Theory: There are several different theories about literature discussion groups.
1. Britton feels it is a joint responsibility of all involved to keep interest and attention of the group.
2. Mel Levine in a "Mind at a Time" says that talking about books is a crucial behavior for shaping reading comprehension. Levine says discussion requires the reader to think in images.
3. Rogoff's Theory of Apprenticeship Learning - teacher presents the learner with problem-solvng opportunites, encouraging deeper levels of thinking. The teacher is the observer and determines when to and not to join the group.
4. Vygotsky's Theory of More Knowledgeable Others - Teacher must use language as an instructional tool for activating thinking.
5. David Wood's Theory of Contingent Scaffolding - The teacher scales the help. The teacher knows the students, models and guides participation using adjustable prompts.
Book discussions must be modeled by the teacher early on because a book discussion may be too abstract for students who have no experience. Book discussions may last for several days depending on the length of the book being discussed.
7 Components of the Framework of Literature Discussion Groups
- Introduction and Selection of book - The teacher introduces several books for the students to put in order of interest, 1-3, and then the teacher using the students input selects the first book to be read.
- Silent reading - The students then find a comfortable spot to read independently.
- Teacher conference -The teacher conferences one-on-one with each student to check for comprehension and guide student thinking to a higher level.
- Group discussion - The teacher periodically convenes the class for a group discussion of the book. The needs of the students should regulate the degree of support the teacher gives.
- Peer discussion -Students are encouraged to continue discussing texts after they leave the group.
- Text Mapping and Focus Groups - Teacher's role is to prompt the students to think analytically about the text. Use of story maps and discussion of author's style and text features is vital.
- Literature extensions - Simply a list of activities to round out the reading. May include read another book by the same author; write a letter to the author; interview the main character, etc.
Litature Discussion Groups should be an integral part of the intermediate classroom. If students are interested in the text, there may be spontaneous discussions, but in order for there to be meaningful discussions, the teacher will need to direct the initial conversations. Co-constructing an anchor chart of acceptable language will support more self-control by the students. Students learn to question each other respectfully, to clarify their own understandings, and to reach a deeper level of comprehension.
ReplyDeleteSome teachers in my building have said that their students don't know how to 'think', so I'm hoping that introducing this type of reading group will give their students opportunity to talk about their reading and give them a purpose to write about their reading.
At Norris, we have a very impressive 8th grade LA teacher who uses Literature Discussion groups in her classroom. She introduces several books and allows the students to select their 1st, 2nd and 3rd choices to read. She then looks at their selections and assigns them to a book. Students read the assigned text independently and then participate in small group discussions. The teacher makes her way around the classroom to support each group. Following the reading of the books, each group participates in a creative activity to extend their learning. She makes reading fun, and like Sue talked about earlier her students have rich discussions because she facilitates the conversations.
ReplyDeleteLiterature discussion groups, which support the theory of apprenticeship learning offers students guided support as they are learning and practicing strategies that will help ensure students are thinking as they are reading. It is that metacognitve activity that will help ensure that student are reaching a level of deep comprehension. I am hopeful that after some coaching cycles and PD sessions at LCMS that more teachers will find the value in these discussion groups.
ReplyDeleteOkay, all this posting about minilessons and lit discussion groups is making me miss the classroom!
ReplyDeleteI loved doing lit discussion groups with kids. Once the management hurdle was dealt with, I felt like I got so much good stuff out of my kids. I think many teachers get bogged down in the management issues and simply give up on lit discussion groups before they have the opportunity to see them work. They don't often see the link between the minilesson and the management (mismanagement) issues in the classroom. The things that are driving them crazy about how kids operate in groups can be dealt with and worked on with minilessons.
I like the equalizing effects of lit discussion groups. Often students who struggle to read are able to participate beautifully in these groups if they are given the proper supports (a book that they can access...either reading it independently, or with a partner, or being allowed to listen to it on tape, and parameters for participation.
These types of groups are appreniticing kids for "real life". They must learn to talk, to share ideas, to disagree (respectfully), to search for evidence, to get to the big messages in text etc.
After reading your blog, Journey, I think so many middle school teachers are afraid of losing control. Not just control of their teaching but of their class management. Student behavior can be a problem with middle schoolers but I think lit discussions could add such a dimension to student learning.
ReplyDeleteI could also see Science and Social Studies teachers using articles for discussion. Current events, scientific research articles, primary resources, etc. should all be discussed by students of all ages. This is the most effective way for students to gain knowledge from others and middle schoolers are so social. What a way to make learning fun...did I say learning could be fun!?! What a revelation!!!
We started literature discussin groups about a month ago and it has been so much fun. The kids love it. The teachers that are really embracing it are the ones that do more cooperative learning. The teachers that like the kids sitting quietly in rows have had a more difficult time. I think they're worried about losing control of their classrooms. I totally agree with what Journey said about dealing with the managment issues in the mini-lessons. We also spent a few weeks preparing the kids for book clubs through the mini-lessons.
ReplyDeleteI agree that the management issue seems to be the biggest issue for teachers in conducting lit discussion groups. We also deal with this issue in primary grades when implementing centers and guided reading. As Journey said, these issues can be dealt with through mini lessons and also through consistency. If you are diligent about teaching kids the procedure of how a discussion group works and the dynamics of a group, then all that work and effort up front will pay off with rich, engaging discussions by your students.
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