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Reflect on these examples by discussing the following:  1. What would the students have already learned in order to have this discussion? 2. What does the teacher believe his or her role to be? 3. Where would you rate this discussion on the rating continuum for independence and why? 4. What is the relationship between the degree of independence and the depth of the thinking? Is there one? 5. What Literature Circle process, or combination of processes, would provide for strong independence and deep thinking and discussion that you could ultimately aspire to?

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Reflect on these examples by discussing the following:  1. What would the students have already learned in order to have this discussion? 2. What does the teacher believe his or her role to be? 3. Where would you rate this discussion on the rating continuum for independence and why? 4. What is the relationship between the degree of independence and the depth of the thinking? Is there one? 5. What Literature Circle process, or combination of processes, would provide for strong independence and deep thinking and discussion that you could ultimately aspire to?

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Individually give each version of Literature Circles a number on the continuum from least independent to most independent.

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Individually give each version of Literature Circles a number on the continuum from least independent to most independent.

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Then Round Robin each person shares the number they have assigned to each approach and explain why. Through discussion and consensus reach a group agreement about the rating for each type of Literature Circle.
Post your group ratings and be prepared to share the highlights of your discussion.

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Using Reciprocal Teaching to Engage 3rd Grade Readers

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Example 2 Who Is To Blame? Kinderphilosophy

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Example 2 Who Is To Blame? Kinderphilosophy

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https://vimeo.com/128051326

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Who is to blame for the tree being cut down?

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A group of children in an afternoon philosophy cafe discuss the controversy over a tree being cut down by the farmers in order to seek out the fox. Is this environmental vandalism or a reasonable response to a thief.  It depends on how you see it, what you mean by blame and whether actions can be justified.  KinderPhilosophy.com

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Literature Circles - Read, Question, Discuss, Respond, Share

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Type 1- 3 Sharings
Type 2- Keene &Zimmerman Connections
Type 3- - 4 Sharings
Type 4- Mills & Jennings
Type 5-  Daniel's Roles
Type 6- Reciprocal

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Three Kinds of sharing: 4
Four Kinds of saying: 5
Daniel's roles: 2
Keene and Zimmerman connection: 6
Mills and Jennings sentence stems: 3
Reciprocal teaching:-

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Group 2: Ruchika, Rekha, Aradhna, Basu, Shakun

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Group 2: Ruchika, Rekha, Aradhna, Basu, Shakun

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1. Three sharings
2. Four kinds of sayings
3. Five Mills And Jennings Sentence starters
4. Keen and Zimmerman - Making Connections
5. Daniel's Role
6. Reciprocal Teaching

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Teacher Lead to Student Lead
1. Three Kinds of Sharing
2. Connections
3. Four Sayings
4. Mills Sentence Stems
5. Reciprocal Teaching
6. Daniel's Roles

Beginning from the Three Kinds of Sharings, there are three sharings happening and the prompts are simple for a beginner to pay attention to his/her thinking. Hence, we ordered these keeping in mind the readiness of the Children in mind. In the Three Sharings, the speaker may not be required to listen to his/her peer and could simply talk about he/she felt, noticed, or felt puzzled about. But by the virtue of listening to others, the members will develop perspectives and the process will help them think while reading.

Moving on to Four Sayings, the participants are listening to each other and there is a need created to arrive at a joint understanding.

For the Daniel's Roles and Reciprocal Teachings, the children should have known the elements of the story also.

However, if the teacher is clear about the goal and the readiness levels of her children, she can always tweak the model for deeper levels of thinking. And in that light, even the three sharings could be taken up with bigger set of children as well.

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Literature Circles: Webinar Video - Literacy Blog: Literacy Solutions

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Literature Circles webinar
Our recent free webinar, ‘Introduction to Literature Circles’, examines this powerful reading approach in which small discussion groups are comprised of students all choosing to read the same work of fiction.
Student discussions are guided by role cards or prompts which su…

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Literature Circles: Webinar Video

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1. Aiden's chambers three sharing - This is completely teacher led. Teacher poses three very specific Qs. The process and level of thinking is very limited. It does not give an opportunity of discussion.
2.  Keene and Zimmerman's connections: Mini lesson followed by the task of making connections. The teacher introduces the skills and releases the responsibility to students. Teachers needs to be around to assess the level (deep/superficial) of connections
3. Aiden's chambers 4 kinds of sayings -
The students followed 4 very specific steps introduced by the teacher. The process is structured and limiting to the task/prompt.
3. 4. Daniel's roles: Once the roles and the structure is introduced, students independently conduct the discussions as per their roles.
5. Mills and Jennings sentences stems: Once the students are familiar with the prompts students can independently discuss and the texts. It can work across texts
6. Reciprocal teaching: Students can independently pause in between their reading to discuss the books

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Making Your Text Discussion Plan.  As a program answer the  questions listed below to form your Text Discussion Plan. Prepare this plan on a separate document and submit to Ezette by COB 31st January

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Making Your Text Discussion Plan.  As a program answer the  questions listed below to form your Text Discussion Plan. Prepare this plan on a separate document and submit to Ezette by COB 31st January

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Reflect on current practice
1. As a coaching team what degree of importance do you give to deep text discussion and analysis?
2. What  degree of importance do you feel your teachers give to the process
3. How is the stated degree of importance you made, reflected in
a. the time allocated in the schedule
b. the observations/ anecdotal/ checklists/ assessments the teachers do
c. the texts being used
d. the reporting you do
e. the professional development given to your teachers
Going Forward
4. How will you be developing students' text discussion abilities ?

a. what discussion and group protocols will need to be in place?
b. What discussion process will you be using?
Use a timeline related to
Now
in 6 months
in 12 months
2 years
3 years

5. Will there be something different for different grade levels?
6. Will there be something different for different students? Will all students be involved or only some? Who and why?
7 How will modelling and practice  of the strategies  and familiarity with the structure be achieved?
8. How will groups be formed?
9. What texts will be used?
10 How will teachers track how their students are progressing and what will they be looking for as evidence of abilities?
11. How will these aspects be reported?
12 What is your plan for professional development?
13. How will you capture and share implementation achievements?

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Identify critical Teacher Facing elements that will show text discussion is progressing well

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Identify critical Teacher Facing elements that will show text discussion is progressing well

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Identify critical Student Facing elements that will show that text discussion is progressing well.

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Identify critical Student Facing elements that will show that text discussion is progressing well.

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Encouraging Academic Conversations With Talk Moves

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Literature Circles: Webinar Video - Literacy Blog: Literacy Solutions

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Literature Circles webinar
Our recent free webinar, ‘Introduction to Literature Circles’, examines this powerful reading approach in which small discussion groups are comprised of students all choosing to read the same work of fiction.
Student discussions are guided by role cards or prompts which su…

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Literature Circles: Webinar Video