fyi : back issues
Winter 2003 - Literature Enrichment
Literature Circles and Book Clubs: variations on a theme
Compiled by Kaye Hunter
Literature discussion is very much alive within our schools! In this article,
teacher-librarians share the philosophy and practices of the successful
Literature Circles and Book Clubs they have initiated or are involved
with. There are differences in the way this particular literature activity
has been implemented within each of the schools nevertheless there are
many similar elements. These include the involvement of many staff and
parents to ensure small discussion groups, focus on questions and questioning,
a high level of enthusiasm from the students as reflected in their commitment
to the reading and preparing for discussions, and in some cases the addition
of another vital ingredient of success, FOOD!
Jan Robertson, Library Teacher at PLC Junior School
The main reason for Book Club at PLC Junior School is to promote reading
as stimulating and fun. My aim was to create an activity that mirrored
what adults in Book Clubs do: read a book and then get together to talk
about it, usually over a glass of wine and yummy food. Minus the glass
of wine, this is what Book Club at PLC is about!
Book Club for year 5
We began at the beginning of this year. It seemed sensible to start small
and keep Book Club manageable, rather than launch something big and create
a monster. I chose to begin with one year level and selected Year 5, who
are senior girls, but not overly busy like their Year 6 friends. The idea
was for each girl to read a novel and then meet with others over a shared
lunch in the library for a discussion.
We have three Year 5 classes, 64 girls in all, so supplying sets of suitable
novels seemed an initial challenge. However, we already had several titles
with multiple copies in the library suitable for this age and I supplemented
these with sets of novels gleaned from classrooms where they were not
being currently used. These sets range in levels of reading difficulty,
from ‘easier’ reads like Hannah Plus One to titles from the
‘My Story’ series. We have now bought other titles especially
for Book Club.
I decided to assign sets of novels to two of the three classes. The girls
were asked to select their novel first, and then group with up to five
others who had chosen the same book. This encouraged girls to make an
initial move out of their established friendship groups.
On the first day when they selected the novel the girls took home a letter
to their parents outlining how Book Club would be organised. Discussion
was not until the second last week of term, so there was plenty of time
to read the book. I felt it was important to keep parents as informed
as possible so that they could perhaps read the book themselves and discuss
it with their daughter, as well as assist with lunch preparation!
Some time after the books were given out, each girl was given a small
booklet containing a set of questions. This was so girls could now re-read
or flick through their novel again to find the answers or examples to
share with their group. I tried to steer away from basic comprehension
questions, and to phrase them in such a way as to stimulate group discussion.
I encouraged girls to bookmark relevant examples and discouraged written
answers: Book Club was not designed to add to the homework load!
With the third class, each girl chose a novel from a selection of recently
published ones. This meant that girls in these discussion groups had a
different book to each other. The idea here was that by sharing a new
book with their group others may be encouraged to read it. Their question
booklet was phrased in general terms, asking them to compare plot, characterisation
and so on.
I invited volunteers from the staff, teaching and non-teaching, to be
Discussion Leaders. Their task was simply to read the book and think about
the questions, and then commit to meeting with their group during one
lunch time. I supplied tea or coffee for teachers, cordial for the girls
and chocolates for everyone. This proved to be a popular treat.
At the end of the discussion everyone completed a simple evaluation sheet
assessing their response to the book, the discussion and the lunch. Undoubtedly
the food was the winner, with party pies, homemade cakes and fried rice
a welcome change from lunchbox lunches. The discussions were lively and
inclusive, and the girls’ response to the books was favourable,
with many seeking other books in the same series or by the same author.
Many parents communicated their delight with their daughters’ enthusiasm
for Book Club, and teachers were impressed with the level of preparation
that each girl displayed. I now have a waiting list of staff willing to
be Book Club discussion leaders. After one term we were able to pronounce
Book Club a success.
Our plans for the future include involving all year levels and parent
volunteers as well as staff. What started in such a small way at PLC is
already growing to bear great literary fruit!
Frances Fabian, Teacher-librarian at Shelford Girl’s Grammar School
At Shelford Girls’ Grammar, literature programs from Prep-Year 7
acknowledge variations in abilities and cater for individual differences.
Less able students work in smaller groups with a specifically selected
novel aimed at developing both skills and confidence in reading. Able
students are provided with more challenging material. These programs develop
critical literacy by encouraging higher level thinking skills, and develop
cooperative skills as students work in small groups exchanging ideas and
opinions.
In Junior School the program is based on ‘Bookchat’, developed
by Dee Clements and Sally Godinho. In Year 7 the Literature Circle program
is based on ‘Literature Circles: Reading in Action’ by Darelyn
Dawson and Lee Fitzgerald. Whilst our programs are based on these books,
we have modified these published programs to suit our needs.
As a school, Shelford values and promotes small group ability based learning.
Management actively supports this, to the extent that the Principal initiated
the establishment of the Literature Circles program and leads one group.
Book Club P-6
Groups read a text especially selected for their ability level. Each term
a theme relates either to the curriculum,
for example the environment, or to values education, for example respect.
These groups of between eight and 12 students work across year levels,
P/1/2, 3/4, 5/6.
Teachers guide exploration of the book with Blooms Taxonomy discussion
questions and activities. At the end of term each group prepares a presentation
of their novel with drama, puppets, a poster or poetry response. Teachers
assess students at the end of each term, and this information is used
in reports and on going assessment. Students comments about the program
is positive and include “I like the way you read the book, then
do activities on the book”, and “I read books I wouldn’t
usually read”.
Literature Circles year 7
Here small groups of students of similar ability also read and discuss
the same book for a term, with a teacher as facilitator.
Girls are encouraged to take responsibility for their own learning by
assuming roles within the group and leading discussion. There are eight
roles to be allocated, such as the Connector who establishes links between
the story and our lives and experiences. At the end of the term groups
share their responses through displays, drama or an online ‘Book
rap’. This generates interest in the novels, and a flurry of borrowing
often results.
In evaluation, responses have been positive, citing discovering new books,
meeting new students from across the year level, and exchanging opinions
and ideas. One student commented: “I liked the small group because
I could talk easier than in a big group”.
A Year 8 student remarked that she missed Literature Circles as it was
a good way to find books to read. Given the trend for secondary students
to move away from recreational reading, Literature Circles would seem
to have an important part to play promoting wider reading.
Nicole Sullivan, Primary Librarian, The Knox School Wantirna
Book Club for junior students
I run a Bookclub once a week at lunchtimes with junior students with a
small group of keen students. This is a great literature sharing time.
We share our favourite books from home, read stories together, discuss
books and authors and we always end up doing a role play activity based
around a book we have just read or discussed. It is running really well
and the small group that attend weekly enjoy the informal nature of the
club. They are keen readers, and born actors who love to dramatise any
piece of writing we share.
Literature for year 7 and 8
Susan Cleary, our head librarian runs a year 7 and 8 target talents group
once a week with a literature focus. The aim of the group is to encourage
keen readers to come along and explore a variety of genre and authors
and then discussion follows. In term 2 they focussed on Australian literature
with particular emphasis on specific authors, and then wrote a review
on the books read.
Barbara Carlson, Library Co-ordinator Geelong College Preparatory
School
Literature Circles year 6 & 7
I have implemented several Literature Circle activities with year 6s and
7s and these have gone really well. The student evaluations indicated
they enjoyed the approach and the quality of their work indicated a high
level of understanding and appreciation of the set texts. All five Year
7 classes were grouped in ability levels across a blocked English period
and shared different text, depending on reading abilities, all with the
same theme of Refugees. There were 10-14 students in each group. English
teachers, teacher-librarians and Special Ed teachers were all involved.
I chose Refugee Boy (Benjamin Zephaniah), followed the Literature Circle
approach and had activities after the reading was completed (some compulsory,
some optional). We intend to do this theme again this year.
The year 6s were smaller groups, six to eight students and I working with
the primary teacher and parents We were each responsible for a group,
using the Literature Circles approach, but there was no follow up activity
as the emphasis was purely discussion-based on the day and dependent on
each child participating with their allocated role.
With Literature Circles and a myriad of other literature-related activities
within the library and the school we have a very strong reading culture!
Karen Warren, Head of Junior School Library Caulfield Grammar School Wheelers
Hill Campus
I have been running run a Book Club in the Junior School for Year 5 &
6 and have just included the year 4s as they are very keen readers.
We meet every Monday at lunchtime in the library. Sometimes we have munchies
for quizzes or a special lunch but I don’t make that the main focus
and the children come anyway. We talk about what we are reading and exchange
recommendations. A book suggested by a peer is very powerful. They like
to come up with suggestions for each other, too. In our first meeting
I asked each student to describe which types of books/authors they like
and their ‘best ever list’. We do oral quick trivia questions/quizzes,
identifying read passages or described characters/settings/authors, etc
The students read both the YABBA and the CBC short-listed books to give
recommendations/reviews and also assist to create clues, displays and
quizzes for younger year levels. Recently Book Club participated in The
Hogwarts Challenge and The Quizzard of Oz. The students also write online
reviews.
When the opportunity arises I take the Book Club to author events. This
term we went to ‘Meet the Author - Bonnie Bryant’. In the
coming terms we will go to the CBC and YABBA events and anything else
that presents itself as we have a minibus so I can quite easily take a
small group.
In the Senior School they run three Literature Groups/Book Clubs for the
7 & 8, 9 & 10 and Senior students. They also do many of the same
activities.
Kaye Hunter Teacher-librarian Junior School St Leonard’s College
The Book Club Café, year 3 The ‘Book Club Café’
for year 3 students throughout term two has been a great success. The
students and staff involved looked forward to the weekly one hour sessions
where discussion and food went ‘hand in hand’. With the classroom
teachers, Deputy Head, Head, integration teacher and teacher-librarian
involved we were able to have small groups. The books were selected on
the theme of ‘Detectives’ which we considered would be of
high interest to the students and titles included Max Remy Super Spy and
Selby Supersnoop. ‘The Book Club Café’ was modelled,
in part, on the structure as described in the text by Harvey Daniels,
Literature Circles: Voice and choice in the student-centred classroom.
The students have specific roles to complete prior to the book club. The
roles all serve the same purpose, and that is to encourage the students
to reflect on their reading, become more familiar with the text and consequently
be ready to discuss and share their ideas. The roles that we selected
were ‘Discussion Director’, ‘Connector’, ‘Artful
Artist’, ‘Passage Master’, ‘Word Wizard’
and ‘Character Captain’. As they rotated through these activities
they were being encouraged to see their novel from different perspectives.
The student reflections give some more insight …”
I found everyone’s work was good and they put a lot of effort into
listening. I think I discussed things well especially when I was Artful
Artist. Altogether Book Club Café is really cool!
I really like the Book Club Café because the food is nice and I
really like the book we are reading. It is funny and interesting listening
to other peoples ideas. I liked listening to other people contribute to
the conversation.
I like the food they provide. I don’t think we could have made the
Book Club Café any better or fun. I think I did the Discussion
Director better than any other activity.
What are you doing at your school? Are Literature Circle or Book Club
groups a part of your Literature programs?
References
Clements, D. & Godinho, S. (1994). Book Chat: A Book Club Model for
the Classroom, Melbourne, Oxford University Press.
Daniels, H. (1994). Literature Circles: Voice and Choice in the Student-Centred
Classroom Portland, Maine, Stenhouse Publishers.
Kaye Hunter is the teacher-librarian at the junior school of St Leonards College and a hard working member of the FYI editorial team.