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Alyssa Petrino
ELD-308
Literature Circle Reflection
A wonderful way to get students involved with reading is through literature circles. They
are heterogeneous learning groups in which the students lead the groups’ discussions. There are
many things to consider when creating literature circles in a classroom. Things to consider in
order for literature circles to be effective include: introducing text students should read for
literature circle, how these circles will be organized, how students will respond to the material,
and how a teacher will evaluate the students.
Literature circles should take place during reading workshop. As a future teacher, I
believe a teacher selecting a variety of texts that are of high-quality for literature circle is very
important. In doing so, students have a choice of which texts they would like to read for
literature circle. Students also engage in meaningful discussions. It is also important the texts be
developmentally appropriate, so students are able to pull more meaning from the text. Students
can select texts based on examination of the cover, sample a small part of the text, and by
thinking about the topic of the book.
In my classroom, I will present to students a variety of high-quality texts that cover
different genres. There would be mini-lessons in which students learn how to select a text that is
right for them. Students will be able to examine the books and read a small section from the
books in order to determine if a text is right for them. I believe literature circle is a time for
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students to enjoy a great book and they should be excited to share their thoughts. Students need
to enjoy the text they are reading in order to have meaningful discussions.
Students are grouped based on the books they choose. I believe each literature group
should have around four or five students. In groups this size, each student is able to have a turn
discussing the text. Some students feel more comfortable in a smaller group setting. Also, by
taking turns, there is not one student over-powering the group. For each literature circle meeting,
a different student would begin the group discussion. I would have students use their responses
they wrote about the text to generate their discussions. The number of pages each group should
read for the next literature circle meeting would be assigned, so each student is reading the same
part of the text for when they have discussions. At the end of each meeting of literature circle, I
would have students generate a class discussion about what each group learned.
Students will be evaluated based on their literature circle discussions and whether they
wrote a written response to the text. My level of support would depend on the students’
discussions. In the beginning, my role would lean towards being a facilitator and participant to
make sure students’ conversations stay on track and to communicate ideas. As students become
more familiar with literature circle, my role would lean more towards being an occasional guide
or rotating observer. During these roles, I would either enter discussions occasionally without
taking over the discussion, or just observe each group. Literature circle is a time for students to
lead, not the teacher.
I had a very positive literature circle experience. I liked how the books were introduced
and how a few pages were read from each text. This is a great way for students to preview a text
in order to know if it is right for them. This guided me with making a selection of The Giver by
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Lois Lowry. By taking part in literature circle, I had the chance to read and enjoy an excellent
text. I enjoy reading very much, and trying to find time can be very difficult. Literature circle
allowed me to enjoy reading, like I have in the past.
I also enjoyed discussing the text with my literature circle group. By writing my
responses to the text, I remembered important thoughts and got to share them with my group
members. Whenever I read, I like to share with others what I am thinking and feeling about the
text. Since my group members were reading the same text, we made connections and wonderings
together. Also, we taught each other by pointing out different parts of the texts that we would
have not noticed on our own.
Literature circle was a great learning experience for me. I believe it is an essential part of
every classroom. When students find texts they enjoy, they cannot wait to share their thoughts
with others. The discussions that take place are very meaningful and elicit responses in which
students learn from one another. Overall, I enjoyed literature circle and I am excited to
implement it in my classroom in the future.
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References
Fountas, Irence C., and Gay Su Pinnell. Guiding Readers and Writers Teaching Comprehension,
Genre, and Content Literacy. USA: 2001. Print
Lowry, Lois. The Giver. New York, NY: Random House Children's Books, 1993. Print.