As I read this chapter on literature studies, I found myself thinking about the many hours middle school teachers have been required to spend on working with Webb’s DOK. We are trying to shift the thinking of our students to a deeper level. By working on increasing our own capacity on DOK and HOTS, we are now encouraging our students to expand their own thinking. Our hope is through this more critical/analytical thinking students will gain a deeper understanding of the content being taught.
Literature discussion groups are a perfect opportunity for students to expand their background knowledge and knowledge of authors. Students will also deepen their understanding of qualities that make well-crafted literature, of interpreting and analyzing text, and also foster critical thinking.
Again I am thinking about the inquiry-based atmosphere I strived to maintain in the science classroom. When students are asked to read, whether the stance be efferent or aesthetic, they should be inquiring (the act of seeking information or wondering about something).
Literature studies are used to increase students' enjoyment of reading as well as a myriad of other reasons including foster critical thinking. Small group meeting after a given reading has been completed allows students to discuss the reading at a greater depth than they would have if they simply read it. Students are expected to actively participate and share their thinking. Students will eventially take over the discussion. Teachers need to stand back and allow the students to discuss with as little interruption as possible.
Again, I can relate this chapter to Vygotsky and students enbracing the socially shared meanings that arise from communicating with others. They learn how to build on others' ideas, thus participating in a full-blown intellectual conversation about a literary work. They also learn to value their own ideas, form their own opinions, and share them in a way that others can follow their thinking.
I plan to use a book study, probably a book for pleasure before a professional journal, as part of our teachers' PD next year.
Because most of my teaching experience has been in the primary grades, Literature Discussion Groups are somewhat new to me. Our focus as primary reading teachers is to teach children HOW to read. We are pretty much in control of it all! We choose the book, tell them what the story is about, prompt them to use strategies, and usually lead any discussion about the story. Our goal is to scaffold them as they move to independence. Fast forward to Literature study groups. The chart on pg.256 lists the many role of the students. Teachers must support students as they take on these new roles, but I have been encouraged/amazed at the depth of discussions students have independent of the teacher. With our small numbers at BES, many of our groups sound like our 'van' discussions on our way to Arkansas-personal, questioning, respectful, yet challenging. The teacher's role has now changed to that of a facilitator.
In middle school, we hear lots of kids say that they do not like to read. Literature Study groups encourage students to enjoy reading as they engage in rich discussions about the literature. The fact that students usually have some choice in what they read allows them to take ownership in the learning. Sue, you're exactly right...the teacher's role really has become more of a facilitator. This role forces the students to think critically about what they've read and how they plan to discuss it. With all of this in mind, I think one of the most important advantages of this practice is that students learn to communicate more effectively. Learning to listen to the opinions of others and then finding a way to agree or disagree politely is a valuable communication skill. Middle school kids definitely need strong communication skills.
As RaeAnn mentioned earlier, an important focus for middle school teachers this year has been Webb's Depth of Knoxledge. In these discussions about literature, the teacher as the facilitator encourages students to participate in higher order thinking such as inferring meaning from the text, drawing conclusions, synthesizing information, forming opinions about texts, etc. I think it's a wonderful way to engage kids in higher order learning while they are enjoying the enrichment of discussing literature.
In a balanced literacy framework there are several different ways to work with your students and their reading. The literature study is the third element of the reading block and works best with older students that are able to come together and carry on in-depth discussions concerning the text. Students that participate in literature studies are able to share their opinions, thoughts, and bounce questions off of each other, allowing them to expand their understanding of the text and possibly alter their opinions based on the communication of the text between them and the other students. According to the text, "literature study is an instructional approach to help readers achieve a broader understanding of texts than they can accomplish by reading alone" (p. 252).
The reason that literature studies work well for older students, such as fourth grade and higher, is that the students feel they are an important part of the process. Students are given a choice of texts to read and are therefore the ones making the decisions about what they are reading. This alone will help many students enjoy reading more because they are able to choice a text that they are interested in rather than one being forced on them. Students are also placed in small groups with other students that want to read the text, so they do not have to deal with cranky students that do not want to be there reading that text. As the students read the text based on a scheduled and agreed upon time line they make note, underline, use post it notes, or write in a journal in preparation for the next meeting. At each meeting the students discuss and carry on a conversation about the text and the teacher acts as the facilitator, sitting back and letting the students do the leading.
Literature studies are able to help a student in learning in five major areas: 1. expanding reading comprehension strategies by allowing the students to make connections between what they read and the background knowledge. Students are able to make inferences, summarize, synthesize, analyze and criticize the text. 2. learn to think critically through their interpretation of the text as well as through their classmates interpretations. 3. appreciating the literature and learn to enjoy reading 4. develop communication skills by learning to listen to others, express their opinions, and consider more than their opinion of an issue. 5. extend writing skills by making connections between what they read and write.
The elements of a literature study begin before the students discuss the text by making good book choices, reading the assigned pages, and completing any assigned tasks. During the discussion the student participate and share their thinking, provide evidence to support their thinking, make connections to other texts, personal events, or events in the world, and asking questions in the discussions. After the discussion students think back on their participation and rate themselves, evaluate how the meeting went in general, and plan for the next meeting.
Overall, a literature study group is an ideal method for older students. Upper elementary and middle school students are capable of carrying on deep and meaningful discussions about texts. Students in upper grades can learn how to "value their own ideas, form their own opinions, and share them in such a way that others can follow their thinking" (p. 260. When placed in heterogeneous groups the students are able bounce ideas and opinions off of other students that are also interested in the text. A literature study group allows students to think deeper about a text, discuss the text with others in a group, analyze their opinions compared to the opinions of others, and write about the text so that their opinions and thoughts are expressed.
I love literature discusion groups! THis is the first year our grades two through five have all been doing book clubs. The kids and the teachers love them too. I agre with Jac that the kids have a sense of ownership of their group and their learning. I've been surprised at the conversations the kids have. I've been in all the classrooms to observe and help. We've had no behavior issues or kids of task. I think it's because the kids are so excited about trying something new. I've warned my teachers to not let it become too common. One teacher was having the kids discuss everyday and it felt like the kids were getting bored with it. We cut back to a few times a week and the discussions have improved.
As I read this chapter on literature studies, I found myself thinking about the many hours middle school teachers have been required to spend on working with Webb’s DOK. We are trying to shift the thinking of our students to a deeper level. By working on increasing our own capacity on DOK and HOTS, we are now encouraging our students to expand their own thinking. Our hope is through this more critical/analytical thinking students will gain a deeper understanding of the content being taught.
ReplyDeleteLiterature discussion groups are a perfect opportunity for students to expand their background knowledge and knowledge of authors. Students will also deepen their understanding of qualities that make well-crafted literature, of interpreting and analyzing text, and also foster critical thinking.
Again I am thinking about the inquiry-based atmosphere I strived to maintain in the science classroom. When students are asked to read, whether the stance be efferent or aesthetic, they should be inquiring (the act of seeking information or wondering about something).
Literature studies are used to increase students' enjoyment of reading as well as a myriad of other reasons including foster critical thinking. Small group meeting after a given reading has been completed allows students to discuss the reading at a greater depth than they would have if they simply read it. Students are expected to actively participate and share their thinking. Students will eventially take over the discussion. Teachers need to stand back and allow the students to discuss with as little interruption as possible.
ReplyDeleteAgain, I can relate this chapter to Vygotsky and students enbracing the socially shared meanings that arise from communicating with others. They learn how to build on others' ideas, thus participating in a full-blown intellectual conversation about a literary work. They also learn to value their own ideas, form their own opinions, and share them in a way that others can follow their thinking.
I plan to use a book study, probably a book for pleasure before a professional journal, as part of our teachers' PD next year.
Because most of my teaching experience has been in the primary grades, Literature Discussion Groups are somewhat new to me. Our focus as primary reading teachers is to teach children HOW to read. We are pretty much in control of it all! We choose the book, tell them what the story is about, prompt them to use strategies, and usually lead any discussion about the story. Our goal is to scaffold them as they move to independence. Fast forward to Literature study groups. The chart on pg.256 lists the many role of the students. Teachers must support students as they take on these new roles, but I have been encouraged/amazed at the depth of discussions students have independent of the teacher. With our small numbers at BES, many of our groups sound like our 'van' discussions on our way to Arkansas-personal, questioning, respectful, yet challenging. The teacher's role has now changed to that of a facilitator.
ReplyDeleteIn middle school, we hear lots of kids say that they do not like to read. Literature Study groups encourage students to enjoy reading as they engage in rich discussions about the literature. The fact that students usually have some choice in what they read allows them to take ownership in the learning. Sue, you're exactly right...the teacher's role really has become more of a facilitator. This role forces the students to think critically about what they've read and how they plan to discuss it. With all of this in mind, I think one of the most important advantages of this practice is that students learn to communicate more effectively. Learning to listen to the opinions of others and then finding a way to agree or disagree politely is a valuable communication skill. Middle school kids definitely need strong communication skills.
ReplyDeleteAs RaeAnn mentioned earlier, an important focus for middle school teachers this year has been Webb's Depth of Knoxledge. In these discussions about literature, the teacher as the facilitator encourages students to participate in higher order thinking such as inferring meaning from the text, drawing conclusions, synthesizing information, forming opinions about texts, etc. I think it's a wonderful way to engage kids in higher order learning while they are enjoying the enrichment of discussing literature.
Summary of Chapter 15:
ReplyDeleteIn a balanced literacy framework there are several different ways to work with your students and their reading. The literature study is the third element of the reading block and works best with older students that are able to come together and carry on in-depth discussions concerning the text. Students that participate in literature studies are able to share their opinions, thoughts, and bounce questions off of each other, allowing them to expand their understanding of the text and possibly alter their opinions based on the communication of the text between them and the other students. According to the text, "literature study is an instructional approach to help readers achieve a broader understanding of texts than they can accomplish by reading alone" (p. 252).
The reason that literature studies work well for older students, such as fourth grade and higher, is that the students feel they are an important part of the process. Students are given a choice of texts to read and are therefore the ones making the decisions about what they are reading. This alone will help many students enjoy reading more because they are able to choice a text that they are interested in rather than one being forced on them. Students are also placed in small groups with other students that want to read the text, so they do not have to deal with cranky students that do not want to be there reading that text. As the students read the text based on a scheduled and agreed upon time line they make note, underline, use post it notes, or write in a journal in preparation for the next meeting. At each meeting the students discuss and carry on a conversation about the text and the teacher acts as the facilitator, sitting back and letting the students do the leading.
Literature studies are able to help a student in learning in five major areas:
1. expanding reading comprehension strategies by allowing the students to make connections between what they read and the background knowledge. Students are able to make inferences, summarize, synthesize, analyze and criticize the text.
2. learn to think critically through their interpretation of the text as well as through their classmates interpretations.
3. appreciating the literature and learn to enjoy reading
4. develop communication skills by learning to listen to others, express their opinions, and consider more than their opinion of an issue.
5. extend writing skills by making connections between what they read and write.
The elements of a literature study begin before the students discuss the text by making good book choices, reading the assigned pages, and completing any assigned tasks. During the discussion the student participate and share their thinking, provide evidence to support their thinking, make connections to other texts, personal events, or events in the world, and asking questions in the discussions. After the discussion students think back on their participation and rate themselves, evaluate how the meeting went in general, and plan for the next meeting.
Overall, a literature study group is an ideal method for older students. Upper elementary and middle school students are capable of carrying on deep and meaningful discussions about texts. Students in upper grades can learn how to "value their own ideas, form their own opinions, and share them in such a way that others can follow their thinking" (p. 260. When placed in heterogeneous groups the students are able bounce ideas and opinions off of other students that are also interested in the text. A literature study group allows students to think deeper about a text, discuss the text with others in a group, analyze their opinions compared to the opinions of others, and write about the text so that their opinions and thoughts are expressed.
I love literature discusion groups! THis is the first year our grades two through five have all been doing book clubs. The kids and the teachers love them too. I agre with Jac that the kids have a sense of ownership of their group and their learning. I've been surprised at the conversations the kids have. I've been in all the classrooms to observe and help. We've had no behavior issues or kids of task. I think it's because the kids are so excited about trying something new. I've warned my teachers to not let it become too common. One teacher was having the kids discuss everyday and it felt like the kids were getting bored with it. We cut back to a few times a week and the discussions have improved.
ReplyDelete