Nonfiction literature circlesCathy Chenoweth

Background5th grade Language Arts & Social StudiesGifted programWhat that means and why it

matters

The problemLower informational text

scores on OAA Expectation to increase rigorDemand for more nonfictionDesire to combine standards-

maximize time and learning Expectation to differentiate

instruction

QuestionWhat was working for my

students with literary text?

How could I translate that success into informational text?

Could nonfiction literature circles be part of the solution?

Foundational belief: Discussion increases comprehension

Vygotsky’s Social Development theory

Mountains of studies (18,000,000 google results in a quarter of a second)

Junior Great Books foundation

Junior Great BooksShared inquiry discussions about short

stories and traditional literature“distinctive method of learning in which

participants search for answers to fundamental questions raised by a text

“promotes thoughtful dialogue and open debate”

helps students “gain experience in communicating complex ideas and in supporting, testing, and expanding their own thoughts”

(Great Books Foundation)

Data from my classroom:

Discussion improves comprehension

Talking to my classmates about text

helps me un-derstand it a lot better. ,

51.1

Talking to my classmates about text

helps me un-derstand it a little better.;

44.7

It does not matter if I talk to my class-

mates about text. ; 2.1

Talking to my classmates about

text makes it harder to understand the

text.; 2.1

Definition of Literature Circles

Harvey Daniels:"small, peer-led discussion groups who have chosen to read the same story, poem, article, or book”

Based on adult book clubs

My nonfiction literature circle criteria

student led discussion groupsbased on informational textwith an element of student

choice(group, text, product)

Goal= connect to social studies standards

Topicsancient Maya, Aztec, and Inca

civilizations different American Indian cultural groupsEuropean exploration and colonizationvarious geographical regions in the

Western Hemispherethe interaction between humans and the

environmentdifferent types of governments the effect of public issues on citizens in

the United States

Tips I learned

1. Teach structure

Be explicit and intentional with instruction

Start small with easy fiction textsAdd steps in process individuallyRepeat often, especially at the

beginning

Our structure:Encounter text once on their ownReread text using harvest

strategyPrepare harvest strategy for

discussionParticipate in group discussionRevisit, apply, reflect

2. Teach and use harvest strategies

Daniels’ definition of “harvest strategies”:

Way to “capture their responses as they read and bring to the discussion their questions, connections, feelings, judgments, words, phrases, and doodles”

“inventory of different ‘takes’ on the text, hopefully enough ideas to sustain an extended conversation”

Harvest strategies we usedSentence starters: I thought… I

noticed… I wondered… what if… Charts- connections/ questions/

new understandingsAnnotating or coding the textGenerating list of questionsPost it notesGraphic organizers- skill or content

specificFocus question

My students’ thoughts about harvest strategies“I like to not have a mind full of

questions while reading so writing them down helps me be able to concentrate more on reading and comprehending the text.”

“When I annotate the text it helps me pick out the important stuff, which helps me figure out what to say in the discussion.”

“The questions are the most important because if I don't understand something I can get help from my group.”

“If I just go back to what I annotated, I can sometimes answer a question another group member had.”

3. Choose “discussable” textsDaniels’ definition of “discussable”

nonfiction texts:content that is important or engaging;people we can care about;a narrative structure or chronological

line;places we can visualize; danger, conflicts, risks, or choices; value, moral, ethical, or political

dimensions;some ideas that reasonable people can

debate, dispute, or disagree about

My experience with choosing texts

Difficult enough content or reading level to spur discussion

Enough background knowledge to make sense of text

Debatable issuesMeaningful real world application**Hardest, most time consuming

part of process- finding good quality texts

Different types of textsMagazine articlesNewspaper articlesBlog postsOpinion columnsMapsCharts and graphsPrimary source materialsVideos

4. Develop rules

Class can create togetherPost on wallRefer to them each groupFishbowl experience- artificial or

organic

My classroom:

Our class guidelines:

1. Prepare for discussion.2. Stick to the common text.3. Use text evidence to connect your

ideas to text.4. Build on others' ideas.5. Speak directly to classmates in

group.6. The leader will only ask questions.7. Monitor your own participation.8. Expect your thinking to change.

5. Provide opportunity for student reflection

About process overallAbout their own participation

individuallyTeacher records used in

conferences as needed

6. Control student choiceComplete choice= unbalanced

groups

Someone needs to “push the thinking”

Use a variety of ways to form groups

Some element of choice involved but “controlled choice”

Data about forming groups:

26%

36%

38%

Preferred Ways of Forming Groups

Student choiceTeacher choiceRandom choice

Student comments about choice

“If groups are chosen randomly, you're always with someone different which means there will be new ideas.”

“We work together better when Mrs. C. chooses the groups because if we choose the groups ourselves we will group up with our buddies and talk about stuff that is off topic.”

“You feel more comfortable talking with people that you are closer with. You don't feel like they will judge you on your answer.”

7. Vary format while keeping process routine

One group discussing while others work on something else (fishbowl)

Socratic seminar (fishbowl)All groups discussing at the same timeSilent whole class discussions

(tablecloth or clipboards)Short text (one session) or longer text

(over period of time)

Still same process with text

8. Create a productKeeps groups focusedExamples:Identify- main idea, text

structure, argumentsCreate- brochures, speeches,

papers, outlines, graphic organizers

**Answer focus question again and explain how answer changed

9. Teacher facilitates“Sometimes I feel that we are not

getting the right information on our own.”

“She usually helps me to understand more clearly and she brings up a question for us to discuss which we usually talk about for a really long time.”

“She can understand what we are saying better and maybe translate it to other kids who don't get what we are trying to say.”

Student data

is involved in our discussions

87%

is not involved in our discussions

13%

I like it better when Mrs. C.___

Results of nonfiction literature circles

Before After0%

10%

20%

30%

40%

50%

60%

15%

50%

Students who enjoyed reading social studies texts

Results of nonfiction literature circles

Before After0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

14%

40%

Students who felt confident reading social studies texts

OAA scores improved:Above proficient with informational text

2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

60%

84%

Resources: Daniels, Harvey . "Expository Text in Literature Circles." Voices in the

Middle 9.4 (2002): 7-14. http://www.ncte.org. Web. September 7, 2012. Daniels, Harvey. Literature circles: voice and choice in book clubs and

reading groups. 2nd ed. Portland, Me.: Stenhouse Publishers, 2002. Print. Daniels, Harvey. "What's the Next Big Thing with Literature Circles?."

Voices From the Middle 13.4 (2006): 10-15. http://www.ncte.org. Web. September 7, 2012.

The Great Books Foundation. Junior Great Books program, 1995-2013 Harvey, Stephanie, and Harvey Daniels. Comprehension & collaboration:

inquiry circles in action. Portsmouth, NH: Heinemann, 2009. Print. Noe, Katherine L. Schlick, and Nancy J. Johnson. Getting started with

literature circles. Norwood, Mass.: Christopher-Gordon Publishers, 1999. http://www.litcircles.org. Web. November 29, 2012

Wilfong, Lori G. "Textmasters: Bringing Literature Circles to Textbooks Reading Across the Curriculum." Journal of Adolescent and Adult Literacy 53.2 (2009): 164-171. www.ebscohost.com. Web. 7 Sept. 2012.