Similar to book clubs, literature circles are student centered and student directed reading groups. Students can choose their own groups or be placed in groups by the teacher. Also, they can choose any book to read or they may select from books pre-selected by the teacher. Students agree to read sections of the book and then, they meet in class to discuss the book. They can discuss their favorite quotes, new information learned, predictions, likes/dislikes, and anything else the group decides to talk about. When students are finished, they can complete a project based on the book or they could simply choose a new book and repeat the process. The structure of literature circles is dependent upon the teacher, but in general students should be provided time and space to discuss a book of their choice every day as part of a reading workshop. This strategy could be adapted for younger students,  but works best with older students, 4th grade and up.

 

In my future classroom, I would structure my literature circles to maximize student autonomy and choice. Students would require a significant amount of teacher guidance and modeling in the beginning of literature circles. We would practice and review the process and guiding principles of literature circles to ensure students participate in respectful, educational conversations. These guiding principles and literature circle process would be written on posters or chart paper and displayed in the room for all students to see at all times. Ideally, students would stay in the same groups for most of the year and have complete freedom to choose their own books. It seems more beneficial to me for students to stay with the same group members throughout most of the year because they will become comfortable sharing and discussing with each other. I may find it necessary suggest more challenging texts or may ask students to pick from pre-selected texts in a certain genre occasionally.

 

Literature circles should be a staple in any upper elementary classroom for several reasons. They increase student motivation and enjoyment for reading because students are allowed to choose their group members and their own books. I know that I personally found greater joy from reading a book that I chose myself instead of one handed to me by a teacher. Students also learn valuable communication skills as they discuss their readings and learn how to be self-directed learners by planning their reading schedules, choosing their books, etc.