From Chapter 1, Getting Started with Literature Circles
by Katherine L. Schlick Noe & Nancy J. Johnson.
© 1999 Christopher-Gordon Publishers, Inc.

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The following chart may give you a feel for how literature circles evolve over time as teachers and students themselves change -- gaining experience, confidence, and insights to do things differently.  The chart isn't based on one teacher's experience, but a composite of some of the possible steps teachers take as they work with literature circles.  Think of this as a continuum of development -- flexible and highly subjective.  The point of the chart is to show that we all begin somewhere and grow from there!
 

Component	Some First Steps . . .	Some Next Steps . . .	Some Later Steps . . .
Teacher Beliefs	- There is only one way to do literature circles - I have to do them the "right" way	- There are many options for literature circles - I'll try out some, refine them, try others	- This is what works in my classroom - What works now may not work next week, next year -  My students and I are constantly learning and changing how we do things
Goals	- Learning the structure and survival - Choosing one piece to focus on	- Refining structure - Learning how to discuss - Adding on components - Deepening students' understanding of and engagement with literature	- Developing meaningful response, higher levels of thinking - Integrating lit. circles with other subjects and with themes
Timeline GradesK - 2	- Groups read, discuss, and respond in 1 - 2 weeks; no response project - One to two literature circle cycles, then other literacy activities	- ~ 1 - 2 weeks including simple response project	-  ~ 1 - 3 weeks with more elaborate response projects
Timeline Grades3 - 8	- ~ 3 - 6 weeks - Emphasis on learning the process	-  ~ 3 - 6 weeks; emphasis on developing response - Timeline varies by complexity of books	-  ~ 3 - 6 weeks; emphasis on deepening response - Timeline varies by complexity of books, organization of theme/topic
Scheduling GradesK - 2	- Teacher sets schedule  - Ex.:  read on Mon.; discuss Tues./Wed.; prepare responses Thurs.; present responses Fri.	- Teacher sets schedule alone or in consultation with students - May meet more than once a week	- Teacher sets schedule alone or in consultation with students - May meet more than once a week - Extended time for response projects
Scheduling Grades 3 - 8	- Teacher sets schedule (how long cycle will take, how often groups meet, when to present extension projects, etc.) - Groups discuss once a week; read, respond, work on extension projects when not meeting	- Teacher and students determine how long cycle will be (how often groups meet, when to present extension projects, etc.) - Groups discuss on student-set schedule; read, respond, work on extension projects when not meeting	- Groups decide how long entire book + extension will take and set own schedule within that time frame
Choosing Books	- Whole class reads same book - Books chosen by teacher - Read from anthology or - Books selected because "they're what we have"	- Two or three choices - Books selected because they are engaging, meaningful, and generate strong student interest	- Four or five choices - Books selected because they relate to a theme, topic, genre or author focus and represent good literature
Forming Groups	- Teacher gives booktalks - Teacher forms groups - Groups formed by student choice	- Teacher or students give booktalks - Groups formed by student choice	- Teacher or students give booktalks - Groups formed by student choice of book or choice of theme/topic
Reading and Preparing for Discussion	- Limited choice of response prompts given by the teacher - Students read individually, in pairs, with taped book, with specialist/volunteer support	- Teacher offers choice of a few response prompts - Students and teacher generate possible responses - Students read individually, in pairs, with taped book, with specialist/volunteer support	- Students choose from a menu of ideas -- or their own - Students read individually, in pairs, with taped book, with specialist/volunteer support
Discussion	- Teacher sets schedule for the whole class - Teacher facilitates group; or Teacher participates as group member; or Teacher sits near group but observes; or Students facilitate own group, teacher roams - Use roles and forms	- Groups meet on a rotating basis - Teacher facilitates group; or Teacher participates as group member; or Teacher sits near group but observes; or Students facilitate own group, teacher roams - Students generate discussion guidelines; modify/adapt forms	- The groups set their own schedule - Teacher facilitates group; or Teacher participates as group member; or Teacher sits near group but observes; or Students facilitate own group, teacher roams - Modify forms to fit -- or give them up altogether
Written Response	- Limited focus of response prompts given by the teacher - Response to each chapter/book - Try out a few forms	- Teacher offers choice of a few responses - A given number of responses per week; written only - Modify/adapt forms	- Students choose from a menu of ideas -- or their own - Flexible number of responses per week using a variety of response formats (e.g., written and art) - Modify or dispense with forms
Focus Lessons	- The "how to" of literature circles - Literacy strategies - Literary elements - and whatever comes up!	- Refining literature circles - Literacy strategies - Literary elements - and whatever comes up!	- Perfecting literature circles - Literacy strategies - Literary elements - and whatever comes up!
Extension Projects	- Teacher gives one option - Teacher determines if project is group or individual	- Teacher offers a choice of a few options - Students choose (group or individual)	- Students select from a menu of options -- or their own - Students choose (group or individual)
Assessment and Evaluation	- What assessment?	- Use one or two forms - Try out limited amount of student self-assessment - Students choose a few responses to be graded; begin to evaluate discussion	- Modify forms and develop own       instruments - Take and use anecdotal notes - Use extensive student self-assessment - Students still choose a few responses to be graded but greater emphasis put on discussions

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