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Literature circles are a great way for students to to discuss their thoughts and responses about a book that was read independently or as a group. This helps the students learn how to work with one another, to value the opinions of others and their views. This process of sharing helps the individual explore their understandings, considering the interpretations of others to become a true critical questioner. This is a transactional process that brings meaning to the topic and the text itself. Literature circles primarily help the student learn how to communicate efficiently, to think about life from multiple perspectives and not just the literary elements.

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Literature circles are organized around a shared book set (copies of the same text) or text sets (10- 12 conceptually related picture books). These are just multiple books shared in a group to be discussed that have the same concept or theme. Students are introduced to the book choices with short book talks followed by putting their favorite book chosen on a ballot to then be separated into their small groups (4-6 students). The students will decide how many pages they will need to read to finish their story and reach their reading goals within 1-2 weeks.

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There are many ways to make sure everyone understands and analyzes what they have read. The students can write or sketch their connections, thoughts, questions and concerns. This can be done on a literature log, sticky notes, graffiti boards or an internet network. The literature circles are open ended and provide a safe space for everyone to help each other whether there is a language barrier or a struggling reader. The individual reader may also listen to an audio book instead or ask an adult for help.

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When readers respond in different ways it expands and deepens their interpretations of literature. Response forms and worksheets are available online. Response engagements help challenge the students to explore issues they find significant in a book instead of just answering questions from the teacher. Some engagement options for the classroom can be freewrites, consensus boards, mapping, timelines and diagrams. Just some of the many options available.

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After completing their literature circles the students may informally talk about their findings/ final thoughts or come together to create a formal presentation of their most important findings or main idea. The group will brainstorm the best way to present by making a poster, skit, murals, etc.

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Creative drama involves the reenactment of story experiences (McCasilin,1990). Having the children act out the drama of a story is fun and lets them be creative because this is mostly improvisational and not focused on a perfected performance for the audience. This Child Drama website (www.childdrama.com) showcases ideas and lesson plans for the creative drama. Any picture book, short story, or single scene from a chapter book can be dramatized as long as it is simple having at least 2- 6 characters and a main, high action scene to present. Guide the students into creating their drama by following helpful steps: Gathering the info of the plot/ characters, forming a set cast and executing their story. Dramatic inquiry helps the students get intimate with the world of the story.

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The beauty of literature is that it can be used to interpret or explain all different subjects such as social studies, science , health and even mathematics. Textbooks usually cover large amounts of information which can be hard to understand and focus on. On the other hand nonfiction literature condenses a topic in detail which can raise more inquiry on social and scientific issues by talking about its facts. This is a great inclusive way for all students at all reading levels to be involved with the content because nonfiction literature can be told from the point of view of the reader. Children are more likely to be involved when learning something they can visualize through their lens. This allows children to not only learn and be educated about something but know that it can spark real interest too. Teaching your students about how different informational texts are structured and their key features can make a big difference of their overall understanding.