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Literature Circle:

An alternative way to use
books in the classroom
Nurkholis Ainunnajib
n.ainunnajib@gmail.com
Using Books in the Classroom
Bored to use TB & WB?

Want to try
something new?
Ever tried other
kinds of books?
Overview
Using story books in the classroom
The benefits
Selecting the books to use
Activities using story books

Simulati...
Story books in the Classroom
Children enjoy listening to stories in their
mother tongue and understand the
conventions of ...
Why story books?
 They are a good resource to integrate
different communicative skills.
 They contain moral values.
 Th...
Selecting the books to use

Example of a book that can be used for some
lessons, e.g. Pia Merawat Ikan, Lily in the
Book L...
How can we use them?
- Treasure hunt
- Sustained Silent Reading
- Pyramid of the Story
- Listen and Sequence
- Role-playin...
Literature Circles…
small, peer-led discussion groups whose
members have chosen to read the same
story, poem, article, or ...
Literature Circles…


the learners are divided into some small
groups during the sessions.



each group (or the teacher...
Some of the roles
Discussion Director

• Lead the discussion
• Make questions to make the discussion alive

Smart Summariz...
How to do it?
 Preparation:
- select a book/short story/poem
- form the groups
- mini-lessons about the steps and the rol...
Assessments?
 daily stamps
 observation sheets
 self-assessed check-list
 book projects
 reflection journal
 student...
LC with textbooks
(Wilfong, 2011)

LC for early young
learners:
One role one time
(Veira, 2012)

Some adaptations
Mini LC
...
Mini Literature Circles
Any more
ideas?
References:
Daniels, H. (2002). Literature circles: Voice and
choice in book clubs and reading groups (2nd
ed.). Ontario: ...
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Literature Circles: An alternative way to use books in the classroom

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short explanation about literature circles, a technique to use story books in the classroom

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Literature Circles: An alternative way to use books in the classroom

  1. 1. Literature Circle: An alternative way to use books in the classroom Nurkholis Ainunnajib n.ainunnajib@gmail.com
  2. 2. Using Books in the Classroom Bored to use TB & WB? Want to try something new? Ever tried other kinds of books?
  3. 3. Overview Using story books in the classroom The benefits Selecting the books to use Activities using story books Simulation & sharing
  4. 4. Story books in the Classroom Children enjoy listening to stories in their mother tongue and understand the conventions of narrative. As soon as they hear the formula “Once upon a time…” they know what to expect next. (Ellis & Browster, in Machias, 2008)
  5. 5. Why story books?  They are a good resource to integrate different communicative skills.  They contain moral values.  They provide an ideal introduction to a target language presented in a context that is familiar to the child (vocab & grammar).  They allow cross curricular activities. Arts, history, science, music, drama, geography, math etc. (Machias, 2008)
  6. 6. Selecting the books to use Example of a book that can be used for some lessons, e.g. Pia Merawat Ikan, Lily in the Book Land  just the cover leveled reading chicken soup for teenage Bumi Manusia
  7. 7. How can we use them? - Treasure hunt - Sustained Silent Reading - Pyramid of the Story - Listen and Sequence - Role-playing - Speech bubbles for a comic - Literature Circles
  8. 8. Literature Circles… small, peer-led discussion groups whose members have chosen to read the same story, poem, article, or book. (Daniels, 2002)
  9. 9. Literature Circles…  the learners are divided into some small groups during the sessions.  each group (or the teacher, in EFL context) then chooses one article, book, or story that has to be read within a period agreed.  then they will meet regularly to discuss what they have read.  each member is assigned a temporary role, like director, connector, summarizer, researcher, vocabulary enricher, illustrator, travel tracer.  they will rotate the role in every meeting
  10. 10. Some of the roles Discussion Director • Lead the discussion • Make questions to make the discussion alive Smart Summarizer • Prepare a brief summary of today’s reading • Start the discussion by reading the summary Word Wizard • Find some important, unusual, or attractive words • Show them in the reading to the members Artful Artist • Draw some kinds of picture related to the reading • It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene Capable Connector • find connections between the book and you, and between the book and the wider world
  11. 11. How to do it?  Preparation: - select a book/short story/poem - form the groups - mini-lessons about the steps and the roles (or some techniques for giving questions, arguing opinions, etc)  During discussion: - teachers just observe and/or assess.  After discussion: - teachers ask some groups to share - teachers give clarification or appraisal for what students have discussed
  12. 12. Assessments?  daily stamps  observation sheets  self-assessed check-list  book projects  reflection journal  student-teacher conferences  portfolios
  13. 13. LC with textbooks (Wilfong, 2011) LC for early young learners: One role one time (Veira, 2012) Some adaptations Mini LC (Veira, 2012)
  14. 14. Mini Literature Circles
  15. 15. Any more ideas?
  16. 16. References: Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Ontario: Stenhouse Publishers. Machias, D.F. (2008). Story books. http://www.slideshare.net/DIEGOFMACIAS/usingstory-books USAID DBE2]. (2010). Classroom reading Program. Veira, I. (2012). Literature circles for young students. http://www.pearsonclassroomlink.com/articles/09 12/0912_0102.htm Wilfong, L. G. (2011). Textmasters: Bringing literature circles to textbook reading across the curriculum. http://onlinelibrary.wiley.com/doi/10.1598/JAAL.5 3.2.7/abstract

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