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Engaging Literacy with Student Response Groups
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Transcript of Engaging Literacy with Student Response Groups
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
[email protected]@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.