Engaging Literacy with Student Response Groups

Sheila NewellLong Middle SchoolHouston ISD

Jane Long Middle School, HISD

• 1550 students• Students from over 50 countries, a

number of whom are refugees.• 80% from homes with languages

other than English.• 90% free or reduced lunch.• Zip code has highest juvenile crime

rate in Texas

Reading Response Groups—by any other name. . .

• Literature Circles

• Book Clubs

• Reading Discussion Groups

What is a response group—literature circle—book club?

• Small, peer-led reading discussion groups

• Grouping is by text-choice, not by “ability” or other tracking.

• Discussion arises from student interest and inquiry—not teachers or textbooks

• Teacher does not lead groups, but facilitates.

Why Response Groups?

Greater student engagement because:

--Everyone participates.

--Students select their own reading.

--Adolescents are social animals.

--It’s fun!

Why Response Groups?

• Encourages student responsibility and citizenship.

• Supports critical thinking.

• Meets standards for “best practice”—active, collaborative, experiential, authentic. . .

• Promotes a lifelong love of reading

Let’s give it a try . . .

• Read “Waiting” by Peggy McNally, annotating as you read, using the symbols on your bookmark.

• Silently identify a significant idea or something that stands out to you.

• With your group, follow the “Save the Last Word for Me” protocol.

Getting Started With Response Groups:

• Start small—

*small groups—pairs are great!

*small pieces of literature• Build routines before ‘jumping in the

deep-end.’• Allow time for de-briefing and/or self

assessment at the end of each session—what worked, what didn’t.

Other Cooperative Learning Tips:

Teach students interpersonal skills explicitly:

--mutual respect

--attentive listening

--appreciation

--right to pass--Discovering Gifts in Middle School, Jean Gibbs

Four Agreements Posters

Mutual Respect

Appreciation

Attentive Listening

Right to Pass

Writing in Literature Circles

• Role sheets—On a limited basis• Journals/Response Logs• Post-it Notes• Text Coding with notes• Book Marks • Drawing• Written ‘conversations’ (also called

dialogue or partner journals)--From Harvey Daniels Literature Circle Workshop

Let’s Try a Written Conversation. . .

1. Read the poem.2. Write a response —

What does the poem make you think about or remind you of? or

How does it make you feel?or

Borrow a line from the poem and see where it takes you.

3. Pass your response to your partner(s) and let them respond to your writing.

--Adapted from Mini-Lessons for Literature Circles, Harvey Daniels

Why Written Conversations Work:

• Writing is thinking.

• Everyone gets to respond.

• “Legalizes” the impulse to write notes.

Note: this is a great activity to get kids started in response groups.

Assessment

• Most assessment is done through teacher observation and student self-assessment.

• Group and/or individual assessment is appropriate

Forms of Assessment . . .

• Teacher observation/anecdotal records

• Group or individual self-assessment sheets or rubrics

• Post-discussion journaling or letters.

Forms of Assessment, cont.

Artifacts from reading, writing and discussion:

• Journaling• Bookmarks• Post-it notes• Artwork and maps• Membership grids• Culminating projects—group and

individual.

Group Extension Projects

• Readers’ Theater• Tableau• Talk Show• Songs• Mock Trial• Class ‘quilts• Group portfolio with art, writing,

reflection on book.• And so on, and so on. . .

Individual Extension Projects

Just a few ideas. . .• CD Cover• ABC Book• Quilt Square for Class Quilt• Poetry• Multi-genre Portfolio

For many more extension ideas go to Literature Circles Resource Center

http://fac-staff.seattleu.edu/kschlnoe/LitCircles/

Tung’s Reading Portfolio

Story Map

Illustration

Diary Entry

A Character’s Dying Thoughts

Letter from One Character to Another

Contact Information

Sheila NewellJane Long Middle School6501 Bellaire Blvd.Houston TX 77074

snewell1@houstonisd.orgorsheilanewell@sbcglobal.net

Bibliography*Daniels, Harvey and Nancy Steinke (2004.) Mini-Lessons for Literature Circles.

Portsmouth: Heineman.

Daniels, Harvey (2001.) Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Portland: Stenhouse.

Gibbs, Jeanne (2001.) Discovering Gifts in Middle School and Tribes. Windsor: Centersource Learning Systems.

Literature Circles Resource Center, College of Education, Seattle University. http://fac-staff.seattleu.edu/kschlnoe/LitCircles/

McDonald, Joseph, et al (2003.) The Power of Protocols: The Educators Guide to Better Practice. New York: Teachers College Press.

Steineke, Nancy (2002.) Reading & Writing Together: Collaborative Literacy in Action. Portsmouth: Heineman.

* These are the primary sources used for this presentation. For a more detailed list of resources, see the handout provided.