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--Literature Discussion Groups 101

--Literature Discussion Groups 101. Britt Humphries Literacy Specialist Fort Smith Public Schools http://brittsliteracyworkshops.pbwiki.com. Objective. Participants will learn about literature discussion groups -what they are and how to start them in your classroom.  

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--Literature Discussion Groups 101

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  1. --Literature Discussion Groups 101 Britt Humphries Literacy Specialist Fort Smith Public Schools http://brittsliteracyworkshops.pbwiki.com

  2. Objective • Participants will learn about literature discussion groups -what they are and how to start them in your classroom.   • Learn some does and don'ts from someone that been there, done that, and helped others.

  3. So what is a literature discussion group? • Literature discussion groups are students and a teacher gathering together to have conversations about a book at more than a superficial level.

  4. Simply put, they are small-group conversations about books. -Teaching for Deep Comprehension p.81

  5. The conversations consist of meaningful conversational chains that build comprehension and new understandings. So what does that mean? What are conversational chains?

  6. The Boy Who Cried Wolf • What do you think about the boy Josef? • What type of a character is Josef? • Do we see a change in Josef or is he a stagnant character?

  7. Conversational Chains • What are they? • Students develop literate language through these conversations that are centered around texts. • Children must hold extended chains of discourse in their memories as they contemplate how to add their own ideas into the meaning making chains. -TFDC

  8. What is it not? • It is not students left to their own devices • It is not a hands off affair

  9. Literate discourse is most effective when the teacher is available to monitor and guide The teacher is an active participant, leading from behind The teacher must understand how to use language as an instructional tool for activating thinking. -p.81

  10. What is it not? • It is not a stagnant group • It is not about “jobs” . . . readers who approach text with a clear-cut, conscious purpose will comprehend more. (Keene & Zimmerman, 1997) . . . role sheets had two purposes: to help kids read and discuss better. Literature Circle p.13

  11. How do I get started? • Find some good resources to read about literature discussion groups • Teaching for Deep Comprehension by Dorn & Soffos • CHAPTER SEVEN • Literature Circles by Harvey Daniels

  12. Getting started continued • Have a model to show students • Show a video • Have a fishbowl group • Start whole class with something you have read to the kids

  13. Getting started continued • Start planting the language you want to hear in discussion groups when you are teaching, modeling, and sharing • This starts BEFORE you start literature discussion groups

  14. Getting started continued • Use picture books rather than chapter books • Well-written short text gives kids an opportunity to read a piece quickly, dig into the themes and respond to them. -Strategies that Work, 2nd ed. p. 62

  15. Getting started continued • Read, read, read • You have to know what’s out there to pick from • You have to have read the book to participate and anticipate • Set standards with students • Create anchor charts to use as scaffolds for the conversations • PLAN!

  16. Framework from TFDC • Component 1: Introduction and Selection of a Book • Component 2: Silent Reading • Component 3: Teacher Conference • Component 4: Group Discussion • Component 5: Peer Discussions • Component 6: Text Mapping and Focus Groups • Component 7: Literature Extensions

  17. Framework from TFDC • Component 1: Introduction and Selection of a Book • Book talk • Allow kids to make selection or rank their top 3 choices • Brief meeting with teacher • Very teacher directed • May look similar to guided reading • Component 2: Silent Reading

  18. Framework from TFDC • Component 3: Teacher Conference • One to one conference • Check on reading and understanding • Lift thinking to higher level • Component 4: Group Discussion

  19. Framework from TFDC • Component 4: Group Discussion • Students come ready to discuss • They have places flagged they want to talk about or refer to • Degree of teacher support depends on needs of the group • Teacher uses language to scaffold, prompt, and redirect if necessary The goal is to support text discussion and offer assistance as needed while promoting independent thinking. -p.86

  20. Framework from TFDC • Component 5: Peer Discussions • Extension of literature discussion with the teacher • Students discuss after the group meets • Teacher drops by • Component 6: Text Mapping and Focus Groups • Component 7: Literature Extensions (alone or in teams)

  21. Do • Plan ahead • Allow students choice in reading • Have high expectations for discussion, participation, and work • Realize that realize that all students can participates

  22. Don’ts • Don’t limit the group memberships to certain reading levels • Don’t get hung up on roles • Don’t leave students to their own devices • Don’t be afraid to move between direct instruction and facilitation

  23. Questions • What do you still want/need to know? • bhumphri@fortsmithschools.org • http://brittsliteracyworkshops.pbwiki.com

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