Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.

1. Information Circles/Literature
Circles
Gold
Trail
October
28,
2014
Faye
Brownlie

2. Background
knowledge
has
a
greater
impact
on
being
able
to
read
a
text
than
anything
else.
-­‐Doug
Fisher,
Richard
Allington

3. • Choice
• ConversaIon
• Clear
expectaIons

4. Background Knowledge
Close Reading
Think Aloud
inquiry
How do animals adapt?

5. Why is this adaptation the best for
this environment?
• Examine
the
pictures,
the
capIons
and
the
graphics,
the
text
• Look
for
what
strikes
you,
what
jumps
out
as
unique
and/or
important
to
remember
• Place
3
post-­‐it
notes
on
3
different
points
that
support
your
inquiry/argument
• Come
to
the
circle
to
start
the
conversaIon
with
the
informaIon
behind
the
post-­‐it
notes

8. ScholasIc

9. Inquiry Circles
• Choose
your
inquiry
quesIon
• Model
how
to
ask
quesIons
from
an
image,
within
the
framework
of
the
quesIon
• Fishbowl
an
inquiry
circle
conversaIon
• Other
student
observe
for
‘what
works’
• Build
criteria
for
effecIve
group
behaviour

10. Vocabulary/terms
Images
Ques3ons
Key
ideas

11. Inquiry Circles
• Select
4-­‐5
different
arIcles,
focused
on
central
topic
or
theme.
• Present
arIcles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-­‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
meeIng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
arIcle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-­‐alike
groups
and
present
their
informaIon
from
their
arIcle.

12. The
10
Greatest
Canadian
Environmentalists
–
Discovery
Series,
ScholasIc

16. Another Book Intro:
Students
need:
• strategies
to
hook
them
into
reading
• mulIple
ways
into
the
books
• an
opportunity
to
apply
the
strategies
you
have
been
teaching
• opportuniIes
to
talk
with
others
about
their
thinking
about
their
reading
• Ime
to
read
independently

17. The Plan
• Distribute
5-­‐6
different
first
pages
• Have
students
read
the
page
• Students
sketch
what
they
‘see’
on
the
page
• Students
circle
powerful
words
• Students
ask
quesIons
around
the
text
• Students
meet
with
others
reading
the
same
page
and
compare
their
notes
• Students
meet
with
others
not
reading
the
same
page
and
compare
their
notes
• Students
read
independently,
in
the
novel
of
their
choosing

18. What
made
the
conversaIon
work
well…
• Linked
comments
to
each
other
• Drawing
a`enIon
to
other
points
not
picked
up
• No
interrupIons
• Eye
contact
with
speaker
• Inclusive
language…”maybe,
what
about…”
• Returned
to
text
for
verificaIon
• Came
prepared
• Non-­‐threatening
prep
–
variety
of
ways
in
• Analyzed
language
• Makes
me
want
to
read
the
passage
• Almost
felt
like
I
had
read
it
• Text
to
text
connecIon

19. Graphic Novels

20. Graphic Novels

22. Highwater
Press,
Portage
and
Main

23. Primary Literature Circles –
acknowledging Lisa Schwartz,
Teacher Consultant, and Michelle Hikida,
Teacher Librarian, Richmond

24. Focus
for
Discussion:
ConnecIons
• Read
a
picture
book
to
the
class.
• As
you
read,
each
student
writes
2/3
words
or
sketches
on
a
post-­‐it
note,
and
places
the
post-­‐it
on
the
page
where
the
connecIon
is
made
• Reread
the
book,
expanding
on
the
connecIons
as
you
read
• Students
in
small
groups,
discuss
the
book
and
their
connecIons

25. Literature Circles
There is great success in engaging
students with text and conversation
using literature circles
choose
their
own
books
are never
assigned
roles
Within these groupings,
STUDENTS
read at
their own
pace
engage in
conversations
keep journals
about readings
and conversations
are taught
comprehension
strategies