““Look Ms. Freeman We’re Look Ms. Freeman We’re Having Book Talks!”Having Book Talks!”

Literature Circles and Reader Literature Circles and Reader Response in KindergartenResponse in Kindergarten

by Laura Freemanby Laura Freeman

Literature circles foster:Literature circles foster:

CollaborationCollaboration ExplorationExploration CommunicationCommunication Literacy DevelopmentLiteracy Development

Kindergarten TEKS: K.1D&E, K.2A, K.3C, K.8A&B, K.9A&C, K.12A-C, K.13A&B, K.15A-D, K.16A&B

Objectives: The student will

•listen to stories to interpret and evaluate

•use prior knowledge to anticipate meaning and make sense of texts

•retell stories and share thoughts/ideas about important events in stories

•connect his/her own experiences with real life experiences

•ask and answer relevant questions and make contributions in small group discussions

•write to record ideas and reflections relating to the text

Collaboration during literature Collaboration during literature circle discussions increase:circle discussions increase:

VocabularyVocabulary Literacy conventionsLiteracy conventions Narrative strategiesNarrative strategies DialogueDialogue Listening skillsListening skills Ability to share opinionsAbility to share opinions Overall meaning constructed from textOverall meaning constructed from text Motivation to learnMotivation to learn

According to Louise Rosenblatt, when According to Louise Rosenblatt, when students are moved aesthetically by the text, students are moved aesthetically by the text, they will want to share their thoughts and ideas they will want to share their thoughts and ideas with peers. During discussion, learners gain an with peers. During discussion, learners gain an insight into how they responded to the text by insight into how they responded to the text by hearing responses of classmates who may have hearing responses of classmates who may have viewed the text differently due to differences in viewed the text differently due to differences in temperaments, experiences, and literacy temperaments, experiences, and literacy abilities. Through the evaluation of text, students abilities. Through the evaluation of text, students are able to see themselves as readers, or desire are able to see themselves as readers, or desire to become better readers because of the to become better readers because of the identification of their personal strengths and identification of their personal strengths and weaknesses through the interaction with peers weaknesses through the interaction with peers and text.and text.

Rosenblatt, L. (1978). Rosenblatt, L. (1978). The Reader, the Text, the Poem: The The Reader, the Text, the Poem: The Transactional Theory of the Literary WorkTransactional Theory of the Literary Work. .

Sothern Il. Sothern Il. University Press.University Press.

In order for learning to occur in In order for learning to occur in literature circles, equity among peers must literature circles, equity among peers must be established. “When students on a team be established. “When students on a team contribute equally, communication is most contribute equally, communication is most likely to be more motivating, resulting in likely to be more motivating, resulting in increased learning. When students increased learning. When students performing a small-group activity trust performing a small-group activity trust other group members to listen and accept other group members to listen and accept their suggestions, they invest personally in their suggestions, they invest personally in that activity,” (Wilkinson & Silliman, 2001). that activity,” (Wilkinson & Silliman, 2001). Literature circles must begin with the Literature circles must begin with the modeling of acceptance and trust of all modeling of acceptance and trust of all ideas in whole group from the teacher in ideas in whole group from the teacher in order for students to treat each other with order for students to treat each other with respect in a setting where the teacher may respect in a setting where the teacher may or may not be present.or may not be present.

Introduction of Literature Introduction of Literature CirclesCircles

Students are researchers.Students are researchers. Read books aloud multiple times. Read books aloud multiple times. Model how to retell story and Model how to retell story and

discuss favorite parts.discuss favorite parts. Explicit discussion of appropriate Explicit discussion of appropriate

and inappropriate behaviors.and inappropriate behaviors. Discussion of teacher role as Discussion of teacher role as

listener, questioner, and note taker.listener, questioner, and note taker.

Literature Circles in ActionLiterature Circles in Action

Students choose book they want to discuss.Students choose book they want to discuss. Groups meet concurrently with three to four Groups meet concurrently with three to four

members each.members each. Students pass the book between members Students pass the book between members

and listen to the child holding the book.and listen to the child holding the book. During retells, children take turns During retells, children take turns

explaining events in the story.explaining events in the story. Students shared their favorite part of story Students shared their favorite part of story

and explained.and explained. Classmates prompt one another when Classmates prompt one another when

needed.needed.

Teacher RoleTeacher Role

Rotate around the roomRotate around the room Check list for student comments Check list for student comments Ask for further explanation of Ask for further explanation of

unclear responsesunclear responses Ask open-ended questionsAsk open-ended questions Resolve conflicts between group Resolve conflicts between group

membersmembers

Elaboration of commentary Elaboration of commentary provides teachers with an insight provides teachers with an insight

intointo

Students’ points of viewStudents’ points of view How they construct meaningHow they construct meaning How they make sense of the How they make sense of the

texttext

Expecting further Expecting further explanation of ideas explanation of ideas

prevented discussions prevented discussions from becoming stagnant from becoming stagnant

and allowed for new ideas and allowed for new ideas to flourish.to flourish.

Abiyoyo ReturnsAbiyoyo Returns written by Pete Seeger written by Pete SeegerIn this story a village teaches a monster, In this story a village teaches a monster, Abiyoyo, about kindness by taking care of Abiyoyo, about kindness by taking care of him.him.

Student 1: they’re brushing Student 1: they’re brushing Student 2: and washingStudent 2: and washing Student 1: Abiyoyo’s stinking feetStudent 1: Abiyoyo’s stinking feet Student 3: They’re gonna fall over cause of his Student 3: They’re gonna fall over cause of his

stinking feet.stinking feet. Student 1: They couldn’t even breathe.Student 1: They couldn’t even breathe. Student 3: Yeah they’d go blah!Student 3: Yeah they’d go blah! Teacher: Why are they cleaning his feet?Teacher: Why are they cleaning his feet? Student 2: to teach him to be niceStudent 2: to teach him to be nice Student 1: So he won’t wake up everyone at Student 1: So he won’t wake up everyone at

midnight.midnight. Student 3: He’d go RRR and eat all the people.Student 3: He’d go RRR and eat all the people.

Beautiful BlackbirdBeautiful Blackbird written by Ashley Bryan written by Ashley Bryan Blackbird willingly shares his color by marking each bird Blackbird willingly shares his color by marking each bird in a different way. The birds rejoice as they show off in a different way. The birds rejoice as they show off their black decorations.their black decorations. Student 1: They all wanted some black.Student 1: They all wanted some black.

Student 2: Yeah and he gave the other birds some.Student 2: Yeah and he gave the other birds some. Student 3: Black has all the colors.Student 3: Black has all the colors. Student 2: They can’t all be black—some should have stripes.Student 2: They can’t all be black—some should have stripes. Student 4: or dotsStudent 4: or dots Student 1: They’re different.Student 1: They’re different. Teacher: Why?Teacher: Why? Student 4: They shouldn’t all be black. No one would know Student 4: They shouldn’t all be black. No one would know

who was the blackbird.who was the blackbird. Student 3: Yeah they’re all different on the outside.Student 3: Yeah they’re all different on the outside. Teacher: What do you think?Teacher: What do you think? Student 1: We’re all the same on the inside—we’re all black Student 1: We’re all the same on the inside—we’re all black

on the inside.on the inside. Student 4: Sometimes we’re different. Like my mom she Student 4: Sometimes we’re different. Like my mom she

borned in Turkey and I am borned here.borned in Turkey and I am borned here.

Reader Response JournalsReader Response Journals

After students discussed literature in After students discussed literature in groups, they discussed anything groups, they discussed anything new that they learned as new that they learned as researchers. Students recorded researchers. Students recorded their new insights in their journals their new insights in their journals with the help of classmates and with the help of classmates and teacher.teacher.

Questioning and Making Questioning and Making ConnectionsConnections

Form a group of three to four classmates.Form a group of three to four classmates. Choose a book. Read the book.Choose a book. Read the book. Discuss the connections students can Discuss the connections students can

make with the book. Text to self, text to make with the book. Text to self, text to world, and text to text.world, and text to text.

Write at least two questions for each of Write at least two questions for each of the following levels.the following levels.– Level One: Text basedLevel One: Text based– Level Two: InferenceLevel Two: Inference

– Level Three: Real LifeLevel Three: Real Life

ModificationsModifications

At risk: Provide students with a At risk: Provide students with a discussion buddy. (Someone who discussion buddy. (Someone who can be a leader and has a lot of can be a leader and has a lot of patience.) patience.)

ESL: Discuss the text with the ESL: Discuss the text with the student before literature circles.student before literature circles.

GT: Formulate questions for the GT: Formulate questions for the discussions using words or pictures.discussions using words or pictures.

Results of literature circlesResults of literature circles

Use of vocabulary and phrases from storiesUse of vocabulary and phrases from stories Commentary on character behaviorCommentary on character behavior Flow of conversations without long silencesFlow of conversations without long silences Shy, reluctant students shared ideasShy, reluctant students shared ideas Connections with self, world, and textConnections with self, world, and text Writing grew from “I like/I can” sentences Writing grew from “I like/I can” sentences

to detailed comments about stories.to detailed comments about stories.

My Goals as a ResearcherMy Goals as a Researcher

Involving parent volunteers in literature circlesInvolving parent volunteers in literature circles Send home multiple copies of picture books on Send home multiple copies of picture books on

Thursdays. Students return books on Monday Thursdays. Students return books on Monday for book club discussions.for book club discussions.

Send home post-it notes for students to draw Send home post-it notes for students to draw pictures and parents to write students’ verbal pictures and parents to write students’ verbal responses. (parent letter--reactions, feelings, responses. (parent letter--reactions, feelings, predictions)predictions)

Students share thoughts about the book using Students share thoughts about the book using post-it notes and help from parent volunteers. post-it notes and help from parent volunteers.

ReferencesReferences Daniels, H. (2002). Daniels, H. (2002). Literature CirclesLiterature Circles. York, ME: Stenhouse.. York, ME: Stenhouse.

Daniels, H. & Steineke, N. (2004). Daniels, H. & Steineke, N. (2004). Mini-Lessons for Literature Circles.Mini-Lessons for Literature Circles. Portsmouth, Portsmouth, NH. Heinemann.NH. Heinemann.

Fassler, R. (1998, March). “Let’s do it again!” Peer Collaboration in an ESL Fassler, R. (1998, March). “Let’s do it again!” Peer Collaboration in an ESL Kindergarten. Kindergarten. Language Arts,Language Arts, 75(3). Available: http://www.ncte.org 75(3). Available: http://www.ncte.org

Gambrell, L.B., Morrow, L.M., & Pennington, C. (2002, February). Early Childhood Gambrell, L.B., Morrow, L.M., & Pennington, C. (2002, February). Early Childhood and Elementary Literature-Based Instruction: Current Perspectives and and Elementary Literature-Based Instruction: Current Perspectives and

Special Issues. Special Issues. Reading OnlineReading Online, 5(6). Available: http://www.reading , 5(6). Available: http://www.reading online.org /art_index.asp?HREF=handbook/gambrell/index.htmonline.org /art_index.asp?HREF=handbook/gambrell/index.htm

Hynd, C. (1999). Instructional considerations in middle and secondary schools. In Hynd, C. (1999). Instructional considerations in middle and secondary schools. In J. J. Guthrie & D. Alvermann (Eds.), Engaged reading: Processes, practices, Guthrie & D. Alvermann (Eds.), Engaged reading: Processes, practices, and and policy implications (pp. 81-104). New York: Teachers College Press.policy implications (pp. 81-104). New York: Teachers College Press.

Rosenblatt, L. (1978).Rosenblatt, L. (1978). The Reader, the Text, the Poem: The Transactional Theory The Reader, the Text, the Poem: The Transactional Theory of of the Literary Workthe Literary Work. Southern Il. University Press.. Southern Il. University Press.

Wilkinson, L.C., & Silliman, E.R. (2001, February). Classroom Language and Wilkinson, L.C., & Silliman, E.R. (2001, February). Classroom Language and Literacy Literacy Learning. Learning. Reading OnlineReading Online, 4 (7). Available: , 4 (7). Available: http://www.readingonline.org http://www.readingonline.org /articles/art_index.asp?HREF=/articles/handbook/wilkinson/index.html/articles/art_index.asp?HREF=/articles/handbook/wilkinson/index.html