Help! What Is Wrong with These Literature Circles and How Can We

Help! What Is Wrong with These Literature Circles and How Can We Fix Them?
Author(s): Lane W. Clarke and Jennifer Holwadel
Source: The Reading Teacher, Vol. 61, No. 1 (Sep., 2007), pp. 20-29
Published by: International Reading Association
Stable URL: http://www.jstor.org/stable/20204547 .
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and
Is
Wrong
Circles
What
"Help!
These
Literature
How
Can
Lane W. Clarke,
Jennifer
Fix
We
Them?"
Holwadel
Ididn't
Dale:
discussion
and
positive
strategies
safe and supportive
communities
creating
can promote
around books,
teachers
student
outside
of the
relationships
By using
classroom
With
camera)
as well
a U.S. urban classroom
wall with
bookshelves
brimming wall
on which
hundreds
(interrupts)
Dale:
Yeah,
Idid?I
Evan:
Yeah,
right!
graders discussing Freak theMighty (Philbrick, 2001).
Keep inmind that the students (all student names are
in this example had been engaged in lit
pseudonyms)
erature circles since fourth grade and were familiar
with book groups and prepared
to discuss
the text;
however, as Jennifer (the teacher) pulled back from
this group, and I (the literacy consultant)
videotaped
the discussion, we were both surprised to see that the
For us this scene,
group did not proceed as expected.
along with many others, seemed
er discussion
groups and caused
disjointed from earli
us to exclaim, "Help!
these literature circles and how can
Evan:
got to read (from his role sheet).
ahead Dale.
67(1), pp.
20-29
Go
?
2007
ISSN:
is little and he is always
to people
but when
being
to
know
you get
smart.
him?he's
Rashaad:
Anybody
Evan:
to another
Hey, you got one? (pointing
member and in a menacing
tone)
Micah:
Nah. (avoiding
else got one?
Evan's stare and shaking his
head)
on Dale, swing
ready for you boy!
Evan:
Come
Dale:
I think they will
those K-Swiss?I'm
not understand
Evan
why
is so mean.
The boys in this group were supposed
to be dis
their
role
sheets
that
had
cussing
they
prepared on
Freak theMighty. Instead, however, Evan used this op
portunity
to bully Dale about his shoes. Later when
this tape, Dale confessed
that the reason
watching
Evan picked
on him was,
Because my family got to spend money
do
The Reading Teacher
20
DOI:10.1598/RT.61.1.3
That Freak
mean
bills, we
Dale
for that.
from role sheet)
in literature circles, and create meaningful
communi
ties around texts. And now compare these images with
the following scene
taken from one group of sixth
Evan:
hate you
of
and captivate at-risk read
inspire, accelerate,
ers. Picture hours and hours of work preparing students
to engage with these books, hold vibrant discussions
iswrong with
fix them?"
his K-Swiss!
to
would
we
Dale wears
Evan:
(ignoring Dale and Evan) Ifyou were read
is there some
ing this to young children,
not
would
understand?
thing they
(reading
books poke out from baskets, each worn thin
from passionate
readers but begging to be read again.
Picture a literacy consultant and a teacher working to
years on literacy instruction that
gether for multiple
What
gets up and
it up to the
they?(Evan
shoe and holds
grabs Dale's
Rashaad:
Picture
like when
'cause
save
we
up our
allowance.
want
to buy
new
(pointing to his feet) two years ago?that
look so disgusting right now.
International Reading Association
0034-0561
online
print/1936-2714
on food and
Evan might
not,
I bought
shoes.
but we
iswhy
these
they
y/
The
teacher
and
I thought we
had given the stu
discuss a text, but as
S dents the skills to productively
soon as we pulled away to let them lead the group on
their own instances like the previous example became
in another group that I
far too frequent. For example,
what started as a civil discussion
videotaping,
into chaos when one
about the book rapidly declined
boy called a girl "retarded." In turn, the girl responded,
"Shut up! You boy don't know even how to dress your
was
never got back on track as com
such as "Rahsean really stinks right now, but like
self." This conversation
ments
was
I
the rest of the group's discus
saying..." permeated
kick
In another group, two students continued
sion.
ing each other throughout the meeting, which caused
both students to miss questions asked by other mem
bers and impeded their ability to engage with the text,
not tomention disrupted other members. These exam
the only indicators of groups
ples were by no means
that were spiraling out of control, and as Jennifer and I
viewed the tapes of these discussions we were leftwith
troubling questions. First, we wondered why these lit
erature circles did not go as planned and why they de
book groups marred by
teriorated into tension-filled
class inequities, bullying, name-calling,
kicking, and
to know what we
threats. Second, we wanted
do to fix these fledgling book groups.
could
still struggled with
students
work,
the basic skills of positive social interac
appropriating
a rationale forwhy
tion. First, Ibegin by establishing
circles
addition to a litera
literature circles are a meaningful
cy classroom. Next, Ielaborate on the context of this
that the
the difficulties
highlight
in
this
teacher
practice. Finally, I
implementing
that the teacher and Imade
explore some adaptations
to improve this practice. Ihope, through this article, to
classroom
and
faced
suc
issues thatwork against conducting
groups. And I suggest some possible
to assist others who also need help figuring
identify some
cessful book
changes
out what
iswrong with their literature circle
sions and what to do to improve them.
discus
Rationale
for Using Literature
in the Classroom
Circles
Jennifer said, "Iuse literature circles inmy classroom
I feel that the students enjoy and understand
because
"Help! What
read." In 1994, Daniels published his first book about
the information
literature circles. Since this publication,
on literature circles has grown as many teachers and
groups as an im
to a literacy curriculum.
Gambrell
interest in
"In the past three decades
researchers have seen these discussion
portant
addition
(2004) asserted,
this discussion practice has blossomed
as evidenced
by
in the number of journal articles and con
ference papers on the topic" (p. 212). Why did this in
structional practice become so popular? One reason is
the increase
that book groups capture the belief that reading is trans
is not just
actional (Rosenblatt, 1978), and thatmeaning
found in the text or a reader's head but also in the trans
action between
saw the need
centered
centered
Almasi
the text and the reader. Many educators
to move away from traditional teacher
in favor of creating more student
for learning in their classrooms.
opportunities
who talk about what
"students
(1995) stated,
instruction
they read are more
likely to engage in reading" (p. 20).
saw the need to add
Furthermore, many educators
more social interaction in their classrooms. Based on
the Vygotskian
that learning develops
through
1934/1978) and the re
(Vygotsky,
notion
social
interaction
search
that collaboration
and group work can
(Johnson & Johnson,
lead to
consequences
1989),
teachers felt that using literature circles could
in
help increase positive social learning opportunities
the classroom. Finally, there has been research in sup
positive
In this article, I explore what happens when, de
spite endless hours of teaching and explaining how lit
erature
books so much more. Literature circles provide for great
discussions
about books and get students to want to
many
port of this strategy stating that it can increase compre
hension,
improve higher-level
thinking, and foster
quality responses to text (Almasi, 1995; Eeds & Wells,
1989; Sweigart, 1991).
Many teachers look to literature circles to assist
as
in creating a positive
learning community
for engaged,
student
well as to provide a context
and
directed,
literacy experiences.
meaning-making
them
goal of literature circles is to promote
trust and respect formultiple voices and opinions, one
is providing a supportive
of its significant foundations
Because
and
a main
safe
Schlick
environment.
Noe
and
Johnson
de
emphasized,
feels
pend on a classroom climate inwhich everyone
valued" (p. 7). Therefore, nourishing a climate of col
(1999)
laboration
structional
"Successful
and respect
literature circles
is key to the success
of this in
Noe & Johnson,
1999).
practice (Schlick
a
Inmany of our classrooms,
however,
establishing
in this
to engage
for students
safe environment
seems.
as
as
article
not
it
This
is
easy
process
always
IsWrong With These Literature Circles and How Can We Fix Them?"
21
highlights
countered
cles
the external difficulties
that one
teacher en
literature cir
she tried implementing
forces
in her sixth-grade classroom. Sociocultural
when
such as economic
disparities, strong student animosi
influ
racial
and
and
ty,
gender tension had powerful
ences on how these students discussed
texts, despite
the teacher's best attempts to create a safe and trusting
environment.
In addition
teacher also struggled with
issues, the
structural difficulties (e.g.,
inter
classes, revolving students, constant
these
that
affected
different
ruptions,
teaching styles)
In this classroom, we learned that creat
discussions.
to foster a transac
ing an "interpretive community"
was not as easy as it looks
tional textual experience
in the books. Hence, we had to make significant ad
find common
in order to help students
justments
a
in order to
block
within
90-minute
reading
ground
encourage
Through thought
productive discussions.
chosen
space
and carefully
modeling,
whole-group
we persevered
in order to use this
books,
of literature circles
as one
not only
in an environ
that could
improve reading but also foster respect
ment where respect was not a given.
As you listen to the voices of Jennifer's students strug
gling with literature circles it is important that you un
Jennifer
the context.
The school where
derstand
is a struggling kindergarten
through eighth
a
in
urban
U.S.
in
school
neighborhood
grade
as
a
in
school
been
It
has
Ohio.
Cincinnati,
designated
and
with
fourthAcademic
sixth-grade
Emergency
teaches
hovering at 48% and 94% of stu
lunch.
for free or reduced-cost
test scores
dents qualifying
The school
neighborhoods
barely reaches
is in one of the many disadvantaged
income
in this city where median
above minimum
the neighborhood
wage. The adults in
the school have the
surrounding
in the city with less than a 12th
population
also has
(62%). The neighborhood
grade education
highest
the highest high school dropout rate in the city (58%;
is
racial population
2000). The community's
Wagner,
the
94% white and 4% African American;
however,
school does not reflect this division. Recent enroll
dents
The cracked
responded,
September
sidewalks
"It is a dirty neighborhood,
there was a
inmy backyard. There is a store on the cor
shooting
ner that got robbed two times." Kelly echoed,
"It's
are
too
much
There
bad
aban
with
kids,
dirty
drugs.
it stinks like fish, people
doned buildings;
getting
killed and stray cats."
For the whole
school
year of 2004-2005,1
in this classroom
researcher
a
was
how students
studying
literature as part of a three-year qualitative
Ihad followed this classroom
for two previous
discussed
study.
years and had worked
with
fourth- and sixth-grade
and hard-working
dedicated
working
with
during the stu
Jennifer was a
Jennifer
dents'
years.
teacher
students.
to
committed
She was well
high-poverty
in the school as a result of her students'
re
high
to
and always took opportunities
as we
improve her instructional practices. However,
can
even
and
the
best
laid
intentions
realized,
plans
garded
scores
be fraught with what
hurdles.
mountable
sometimes
appears
to be
insur
Why the Literature Circle
Difficulties?
There were many reasons why these literature circles
in this classroom. One of
not going as planned
the main difficulties was the tension in the classroom.
were
the
There was a pervasive feeling of hostility between
interactions
and many of their everyday
students,
to be punctuated
such as
verbal
assaults
seemed
by
"stupid" and "ugly," as if these words were to be rou
tinely attached to the end of a sentence. To illustrate a
typical example, one day two boys were next to each
other at the pencil sharpener. They started to push
back and stated,
each other, and one boy walked
"Just to let you know, Iam about to punch his face in
sions.
1
large,
up or have broken
are frequently
lit
that are boarded
trash and sagging telephone wires. As part
activity for fifth graders, Iasked the stu
to write a description
of their community.
Dale
and has led
the school makeup
gration has changed
which perme
to some tension in the neighborhood,
ates the school as well.
Vol. 61, No.
are lined with
of a writing
because
The Reading Teacher
the school
tered with
figures indicate that 51% of students were white
Forced racial inte
and 44% were African American.
ment
22
windows.
proficiency
Context
statewide
brick row homes
to these student
switching
ful minilessons,
The streets around
talking about my mama." Many times
rooted in racial, class, or gender ten
Iobserved many discussion
groups being de
he's
the issues were
railed over who wore
had
2007
lice because
the same
they were
shirt every day, who
dirty, what boy "dissed"
for a
girl, and who could not sit next to whom
whole host of reasons. This hostility seemed to come
what
from beyond
the classroom walls, and we were ob
serving the bubbling up of larger tensions. For exam
ple, once during the year the teachers had to call the
girls who were
an issue that was
some
about
police
the hall because
There were
having
rooted
in
in a neigh
into the classroom.
was
borhood
trouble
dispute
spilling
also two incidents of actual
fistfights that
over is
literature circle discussions
broke out during
sues that came into the classroom
This tension
to reside
seemed
with
the students.
the surface
just below
Barriers
Structural
to the fact that a 90-minute
language arts
time
not
for
did
Jennifer
much
community
period
give
building, there were other barriers that stood in her way.
In addition
For example, one difficulty was the "revolving door" of
and exited her classroom.
entered
students who
the class had
According tomy field notes, by December
from
six new students, some who had been switched
another
classroom
The classroom
schools.
and many
dents,
as well
as a couple
from other
also lost five stu
switched
to other
classrooms forbehavioral issues,
to work against creating a
frequently erupted
found that iswas hard to
of
learners.
We
community
^^^^"^^^^^
^?^
y^^
^^^^^
and
a feeling of safety and security when outside
the classroom walls students were used to solving is
create
sues with
if it
began to wonder
for us to expect kids to have discussions
as a community of learners when they could not even
coexist in their own neighborhoods.
was
force and threats. We
realistic
Discursive
In addition
Difficulties
to these negative
to struggle with
feelings,
the students
the neces
performing
moves
that
define
discursive
sary
positive discus
with
sions. In a previous
many of the same
study,
literature cir
students as fourth graders, Ianalyzed
also seemed
stantly getting in fights and going to
inwhich they were
in-school suspension
^^m^^^^S^^
pulled out of class for days at a time. All of this con
tributed to Jennifer's frustrations at trying to build a
to see how students used language
a feeling of community,
how students used
on
task, and how gender equitable
language to stay
their interactions were (Clarke, 2004). Through my
I found that these students really struggled
analysis,
had
to deal with
December,
the students'
a positive discursive environment.
with maintaining
For example, many of their language practices dom
inated discussion
groups, such as giving orders, using
interrupted by no fewer than seven celebratory events
and three long-term testing periods. The students
had events such as Parent Handbook
Day, Fun Day,
in
insults, and disagreeing.
They also participated
many more examples of sidetracking and off-task be
The
the flow of the discussion.
havior that disrupted
field trips,
Assembly,
Thanksgiving
and
and
Lewis
Clark
Day. Also, stu
Transportation Day,
dents had a week of citywide benchmark assessments
cle conversations
to create
boys,
in particular,
sidetracked
in competitive
engaged
roles in their groups.
the most.
interruptions
They also
and switched
Many discursive practices are supported by class
room instruction and community
language practices.
It is important to note, however, that students need op
to develop
skills;
necessary conversational
to
middle
the
time
the
otherwise,
grades
by
they get
in a student-led
to converse
litera
and are expected
portunities
they will not have the discursive com
to be successful with this type of activity.
ture discussion
petence
"Help! What
community.
Not only did Jennifer struggle with keeping
in her class and out of in-school suspension,
also
Farm
students
but she
constant
interruptions.
By
instructional time had been
Day,
only in
testing. The interruptions
the spring statewide
testing weeks and
and Terra Nova
creased
with
for
for Moms, Donuts
other days?Muffins
multiple
limit
of
her
and
Luau
Jennifer
Dads,
complained
Day.
ed teaching time as a result of constant
interruptions
thatworked against building consistency and routines.
factor in the difficulty in creat
Another mitigating
was the switching
a
of
supportive
community
ing
in
the
students
switched
fourth
classes. Starting
grade,
between
Accounting
three teachers
for their core content
for the different
teaching
classes.
styles of the stu
IsWrong With These Literature Circles and How Can We Fix Them?"
23
dents'
teachers also presented a difficulty. For exam
one
that the students' sci
ple,
day Jennifer exclaimed
ence teacher frustrated her. Science was just before
Grid. Given the feel
Starting With a Membership
of
that
existed
between
the students, we
ings
hostility
chose creating a membership
grid as our firstminiles
her class, and she claimed that when the students en
tered her room they seemed like they were always in a
She attributed some
hurry and were very competitive.
son. Daniels and Steineke (2004) suggested starting off
a group with this exercise
to bring the members
to
a
around
commonalities
and
gether
develop
feeling
teacher, who used a lot of team
in completion of assign
games and stressed quickness
ments. She stated that sometimes
itwas hard to get
of cohesion.
kids to settle down and sit and talkwhen
stuck on an island what
group/singer,
would you bring with you, and favorite thing to do on
the weekend.
(Daniels and Steineke have a more ex
of this to the science
they had just
and individually. This
spent an hour working quickly
raises another issue of how to create a community of
the students are switching
learners in a setting where
classrooms and receiving instructional styles that dra
content becomes
differ. As middle-grade
matically
more challenging
and the need for specialized
teach
ers increases, it is important to realize how switching
teachers and teaching styles can work against achiev
Jennifer often felt that all of her
ing group cohesion.
hard work
soon
to build
as the students
next day she would
to
Ways
a community
was dissolved
out the door, and
walked
need to start again.
Improve
as
the
so too did our frustrations with
instructional practices
that val
creating meaningful
ued student voice, encouraged
positive interactions,
and fostered transactional
reading opportunities. We
were
to making
this work and resis
to throw itall away in exchange
for
contact.
and minimal
student
both committed
ted the temptation
direct
instruction
we
However,
that these barriers were
knew
pretty
literature
powerful deterrents and that ifwe wanted
to work we would
circles
to make
need
some
changes. Jennifer and Ibrainstormed many ideas as
we pondered how to get the literature circles back on
some changes
that started to
track, and we made
make
a difference
by improving
used
filled
favorite
their blank
grid (found in the
the following cate
favorite music
show,
it out with
television
if you were
list on page 39 of their book.) After the
were
formed, but before their firstmeeting, we
groups
had them come together to fill out this form. Even
haustive
though they already knew one another, we felt that it
was important to highlight some shared interests and
build a positive relationship before they began their
"official" business as a group. At first, like most other
this became a con
group activities in the classroom,
tentious activity. For example,
in one group when dis
a
cussing
mentioned
favorite
a show
television
show
one
member
thought was "stu
over the best shows,
that the others
pid." There was lots of arguing
which ended up in name-calling. We realized that this
exercise was going to be difficult given the tenuous
Literature
Circles
As the year progressed
appendix)
gories:
We
and
this practice
for all
of our students.
classroom
relations.
Instead of throwing this out as an
the next day we backed
other failed project, however,
up and became more explicit
about why we were do
ing a membership
grid and that the purpose of the ac
was
to
respect and build a connection
tivity
develop
within
new
the groups. First, Imade each person write one
thing that he or she learned about a group mem
ber and present another group member
Then we discussed all the things we had
to the class.
in common,
helped the students focus on the positives and
similarities rather than argue about the differences.
In
awareness
this also raised the students'
addition,
which
about group functioning and appreciating one anoth
er. At the end of the lesson, when
Iasked the students
why we filled out the membership
grid, one boy re
"Ithelps us get to know each other and see
have in common."
Jennifer and I hoped
these seedlings we planted would
grow into better
sponded,
what we
Using
Powerful
As we
Minilessons
to reconsider
literature circles in this
began
our
seemed
and
classroom,
timing
perfect?Daniels
on
Steineke's
book
minilessons
for literature
(2004)
circles was
powerful
resulted
24
published.
Although
they provide many
we used two in particular that
suggestions,
in some success.
The Reading Teacher
Vol. 61, No.
1
September
group relationships.
Sharing
difficult
the Airtime.
Because
these students
had a
time listening to one another, we also used
the Sharing Air Time minilesson
(Daniels & Steineke,
At
the
of
Ihanded a
each
2004).
beginning
meeting
2007
Stack of poker chips to each group member. The rule
was that each time a member
spoke he or she had to
a
in
the
of the table. When a
middle
poker chip
place
student's poker chips were gone, he or she was out of
of this
the conversation.
One of the main purposes
awareness
was
to
minilesson
about
raise students'
turns amongst
they spoke and to equalize
this
would
We
also
that
force
members.
group
hoped
to think before they spoke and en
group members
how often
gage in less off-track arguing and side conversations.
The students were very interested in this new feature
to their groups, and for most of the groups itworked
beautifully. For example, one group had a very domi
nant member
and this activity really forced her to
she spoke, which gave the other students
to participate when they normally had to vie
for a turn. Another group reflected upon their unequal
a "hand" in the form of a compliment. Although some
to give backhanded
members
took this opportunity
(e.g., "Igive Jazzire a hand because she
in the story and never prepared, but today
she was prepared"), overall most members
began to
compliments
was behind
say nice things to one another. For example, one stu
"Igive Taylor a hand because
she
dent responded,
was bringing up good questions
for us to answer."
student
Another
"I give Nel a hand
responded,
be
she said something
interesting and did a good
job telling predictions." Although the students needed
more work on giving compliments,
this activity began
cause
them in the right direction
for establishing
pushing
a community of learners.
and maintaining
think before
a chance
stacks of poker chips at the end of the discussion and
used this reflection to establish new ground rules for
to
taking turns. Although the students were beginning
and partic
become more aware of their conversations
ipation in their groups, we did have one group that
the poker chips in a mocking way. Two mem
tried to lose their chips
bers of this group purposefully
so they could be out for the day. Clearly, this group
used
this was
further intervention, but we believe
a good activity to continue our classroom discussions
about how towork productively with one another.
needed
As previously mentioned,
verbal interactions with
Giving Compliments.
students often ended
downs
put
tried a minilesson
insults; therefore, we
inspired by Daniels and Steineke's
and
that was
the
(2004)
and defining discussion
skills.
Jennifer started to give the students practice in compli
one another. For example,
during a poetry
menting
unit Jennifer had students share poetry that they had
ideas of self-evaluation
After each poem, the rest of the class had to
the
author a compliment.
This strategy was then
give
into our literature circle discussions.
incorporated
written.
First, we
started with a discussion
from Daniels
Literature Circle
and
Steineke
technique
and called
adapted
"what a
on Videotapes
largely unaware of
had
patterns
negative effects
on their discussions;
therefore, to improve literature
and then
circles we video recorded group meetings
We believed
how
that our students were
their interactional
these with
individual members,
whole
groups, or the whole class to discuss how the conver
sations went and what could be improved. The stu
watched
dents
loved watching
themselves
inspired many positive
lations. For example,
conversations
on video, and it
about group re
all the members
of the Hush
their conversation
(Woodson,
2002) group watched
on tape. While watching
themselves, Ali and Crystal
too much.
became
talked
that Darnell
upset
Afterward, we explored this reflection, addressed how
one member could monopolize
the conversation,
and
brainstormed how this group could discuss differently
Ali and Crystal vowed to
during their next meeting.
talk more next time, and Darnell was more aware of
how he frequently shut them out of the discussion.
The next group meeting
went more
smoothly.
on
video, these stu
Through watching
to critically reflect upon their
dents were beginning
group interactions and began to make strides toward
themselves
their language practices within
changing
ture circle discussions.
these
litera
looks like/sounds
The whole
class brainstormed
of a good
big chart
literature discussion
from it.We
like" (pp. 48-54).
a list of characteristics
Ourselves
Watching
group, and we made a
the chart next to the
posted
group when they had their next book discussion. After
the discussion was over, we handed out a cutout of a
hand and asked each student
to give another member
"Help! What
Choosing Good Books
The constant
od made
that captured
our
of classes
and short time peri
important for us to find books
students'
and
interest quickly
switching
it all the more
is a key to successful
litera
deeply. Providing choice
ture circles, but itwas also important to us to give the
IsWrong With These Literature Circles and How Can We Fix Them?"
25
a choice
students
Daniels
(2002) stated
dents choice because
circles
to read.
that they wanted
to give stu
that it is necessary
the "deepest spirit of literature
of books
comes
from independent
reading" (p. 18) and
a lifelong habit and a
that "for reading to become
(p. 19).
deeply owned skill, it has to be voluntary"
the teacher and Ihad given students choic
Although
es in our past book discussion
from which
ing the books
and we
choose,
realized
groups, we were choos
to
the students were
that we were
that the books
reflect the students' inter
choosing did not necessarily
ests. Therefore, we began to make a concerted
effort
to pick books that not only related to the students'
lives and interests but also facilitated meaty discus
sions (see Table 1).
to
This type of purposeful book selection seemed
make a big difference. For example, one day Jennifer
was observing a group of students who were respond
(Fox, 1991). She was
ing to the text Slave Dancer
level
with
the
discussion
of
pleased
by the group, es
was
the group
of mem
composed
pecially because
usually were not as engaged. She stated, "I
think itwas the book because
the other two classes
bers who
(who were reading the book) were also having good
to Jennifer that some
discussions."
This reinforced
is to match the
times the key to powerful discussions
right book with the right group of readers. Sometimes
she even felt itwas worth taking some risks to inspire
For example,
for a read
conversations.
meaningful
aloud
she
read
Like
Sisters
on
the Homefront
1999), a book about teenage preg
(Williams-Garcia,
nancy. Although
only sixth graders, she felt that the
subject matter resonated with these students because
this issue was
one
Unlike
munity.
dents grudgingly
that plagued
these students' com
inwhich
the stu
read-alouds
other
listened, when Jennifer read from
this text the students were captivated.
Finding the right book to inspire discussions was a
tool in capturing these students' attention and
inmaking
the literature circles work. We found that
we could not just give the students any text and expect
time
We
conversations.
spent much
meaningful
valuable
searching and listening to others to find books that res
onated with our students and made them want to talk.
these groups deteriorate. We knew that research had
shown peer-led discussion produces complex student
responses and encourages higher-level thought process
es than teacher-led groups (Almasi, 1995); however,
Jennifer and Istruggled with a way to balance the chaos
of some groups when they were purely student directed
and the urge to jump in to rescue these floundering and
contentious
discussions. One strategy we tried was to
create the role of a critical coach (based on the model
by Calkins, 2001). We hoped to improve the student dis
cussions by reentering them as a critical coach to help
students
that would
acquire the language practices
in this context. Also, by entering
them successful
in this role we could help the students ac
discussions
make
quire
the discursive
Coaching
Although one of the defining criteria for literature cir
cles is the absence of the teacher's direct presence,
Jennifer and Ihad difficulty
26
The Reading Teacher
sitting back and watching
Vol. 61, No.
1
September
that I had observed
them
the spirit upon which these
ticipants while maintaining
were
created.
We also hoped that this
peer-led groups
assist our struggling students in creating more
to discuss
and supportive
communities
productive
would
texts. With
this model
inmind,
I started a lunchtime
I repositioned
book group inwhich
erature circles in a more coach-like
myself in these lit
role. For six weeks,
the students and Ichose books, created reading sched
ules, and met once a week to discuss the texts. During
this time, I tried not to enter the group as a teacher but
more
as a guide to encourage productive discussions.
In this new position,
Iwas able to act as a gatekeeper
and make
sure that all the students' voices were
Iwas also able tomodel
the discursive
heard.
skills needed
to
and facilitate
be successful,
infuse skill development,
some
I
For
modeled
conversations.
example,
deeper
positive group membership
behaviors
such as active
lis
tening (e.g., nodding my head, agreeing, saying "good
point" and "hmm"), building a community ("Sue thinks
else has an opinion?"), get
Charles is the killer?who
others
involved
("Has anyone else read anything
ting
like this?"), and building on another student's point
("Tom was saying that this text reminded him of.... I
Isaw this reflected inmy students'
agree because....").
discursive
behaviors
of these discussion
Students
skills
struggling with (Clarke, 2004). By serving in a coaching
capacity, unlike a teacher-directed
capacity, we could
aid the students in becoming better literature circle par
as they began to appropriate some
strategies in their own subsequent
find ev
Ialso led them tomake connections,
meetings.
idence in the book, and delve deeper by supporting
their arguments with facts from the text. By placing my
role Iwas able to assist my students
self in a coaching
2007
Table 1
Brief List of Books That
Inspired Good
Title
Topic
Tears of a Tiger
Realistic fiction/
teenage death
and suicide
Discussions
inSixth Grade
Notes
Author
Sharon
M.
Draper
(1994),
New York: Atheneum
is part of Sharon Draper's Hazelwood
This book
trilogy
about
Realistic fiction/
social
Sharon
M.
Draper
(2002),
acceptance
New York: Atheneum
Monster
Realistic fiction/
individual choices
Walter Dean Myers
(2001),
New York: Amistad
Science
fiction
Phyllis Reynolds
Naylor(1998),
New York: Atheneum
High
loved
we
Once
read
this
our
book,
students
could not put the other ones in this series down.
More for a younger audience than her Hazelwood
High trilogy, this book also connected to students'
lives by capitalizing on the fear of not fitting in.
This author seems to "get" what it is like to be a kid in
the inner city and writes truthfully about fears, choices,
and the realistic struggles that students experience.
All of Dean Myers's books were hugely popular with
our
Sang Spell
students
the realistic nature of this book and could make a lot
of text-to-self connections with the emotions of these
characters.
Double Dutch
The
teenagers.
inner-city
students.
Students enjoyed
the strangeness
of this land, set
in a mysterious
alternate
and also
universe,
drama
of the main
character's
desperation
the
to get
home while still wanting to stay. This suspenseful
book had the students captivated and intrigued by
this
Among
the Hidden
Science
Cirque du
Freak: A Living
Nightmare
Horror fiction
fiction
Peterson
Margaret
Haddix (2000),
New York: Aladdin
Darren
Shan
(2002),
New York: Little,
Brown
strange
Students got hooked on these books. We read the
first as a literature circle book, and then the students
took off with this series. Students related to the
characters and loved the appealing nature of the
horror
Coraline
Horror fiction
Vampire Kisses
Horror fiction/
social conformity
Hush
Realistic fiction/
identity and race
Speak
The students
Jacqueline Woodson
(2002),
New York: Scholastic
The students
loved horror fiction, and this book
to debate what constitutes this
them
encouraged
genre and also kept them on the edge of their seats.
Iput this in the horror fiction genre, it is
Ellen Schreiber
Although
more of a story about a teenage girl not fitting in.The
(2003), New York:
Katherine Tegen Books students loved the voice of the protagonist and
Laurie
Halse
Anderson
(2001),
New York: Puffin
identity
genre.
Neil Gaiman
(2002), New York:
Scholastic
related
Realistic fiction/
community.
The first book of this science-fiction series was wildly
popular with the students. They loved to imagine this
futuristic world. And, like Lois Lowery books, this one
inspired many intriguing discussions about
individuality and community belonging.
to her
when
happens
create
yourself.
with
the main
about
angst
conformity.
liked this book because
you
Also,
and
her
character,
itdealt with what
have to re
identity
that inspired
connections
and school.
family,
lose your
a book
Wonderful book about individual choices and the
need to fit in.Not only did students relate to the main
character
and
her
fresh
element of suspense
voice,
but
there
was
also
the
to learnwhat made her stop
speaking.
Stargirl
Realistic fiction/
social
acceptance
Jerry Spinelli
(2000),
New York: Knopf
A wonderful book about conformity and what it
means to fit inwith the norm. My students related to
the relationship between Leo and Stargirl and were
drawn
The Slave
Historical fiction/
Paula Fox
Dancer
slavery
(1991),
New York: Yearling
into the
character's
emotional
struggle.
This historical fiction book inspired many good
discussions about the history of slavery and the
ordeal of what itwas like to be a slave.
^
"Help! What
IsWrong With These Literature Circles and How Can We Fix Them?"
27
skills and begin to form
interpretative communities.
in developing
better discussion
productive and positive
In addition to my coaching
role, Jennifer began to
in her in
of productive discussions
do more modeling
All:
Yeah.
"Iam not sure what you mean when you say.... Could
you say more?"). Although she was leading the discus
sion, like my coaching, we hoped that this would pro
vide positive models
for Literature
the opening scene as Evan preyed on Dale by
into
holding up his worn shoes and bullying members
that
mental
Now
their
compare
responses.
pic
sharing
on the book Jade
discussion
group
Green
2000)
(Reynolds-Naylor,
end of the school year.
how
Right?like
forbidden?whatever
Leah:
has to do with
Ihave a text-to-text
at the
that took place
with what
connection
was
group member)
saying.
It's likeTheBad Beginning (Snicket, 2000)
when
the parents died.
Yeah,
Iagree with Dale
that this book
is like
because
The Bad Beginning
they were or
in this
Judith
like
book
in
that
just
phans
book.
Yeah?that's
thought about
Unlike
nection
member's
a good
that.
connection.
Ihadn't
the previous scene, here Dale makes a con
the text and builds upon a previous
comment.
Dale, and
Crystal encourages
with
bolster
Cassy agrees with Crystal while simultaneously
who can
ing Dale's role in the group as someone
contin
The discussion
make a positive contribution.
ues
in a positive
Jen:
The
maybe
Bri'Asia:
was
no green?it
she walked
through
rule was
there was
Yeah?have
forbidden
the house
no green anywhere.
you
seen
the movie
The
The Reading Teacher
iswrong
said
red
is
in this book
the green.
this will happen
here with green.
Vol. 61, No.
1
September
we were
Jennifer and I
weren't always harmonious.
still had to intervene occasionally when conversations
went astray, but we did begin to see the trickle-down
cussions
effect of all of our hard work
were
to improve these books
the
school
the
end
of
year, Jennifer and I
By
to feel better about the literature circle
beginning
in the classroom. We
that were occurring
still battling student tension, classroom
interrup
efforts;
tions, and threats to our community-building
were
we
we
see
mak
the
that
could
however,
changes
discussions
were
practice were improv
We felt that by using
on video
ourselves
minilessons,
watching
powerful
and
students,
coaching
tapes, choosing good books,
we were giving them not only the discursive strategies
ing to improve this instructional
ing the students' conversations.
to discuss books but also the ones
that they needed
relations
that would help them in their interpersonal
were
We
discussions.
circle
the
literature
beyond
that, by learning these positive discussion
strategies and creating safe and supportive communi
students could
ties around books in our classroom,
hopeful
then use
outside of
in relationships
these strategies
as well. As the school year closed, we
that our literature circles still needed attention
the classroom
but we also felt
them to be successful,
to
find
that
help as we contin
beginning
to
construct meaningful
ued
literacy instruction.
ifwe wanted
that we were
Clarke
teaches at Northern Kentucky University
257, Highland
Villagel
28
Bri'Asia
tening behaviors, and referred back to one another's
comments.
improved in these
Things had definitely
the dis
the year. Of course,
discussions
throughout
knew
direction.
and when
in their vil
The Village, like she said, forbids red be
cause the thing comes out and kills them?
Dale:
clubs.
she (another
Cassy:
color
lage. So red is the color of the demon. So
like that in this book green attracts
maybe
the demon.
pleased that the students were
we
were also happy that they
making connections,
on
one
lis
demonstrated
built
another's
responses,
Recall
Crystal:
in
the students could emulate.
New Directions
Circles
Dale:
red is a forbidden
Well
Bri'Asia:
Although
ture to another
their heads
(all nodding
agreement)
struction. For example, she often led the class in discus
sions after the read-aloud. During these conversations,
how to successfully enter a
she explicitly demonstrated
in a nonthreatening
discussion
way (by using starters
like "Good point, but Isee it differently because..." or
Yeah,
2007
Heights,
Kentucky
41099,
(BEP
E-mail
USA).
?<* Orea
is an intermediate
Holwadel
clarkell@nku.edu.
^_y
teacher for Cincinnati Public Schools
Echoes
Books
Chapter
Early
Now 31 titles in the series!
in Ohio.
References
J.F. (1995). The nature of fourth graders' sociocognitive
Almasi,
in peer-led
and teacher-led
discussions
of literature.
conflicts
Quarterly, 30, 314-351.
Reading Research
L.M. (2001). The art of teaching reading. New York: Longman.
L.W. (2004, January). Gender, class, and talk. Panel present
on
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17th Annual
Conference
Interdisciplinary
Calkins,
Clarke,
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Studies,
Qualitative
H. (1994).
Daniels,
student<entered
Athens,
Literature
classroom.
GA.
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Voice
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choice
Portland, ME: Stenhouse.
circles: Voice and choice in book
H. (2002). Literature
clubs
(2nd ed.). Portland, ME: Stenhouse.
reading groups
N. (2004). Mini-lessons
for literature cir
Daniels,
H., & Steineke,
cles. Portsmouth,
NH: Heinemann.
Daniels,
and
An exploration
Eeds, M., & Wells, D. (1989). Grand conversations:
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L.B. (2004). Shifts in the conversation:
Teacher-led,
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D.W., & Johnson, R.T. (1989). Cooperation
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L.M. (1978). The reader, the text, the poem: The transac
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MA: Christopher-Gordon.
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Southern
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Schlick Noe,
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978-1-55143-636-4
$4.99
$6.95 CDN
US PB
development
25, 469-493.
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(M. Cole, V. John-Steiner,
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1934)
University
T.E. (2000). Urban Appalachian
school children: The least
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of all. Cincinnati,
OH: Urban
Stones
Rhyme
liter
Appalachian
Council.
Timberwolf
Trap
Sigmund Brouwer
illustrated
byDean Griffiths
978-1-55143-722-4
CDN
$4.99
US PB
$6.95
Literature
Cited
I, Bruno
Fox, P. (1991). Slave dancer. New York: Yearling.
Naylor, P.R. (2000). Jade green. New York: Atheneum.
R. (2001). Freak the mighty. New York: Scholastic.
Philbrick,
L. (2000).
The bad beginning:
Snicket,
events. New York: Scholastic.
Williams-Garcia,
Puffin.
R. (1999).
J. (2002). Hush.
Woodson,
A series
Caroline
of unfortunate
Like sisters on the homefront.
New York:
Adderson
illustrated
byHelen
F look
978-1-55143-501-5
$4.99
$6.95 CDN
A Puppy
US PB
is for Loving
Mary Labatt
illustrated
byRenata Liwska
New York: Scholastic.
5143-477-3
978-1-5
CDN
$4.99 US PB
$6.95
L^Lessor*
For a related
lesson plan,
and click Lessons to find
Give
Them
in Literature
Grade
Link
a Hand:
illustrated
Generously
Positive
Interaction
Circles
Easy-to-follow
Orca
800-2
"Help! What
level
characters
Engaging
visit ReadWriteThink.org
Promoting
7-9
Ages
2 reading
Book
10-5277
plots
Publishers
\wvw.orcabook.coni
IsWrong With These Literature Circles and How Can We Fix Them?"
29