing a book, assembling members, creating schedules,

establishing rules, using writing for responses, sustaining productive on task

conversations, and so on. Evidence (Daniels, 2006) suggests that yes when kids are

engaged in well-structured book clubs, their comprehension and their attitude toward

reading both improve.

Literature Circles: Are they working?

Teachers all over America are adopting literature circles as part of curriculum in

their classroom. There are multiple ways to implement these groups but whether or not

these circles are successful is an issue we need to look at. Daniels (2006) states, by the

order of the current Administration, the Institute of Education Sciences are investigating


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the efficacy of a number of popular reading strategies, including literature circles. The

question that needs to be addressed is what constitutes a literature circle and how should

one operate? Different teachers have different understandings and ideas how these

circles should be run however what should be consistent in classrooms is that literacy

maintains a social practice and that meaning from the book is being constructed through

other peers. However, according to Short (1999) students in the classroom she closely

observed “did not have direct instruction or training on how to do literature circles, nor

did they practice regular roles.” Short (1999) quotes from the works of Bakhtin (1981)

and Vygotsky (1978) who argue “that meanings created in social interactions are

internalized in the form of thought.” This statement parallels the importance of literature

circles in the classroom but also explores and studies how teachers are to go about this

critical practice.

In the works of Short (1999) with other teachers, there were two extremes found

in how educators view the need for curricular structures. “One extreme is to simply put

students into groups without supportive structure or demonstrations”, which can prove to

become destructive in terms of student relationships with one another. At the other

extreme the author found, “some educators use direct instruction and modeling of how to

do literature groups, assign roles and tasks, or act as a group leader who asks questions to

push student thinking.”

Both authors argue the generalization that literature circles are working due to the

fact that “well designed” literature circles are not being put into place either due to lack

of teacher expertise in the area or differing opinions on what and how literature circles

look like and should be implemented.


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It is also important to examine what role the teacher takes on in the literature

circles and what strategies or teaching styles they are using that spark interest, challenge

the students, and create a passion for life long reading. Long and Gove (2004) state that

there are two ingredients involved in capturing children’s imaginations during reading.

The first is that literature is purposefully chosen by the teacher and the second is reading

literature that helps students connect more profoundly with themselves, the text, and the

world. They go on to conclude that “when teachers engage with their students in well-

chosen literature, they believe they should interpret from more than one perspective and

point of view; be purposeful and reflective; and create an environment that promotes

curiosity and questioning (inquiry) and pushes reading, writing, thinking, feeling, talking,

and taking action beyond the obvious.”

Research by Long and Gove (2004) show that students need to become curious,

involved, and emotionally absorbed when they are reading and that teachers should be

“immersing them in rich, provocative literature-literature that has the potential to

challenge, arouse interest, and awaken in students a passion for reading and imagining.”

What Are the Factors Involved in Implementing Literature Circles?

Recent findings indicate that literature circles work and Straits (2007) concludes

that there are several considerations to be made before planning your classroom

instruction in this area. Straits (2007) has studied four of them and found that group size

should “maximize the participation and learning of group members” not just be dictated

by the number of roles needed to be filled. Groups of three to five are generally what are

preferred to allow for varying viewpoints and rich conversation. Another factor is time

which is the time spent not reading the text, but the discussion that comes after it. The


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most important thing is the length of meetings not the number, 25-30 minutes is an

optimal amount of time for students to participate meaningfully. Assessment is the third

factor involved and one of the most important ways for teacher’s to gage whether or not

the student is synthesizing the information they are reading and discussing.

Straits (2007) suggests that “monitoring student discussion and roles can provide

opportunities to give students feedback about their preparation for and participation

during discussions.” Teachers can also use the important discussion questions generated

by students that explored personal meaningful connections for later individual summative

assessments. Finally the teacher’s role should be that of a facilitator according to Straits

(2007) who states that “productive and meaningful group discussion does not just

happen” without the support and prompting of the teacher to guide them.

After frustrations what they concluded was that “This is such a good idea, but it’s

just not working the way we want it to. The kids are reading and writing and talking

about books, but we spend all of our time rushing from one group to another.” So the rest

of the year was spent rethinking what they were doing and the first issue they diagnosed

was time.

Straits (2007) found that in order for literature groups to run successfully teachers

need to meet for the entire discussion with each group, rather than going back and forth

from group to group. The second year brought about transformation and understanding.

Students in this class developed critical thinking skills, and explored worlds that many of

the students may not have seen other wise. The priority that year was for them “to

explore their world by learning about different people and situations and beliefs.” The

third year assessment of student comprehension was better learned and reinforced and


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this teacher/researcher was more readily able to tell if a student was confused about the

text, and if so had proper strategies to put into place. The fourth and final year was in the

area of assessment. Straits (2007) claims that reflection is a huge area that students

should be expected to work on. Students should be reflecting about their own work and

progress and what they should be doing next. Worksheets should be created that help

them guide these reflections such as, things that went well, things that need to be worked

on, and always at each new meeting a brief review of what was written in the last

reflections.

What Role Does The Teacher Play in All This?

The argument has sometimes been made that teachers need to be present to avoid

problems with group dynamics. While “kid-watching” is always essential to our teaching

so is that of “teacher-watching.” According to Bloome (1987) and Halliday (1978)

“sociolinguistic perspectives further demonstrate that teacher-child interactions provide

or deny children access to talk during ongoing literacy events.” The importance of

“teacher talk” in these literacy events is how children learn about the nature of text,

discuss and respond to books, and come to define themselves as readers. So it is crucial

that “our learning events are built upon a strong sense of community and inquiry where

students are problem-posers and problem-solvers.”

The study conducted by Short, Kaufman, Kaser, Kahn, & Crawford (1999)

studied the roles that teachers play within literature circles. These researchers identified

four roles that teachers take on during these discussion groups. They are facilitator,

participant, mediator, and active listener. According to their research the “Facilitator

role involved teachers encouraging student interaction and talk and monitoring social


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interactions which interfered with discussion.” This was the role that was closely

observed especially during the first year of the study. Students were asked questions

such as “Why do you think that?” and “What do you mean?” The other areas teachers

addressed in this role was clarifying details related to the story, restate comments from

students when they felt others had missed something important and/or student needed to

be encouraged to comment in further depth, conversational maintenance, and finally

eliciting talk that challenged a student’s comment.

The second role looked at the teacher as a Participant. This involved teachers

interacting as readers by sharing personal connections, opinions, and questions that

stemmed from their understandings of the book. These researchers noted that “student’s

accepted their teacher’s opinions as being part of the group process and they built on

them with their own comments.” This enables students to be pushed by the teacher to

consider other perspectives on or connections to the idea.

The third role has identified the teacher as Mediator. This role involves teachers

using facilitator or participant talk to encourage students to connect their discussion about

the book to their own life experiences and values. Short, Kaufman, Kaser, Kahn, &

Crawford (1999) concluded that students were invited to talk about important life issues

and were highly engaged, however these discussions took students away from the book

and literary talk, and to some degree, focused on the teacher’s agenda. However the

researchers noted that “because we were more aware of our talk and its impact on

children, we made more conscious choices to value both literary talk and “life talk” as we

participated in the groups.


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The final role identified by the researchers is Active Listener. This role moved

away from teacher dominated discussions and left the control up to group negotiation.

Some behaviors noted by the researchers in this group were “active listening” behaviors

such as “yeah” or “hmmmm.” Students were more likely to interrupt or talk one top of

one another and compete for the attention of an “adult” present. However sorting out

comments by an adult presence was useful and something to consider when choosing

what role a teacher would want to play in these groups.

Short, Kaufman, Kaser, Kahn, & Crawford (1999) concluded that the “most

important benefit that we feel we have gained from this research is not an answer to the

questions of what roles teachers should take in literature circles, but an awareness of the

decisions we are making and their effect on the group.” Not only is it important to study

and examine the behaviors of our students but it is just as equally important to reflect on

our own practice as teachers and to change our patterns of talk to match the intent or our

curriculum and beliefs.

Statement of the Problem

There is extensive research out there about literature circles ranging from journal

articles, textbooks, professional developments, and the ever-popular Internet. After

researching my topic and sifting through the most recent research revolving around

literature circles Daniels (2006) had this to say “The US Department of Education

ultimately reports that “literature circles work” in classrooms across America. However

teacher implementation of these discussion groups differs across classrooms and there are

varying models out there of how to go about creating an effective environment where all

students are engaged in the text.”


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Daniels (2006) also states that by the order of the current Administration, the

Institute of Education Sciences are investigating the efficacy of a number of popular

reading strategies, including literature circles.

This statement by Daniels (2006) can apply to any teacher in any grade level that

chooses to adopt literature circles as part of their reading instruction. The question that

needs to be addressed is what constitutes a literature circle and how should one operate?

Different teachers have different understandings and ideas how these circles should be

run however what should be consistent in classrooms is that literacy instruction maintains

a social practice and that meaning from the book is being constructed through not only

themselves but other peers around them.

The research gives tons of examples and ideas of what literature circles look like

and how one can go about setting one up with all the necessary materials and role

assignments, but little research goes into great detail about what factors are associated

with successful literature circles backed up with real classroom observations about what

does and does not work. Which brings up the final question: What is the purpose of a

literature circles and what factors are associated with their success?

Analytic Framework/Paradigm Orientation

This qualitative study will use methods consistent with the Interpretivist Theory

in that meaning will be constructed individually as I take on the role of a researcher.

This is the most appropriate paradigm because the control is shared between myself, as

the researcher and the participants with both our voices being heard. In this study I am a

passionate participant interested in bettering the field of education and there is an

authentic and trustworthy nature to this particular field of study.


23

According to Lincoln and Guba (1994) we are all ourselves as social

constructivists. However they do not believe that criteria for judging either “reality” or

validity are absolutist, but rather derived from community consensus regarding what is

“real” what is useful, and what has meaning (especially meaning for action and further

steps). They believe that “a goodly portion of social phenomena consists of the meaning-

making activities of groups and individuals around those phenomena.”

Lincoln and Schwandt (1996) state that constructivists tend to lean towards the

anti-foundational which is a term used to denote a refusal to adopt any permanent and

unvarifying standards by which the truth can be universally known. The research study I

am conducting does not seek out to find out one truth but a variety of truths and looks at

what surrounds those truths.

Methodology

Research Study

The three methods I used when conducting my research in the classroom were

field notes, interviews, and observations. I observed 3 different classroom settings that

have been implementing literature circles all year long. Each of these classrooms are

located in suburban districts found in Rochester, New York. I did all of my observations

over a two month period from May to June of 2008. I collected data using my notebook

for recording field notes as well as my questions that I have prepared to ask the teachers

and students. I observed each classroom separately once a week during their 45 minute

block time for English Language Arts (ELA). I also met with each of the teachers during

their free block so that they can answer some questions about why they choose literature

circles as a form of reading instruction. The purpose of this study was to look at how


24

teachers are implementing literature circles, the methods they use, and how they model

them for students and whether or not they improve reading instruction. All three teachers

signed consent forms agreeing to the observations and questioning techniques I used and

any names have been deleted completely to protect the privacy of the participants

involved. I referred to each separate classroom as either the “First,” “Second,” or

“Third” classroom when citing my field notes or direct quotes.

As a researcher I collected field notes and conducted short unstructured

interviews with students and teachers. Interview questions were developed based on

what was observed during literature circle blocks. Interview responses were recorded by

hand or through word processing. I selected my student participants based on

circumstances such as gender and reading ability levels and the teacher participants will

differ by grade level and school district. I was able to get a wide range of data from my

participants so that is less risk for bias based on student grouping or district standards.

I expect my results to identify which styles of teaching best serve the best model

for implementing effective literature circles. To do so I will analyze the data I have

collected and identify and categorize emerging patterns and themes. Field Notes and

interview questions will be the central focus of my findings. Consistent with ethical

principles and guidelines for the protection of human subjects of research and the

Belmont Principles participants will be subject to risks at the minimal level that are

reasonable in relation to anticipated benefits. The selection of subjects is equitable and

informed consent is appropriately documented and sought from each subject. The data

collection is monitored to ensure subject safety and the privacy and confidentiality of


25

subjects is protected. Participants will have pseudonyms and all identifying material will

be locked away.

Sample

The participants involved in this study are all elementary school teachers who

have at least 10+ years of teaching experience and have been teaching literature circles

for a minimum of 3 years. The three classrooms I will be doing my fieldwork in are two

regular 4th

grade classrooms and one regular 5th

grade classroom. These students range in

ages from 10 to 12 years old. Each classroom had approximately 4-5 literature circles per

room and tended to be grouped either all male or all female. These participants were

chosen based on personal familiarity within the schools and/or teachers. My focus will

be to look at the teacher’s role during literacy circles, what types of discussions the

student’s are having during their meetings and what factors seem to play a role in

successful literature circles.

Findings

Thus far I have discussed the nature of literature circles and the theoretical

basis for literature circles. I have identified the problem as teachers using various models

for literature circles and what factors are associated with engagement and success and

explained how I researched the problem. In this section I discuss my findings. These

include student’s want and need choice, smaller group size equals accountability and

responsibility, and the role the teacher takes on has a direct impact on student learning.

STUDENT CHOICE SPARKS AUTHETIC CONVERSATION

According to observations and interviews with teachers and students one present

theme that always appeared to show up was that students were always most likely given a


26

choice as to which book they were reading. One student explained to me that “we were

given the choice to pick our book from a pile of books that were all at our level.” The

teacher from the first classroom explained to me that they usually give book

recommendations to the class as to what was popular last year with students and probes

them in the beginning of the year to see what their interests are so that book selections are

tailored around those suggestions. This teacher continued to say “However my students

need to realize that they need to show that they are responsible and that they need to earn

your trust.” One student in the third classroom stated “How well the students do on their

first book determines whether or not you will have the choice to pick out your book next

time.”

During a conversation with the teacher of the first classroom about implementing

literature circles they reported that one of the biggest things noticed is that it fosters

independence in students. This teacher points out that “students love that teachers trust

them to guide their own learning, but in order for this to happen teachers have to take a

step back (which may be difficult) to see what the students can and cannot handle.”

When I sat down with all the different teachers of these classrooms and inquired

about all the different ways they teach students to generate authentic discussions or just

talk about books one teacher had this to say: “Lots of Modeling! In the beginning of the

year I role play and even use role cards with starters. I also teach them to use their

written responses in their journals as discussion starters.” Another teacher said that “At

the beginning of the year I actually model “book talks” during reading strategies blocks

so that they acquire the feel for how these circles look and feel.”


27

Authentic discussions are goals that all teachers strive for during literature circles

because these conversations are the foundations that really drive and motivate kids to

want to read more. Authentic discussions take place when the students care about what

they are reading. Daniels (2006) describes authentic conversations as open, natural

conversations about books, where personal connections, digressions, and open-ended

questions are welcome. It is a time where students are able to express themselves in an

honest and simple way where they hopefully will be able to learn, grow, and change.

One teacher said that “Discussion with peers is invaluable!” However this can pose a

challenge for some teachers because as one teacher put it “This takes some work and

careful observation. If kids are not into a book, authentic discussion DOES NOT

HAPPEN!”

I myself observed a group of girls participating in their very own authentic

discussions. The book they were reading was “Number the Stars.” The girls told me that

the group is responsible for coming up with a question that they answer independently in

their journals. They either take turns coming up with a question individually or they

come up with one together. Today their question was “If you were Ellen/Anna what

would you be thinking?” Their responses ranged from very “scared, angry, frustrated,

too busy, or shaking in fear.” It was evident that these girls were able to relate to the

characters in the book and explain how they would feel in the situation and talked about

all the different range of emotions associated with how the Jews were treated during the

WWII. I was both impressed and inspired that these girls had so much heart and feeling

at such a young age and that they were able to verbalize it in such a mature and adult like

manner. These girls explained to me that they loved this book and how the teacher


28

trusted them to choose the right book and that “frustration occurs only when the books

are not interesting.” According to these groups of students when a book is “not

interesting” it leads to weak or dull discussions.

Drawing on from what Larson & Marsh (2005) have stated earlier about Critical

Literacy in that “The main idea behind this theory is that individuals develop a critical

and questioning approach to text while they are reading.” This theory is weaved

throughout literature circles because students are generating authentic discussions and

uncovering underlying messages that they might not have noticed if they had not been in

a group setting. Back to Peralta-Nash and Dutch’s (2000) study on first year literature

circles concluded that even though the researchers expected the conversations to be

shallow they were pleasantly surprised that students were capable of holding deep and

meaningful discussions of the text. Gilbert’s (2000) study was clear when this teacher

stated “the goal for students is to be polite, listen to one another, engage in conversation

about their books, and learn from one another. These groups have proven that

collaboration along with constructing meaning with others generates honest

conversations that help one another understand the book at a deeper level.

During a discussion with another group consisting of four girls one girl stated she

“prefers having a choice as to which book they read because I feel it is easier to make

connections in the book. Students expressed that it also makes them feel powerful that

they are able to make their own decisions about their learning. After talking with the

group it is evident that more authentic conversations are generated when students are

given the option as to what they are reading because they are more inclined to talk about

and generate meaningful discussions if they are enjoying what they are reading. Another


29

girl stated that these groups are fun and interesting because (depending upon the book) “it

is exciting when you can relate to the characters. You learn different opinions; really get

to know people in class, builds better relationships, make friends through the circle with

people you didn’t know before.”

As I was talking with the group they explained that they work on their “question

of the day” together and that they are glad their teacher gives them the freedom to choose

their own questions (this was not always the case). They explained its makes them feel

good when their teacher trusts them to make their own decisions about their learning.

One student stated that “I understand the question better when I get to write it and plus it

works out better because not everyone is on the same spot in the book. It is also easier to

relate to the book when you are the ones picking the question.” All in all there was

positive feedback from the students in regards to being able to direct their own learning

because it makes them feel important and valued.

SMALLER GROUP SIZES EQUALS ACCOUNTABILITY AND RESPONSIBILITY

Another area I wanted to study and observe was the impact that group size has on

literature circles. It seems to be a general consensus that students prefer smaller groups

(2-3 students) because “they are allowed more opportunity to talk,” says one male

student. He goes on to say “Where as in larger groups there is not enough time to share

responses and have deep conversations, it gets very busy, and the same people are always

talking.” It seems that when at all possible group sizes should be made as few members

as possible.

At the first classroom I visited the groups were made accountable through

evaluation sheets that the teacher passes out to each student. Each member of the group


30

is responsible for filling out a sheet that asks things such as: “What we worked on…?

One thing we did especially well….? One thing that we need to work on….? We can

accomplish this goal by….?” After the students filled the sheets out the teacher reviews

them and uses them as an assessment tool. The students have positive responses when

asked about this system of record keeping because it is an independent grading system

that requires trust on behalf of teacher to the student. As the teacher noted earlier

however this trust has to be earned prior to this taking place.

A second group studied in the same class was made up of 3 boys who had split

from another group due to the group size being too large. They were reading “Be a

Perfect Person in Just 3 days,” by Stephen Manes. They told me that the reason their

group had split up is because it was too large (6 students), too loud, difficult to

concentrate, and students talked out of turn. So together the students and teacher agreed

it would be in the best interest of the group to split up. This a direct example of what the

teacher talks about later as to having to be willing to have flexible grouping within the

circles in order for them to work successfully. Just like the other group they explained

the procedures for a rotation system for the leader. Some of the boys pointed out that

there is a lot of pressure and responsibility to be leader because students are made

accountable by their group members to do their work or they will have let the group

down. I observed that the leaders are given the “BOSS” role which teaches them good

leadership and self-discipline skills.

When I asked the boys about their feelings about literature circles they all agreed

that it made them feel more mature. It also helps them increase their reading skills

because they are using strategies that the teacher has taught them throughout the year.


31

They are able to make connections especially when they can relate to characters in the

book. The boys feel more valued as individuals because they are reading more mature

books than they would usually pick. These boys enjoy making up their own questions

because they feel more responsible. They also mentioned that the leader has the most

responsibility because they listen to everyone’s opinion and then they toss around ideas

and agree on a question. The boys said that they enjoy literature circles because everyone

has a chance to speak, make connections, and if there is a problem with the book they

can ask another person in the group.

THE TEACHER’S ROLE AND IMPACT ON READING INSTRUCTION

The third theme that I wanted to look at was how the teacher’s management style

and role impacted their overall reading instruction about literature circles. In the first

classroom I noticed that the procedures for executing the literature circles was posted up

on the wall but you could tell that the students were so well versed in the procedures that

they didn’t even need to look at the wall. This teacher explained to me how important it

is to constantly model and practice what real literature circles look like so they get the

feel for them and feel comfortable doing them.

The first group in the first classroom was made up of 3 girls who were considered

to be above average readers. When I asked them about the dynamics of the group they

responded that they “follow a 10-10-10 rule” meaning they have10 minutes to meet, 10

minutes to read, and 10 minutes to write. They explained that the teacher set up this rule

in order to control time and maintain order in the group. This rule is posted for them as a

visual reminder and the students stated that “this rule allows us know what we are

supposed to be doing.” This type of organization and structure is what Short (1999)


32

described as one of two views that educators take on. This researcher stated that “some

educators use direct instruction and modeling of how to do literature groups, assign roles

and tasks, or act as a group leader who asks questions to push student thinking.” This

type of teaching model was evident from the minute I walked into this classroom because

students went right to work, followed the structure, participated in discussions, and had

no questions or confusion about what was expected of them.

In the second classroom I observed there was a group of four boys that were

reading the book Paul Revere by Beatrice Gormley. Their job during their meetings

varied at times. Some weeks they were allowed to make up their own agendas (or

assignments) and type them up on the computer and other weeks they just followed a Fab

Four chart. This chart was posted on the wall and also in their journals. It is a paper with

4 blocks each consisting of a different question. Here is an example:

Fab Four Chart

Question:

Answer the teacher question.

I wonder……

Why is _________ important?

Answer teacher or peer questions.

Ask group questions.

Clarify:

Ask questions about ideas or words that

confuse you.

Ideas and words that are unclear (pg. #)

Clear up any confusing ideas.

I don’t understand.

Summarize:

Write the main events in this chapter.

Shrink up all the important information

into a few important facts.

What did you learn?

Predict:

What will happen next? (I think

because…)

What will happen next?

I think….. because…..

What I did notice in this classroom that was not so much present in the others was

that it is a lot more teacher directed. The teacher meets with this group at least once a

week in which they either fill out the Fab Four chart together on chart paper and discuss


33

it or they go over their agendas/assignments they made up on their own. Everything is

recorded in their response journals and the teacher periodically looks through them and

either comments back on them, records a rubric grade (1-4), or both. During the teacher-

student meetings the teacher facilitates the discussions and all students are expected to

participate. During this particular group of 5 girl students they all seemed engaged and

excited to share their responses. The other students in the classroom were working

quietly either on independent reading, group meetings, or computers (to type agendas).

This group was reading the book We are Patriots: Revolutionary War Diary by Kristiana

Gregory and shared their Fab Four responses. After their group meeting the students

went back and continued working on reading the assigned page numbers for the

following assignment. I had a few minutes to confer with this group afterwards on their

opinions of literature circles and this is what they had to tell me. They said that they

work well in groups for the most part and that they spend about the first 10 minutes

planning out their agendas for the next meeting. They all agreed that sometimes they like

picking the book and sometimes they like the teacher picking the book. When they have

no clue what to choose is when they enjoy having the teacher steer them in the right

direction. They feel more responsible when they are given the option to pick as well.

They said that they generate authentic discussions about half of the time because people

tend to start talking all at the same time. So they introduced a “speaker’s” ball for

managing who talks and who doesn’t and that has helped. They like the idea of being

able to share their ideas out of their journals in written form. They also like that they

have choice as to who they can work with in their groups because they prefer working

with others on the same interests as them. They all agreed that literature circles are


34

exciting because they get to draw pictures, write summaries, think about the book

through discussions, and make predictions on what will happen next. All of these

strategies the students agreed helps them to become a better reader, understand the book

better, and want to read more. One boy said that “It becomes a habit; getting stuff out of

your head and talking about helps everyone understand better and learn new things!”

The third and final classroom I observed was in the same building and consisted

of 20 students. While meeting and talking with the groups (4 in total) they had the option

to choose the responses they wanted for the book. Their options ranged from journal

responses to sticky notes that had questions, connections, predictions, and clarity

information on them. This group consisted of 6 girls that were reading the book From

the Mixed up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg. This was a very

chatty group who seemed like they really enjoyed participating in and learning from

literature circles. They explained that “It helps when you are friends in a group because

if there is a problem you can work it out together.” One person is chosen to be leader and

directs who says what and when. The students told me that they meet with the teacher

once a week to go over their journals or fill out the Fab Four chart (which is the same as

the previous classroom). They like that the teacher gave them a choice of books to pick

from and have read about 5 novels throughout the year. This group believes that the

grading system is fair because the teacher models what is expected of them (name, date,

chapter number, and title) and they have a sample copy of an exemplary journal entry to

look at so there are no questions. My only concern that I observed was that when friends

are grouped together it becomes a little more challenging to get the groups on task and

teachers need to be aware of this when placing the groups.


35

TEACHER RESPONSES ON LITERATURE CIRCLES

The teacher from the first classroom explained that the ultimate goal is to get

students to read more and literature circles are a great way to support this goal. This

teacher has been teaching literature circles for 3 years and has learned that you need to

micro-manage groups and know your students well. “Be flexible, encourage them to

have opinions and speak up.” According to this teacher the ultimate outcome should be

that kids love to read, can show growth, and can generate an authentic love for reading.

Students are also held accountable for being prepared in their group, and if they are not

then they have to answer to their members. Students are also using reading strategies

throughout the year and building conversation skills with one another.

Some potential problems with these groups is that you have to constantly trouble

shoot areas and be ready to fine tune them. Students are grouped by reading levels

(DRA’s, DRP’s) and personality matches are also huge because this will deter any

conflicts that may arise within the groups.

Implications

During this research project many of the concepts I had read about in my journal

articles were reinforced and a lot of new strategies were either introduced or spun off a

previous strategy. A different approach was taken to each of the three classrooms I

visited and as I studied various teachers’ styles new thoughts and ideas swirled around as

to what I wanted to look for in the following classroom.

While observing these 3 regular education classrooms it was quite evident what

worked and what did not work. As an observer you have the ability to look at teaching


36

practices in a more critical lens than if you were just strictly the teacher of the class

because you are allowed a more watchful eye and are able to get everyone’s input to

come up with fair and attainable results to what you are studying.

During my first talk with students about what my purpose was I began to explain

why I was so interested in Literature Circles. I explained that when I was growing up in

Grade School these circles did not exist. I told them how we were just put in either the

“good” readers group or the “bad” readers group. Then we were tested every so often on

our fluency and comprehension skills but never had the opportunity to talk with others

about what we had read. The students initial reaction to that realization was that they

could not believe we were not allowed to talk to peers about our reading books. “How

did you learn anything?” one boy asked me. I reassured him that we were learning just

not exactly the same way we are teaching kids to do it today.

One of my main goals was to get equal voice from the students and the teacher

since both play an active role in the process. Almost every student I interviewed no

matter his or her gender or reading level agreed that they should have a choice as to what

book they are reading. I think it would be a wise decision on the teacher’s behalf (when

able) to allow student’s to have a choice in what they are reading. The most successful

groups I observed had enthusiasm, were engaged, and showed authentic conversations in

their groups. These groups had gained the teacher’s trust, which allowed them to choose

their own book. One student said “When you can relate to the book or the characters it

makes you want to read more and when the book is boring you just can’t have those fun

conversations.” All of the teachers I interviewed in most cases allowed the students to

choose their books (minus those students not exhibiting suitable behavior). One teacher


37

explained that this notion “establishes responsibility and trust within the student and

teacher.” I noticed that when the student’s felt like they had a say in their learning and

they knew it was more student-directed than teacher it gave them the motivation to

exceed the teacher’s expectations in exchange for entrusting them with their own

learning. “This is a difficult step for some teachers” as one teacher explained to let the

reins go a bit, but worth it in the end when you see what results come from it. One major

benefit I both heard and observed is the responsibility factor and how much the students

love the independence.

Another important success of Literature Circles was when the group sizes were

smaller because students felt they had more of a say and that they were more comfortable

speaking up in group that was smaller and close-knit. One boy said that “It makes

reading cool” when you can talk about it with your friends around you. Some of the

teachers explained that the groups usually start out bigger and then shrink in size due to

student personality conflicts or the group is “just not working.” One teacher said when

taking on literature circles “teachers must be willing to be flexible, constantly monitor

and fine-tune the groups because there are always adjustments to be made.”

One of the final critical components I observed was the teacher’s role in all of

this. One of the teachers I observed was a veteran teacher (meaning 10+ years teaching)

and explained to me that they got the idea of Literature Circles from a Professional

Development Course offered at the school. The first thing I noticed about this first

classroom I observed was how well the class was controlled. It was done in a calm and

cool manner in which the students knew exactly what was expected of them with very

little direction. This teacher explained that it was not always this way and you have to


38

start from the very beginning of the year and model for them the reading strategies they

ought to be using in their group discussions so when it comes time to do it on their own,

they are well prepared and know how to do it. One major observable difference was the

different roles the teachers took on. The first teacher took on the role of an observer

where as the second and third teacher took more of the participator/facilitator role. I

sense that each of the roles are equally important to take on because in the case of the

observer role, if you want the students to gain your trust you have to be willing to take a

step back and if you notice the students are in need of your guidance you have to switch

to the facilitator role where you are meeting with the groups on a constant basis to make

sure they are staying on task. I noticed that it’s all about feeling out your students and as

one teacher put it “what works for one group may not work for another” and it changes

from day to day and year to year so you have to be flexible in order to maintain success

within the groups.

Conclusions

After careful and considerable time spent on researching and critically examining

Literature Circles in elementary classrooms it with my own research and findings to

confidently conclude that these circles have positive benefits on reading instruction.

After reviewing the literature, talking with teachers and students, observing classrooms,

and talking with other professionals in the field about the subject it is obvious that the

benefits of social interaction with one another when reading a text improves fluency,

comprehension, confidence, and general attitude overall for a love of reading.


39

Literature Circles are working in the classrooms I have observed and are a hit with both

students and teachers. Students love the idea of directing their own learning and teachers

love the results that these circles are bringing on academically and socially.

Literacy is a social practice and there is no better way to follow this philosophy

than providing students the opportunity to critically examine what they are reading with

one another. Literature Circles work best with constant teacher guidance and modeling

and the ability to change something when it is not working for the common good of all.

The ultimate goal of Literature Circles is to produce a life-long passion for reading and

that is what I have seen in the students I have observed.


40

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what do literature circles in an elementary classroom look

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