- CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
- CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
There are tons of different ways to run Literature Circles. Over the years, I have tried a lot of different methods but in the end I have had to do a lot of re-working and rebuilding to create something that fits my style, and my classes needs.
I group students according to Reading Level. I currently have a class of thirty-six. Of these, ten students receive some type of Reading Intervention. My Literature Circles run during a thirty minute block which includes Reading Interventions. I have six separate groups each composed of 4 or 5 kids.
Student's meet only once a week. Meetings are held on Tuesday, Wednesday, and Thursday. Some class (or simply some groups) need less support than others and will only need light monitoring. Other groups may need the entire thirty minutes with a teacher guiding them through the meeting.
During the meetings, we discuss the student's weekly jobs, and share the work they have completed. Before coming to the meeting, every student must give themselves a grade and write a short rationale behind the grade they gave themselves. I ultimately decide on the grade but I find that this type of self grading keeps them accountable and assures that they are putting in their best effort that week. At the end of the meeting, after discussing everyone's jobs and thoughts on the reading, we collectively decide on the next week's assignments.
Groups that are not in a meeting are busy working and enjoying their book!