literature circles: an alternative way to use books in the classroom
DESCRIPTION
short explanation about literature circles, a technique to use story books in the classroomTRANSCRIPT
Using Books in the Classroom
Bored to use TB & WB?
Want to try something new?
Ever tried other kinds of books?
OverviewThe benefits
Selecting the books to use
Activities using story books
Simulation & sharing
Story books in the Classroom
Children enjoy listening to stories in their mother tongue and understand the conventions of narrative.
As soon as they hear the formula “Once upon a time…” they know what to expect next.
(Ellis & Browster, in Machias, 2008)
Why story books?
They are a good resource to integrate different communicative skills.
They contain moral values.
They provide an ideal introduction to a target language presented in a context that is familiar to the child (vocab & grammar).
They allow cross curricular activities. Arts, history, science, music, drama, geography, math etc.
(Machias, 2008)
Selecting the books to use
Example of a book that can be used for some lessons, e.g. Pia Merawat Ikan, Lily in the Book Land just the cover
leveled readingchicken soup for teenageBumi Manusia
How can we use them?
- Treasure hunt- Sustained Silent Reading- Pyramid of the Story- Listen and Sequence - Role-playing- Speech bubbles for a comic- Literature Circles
Literature Circles…
small, peer-led discussion groups whose members have chosen to read
the same story, poem, article, or book.
(Daniels, 2002)
Literature Circles… the learners are divided into some
small groups during the sessions.
each group (or the teacher, in EFL context) then chooses one article, book, or story that has to be read within a period agreed.
then they will meet regularly to discuss what they have read.
each member is assigned a temporary role, like director, connector, summarizer, researcher, vocabulary enricher, illustrator, travel tracer.
they will rotate the role in every meeting
• find connections between the book and you, and between the book and the wider world
• Draw some kinds of picture related to the reading• It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene
Some of the roles•Lead the discussion•Make questions to make the discussion alive
Discussion Director
•Prepare a brief summary of today’s reading•Start the discussion by reading the summarySmart Summarizer
•Find some important, unusual, or attractive words•Show them in the reading to the membersWord Wizard
Artful Artist
Capable Connector
How to do it? Preparation:
- select a book/short story/poem- form the groups- mini-lessons about the steps and the roles (or some techniques for giving questions, arguing opinions, etc)
During discussion: - teachers just observe and/or assess.
After discussion:- teachers ask some groups to share - teachers give clarification or appraisal for what students have discussed
Assessments? daily stamps observation sheets self-assessed check-list book projects reflection journal student-teacher conferences portfolios
Some adaptations
LC with textbooks
(Wilfong, 2011) LC for early young learners:
One role one time (Veira, 2012)
Mini LC(Veira, 2012)
Mini Literature Circles
Any more ideas?
References:Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Ontario: Stenhouse Publishers.
Machias, D.F. (2008). Story books. http://www.slideshare.net/DIEGOFMACIAS/using-story-books
USAID DBE2]. (2010). Classroom reading Program.
Veira, I. (2012). Literature circles for young students. http://www.pearsonclassroomlink.com/articles/0912/0912_0102.htm
Wilfong, L. G. (2011). Textmasters: Bringing literature circles to textbook reading across the curriculum. http://onlinelibrary.wiley.com/doi/10.1598/JAAL.53.2.7/abstract