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LESSON 6 toward literature and reading: Latendresse. (2004) also believed that 'literature circles are
' '
enjoyed, especially in middle elementary grades, because this methodology provides
Differentiated ·Literature Circles 'socialization opportunities that.the learne;·s enjoy, '
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'·· · ·" Literature circle .is the use of small peer-led discussion, involved in reading the same
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. Learning Targets · piece of literature. The group members come together to shareinterpretations and insights
/"' ' about ~hat they read (Shelton-Strong, 40li). In literature circles,' each member is assigned
At.th« end of this lesson, . you are
. expected to:
.· ) to perform· a role toensure complete engagement in class. Teachers may modify the pupils' .
• , explain the benefits of differentiatedliterature circles; r~les accordingly. The following table shows the .commonroles and functions ,of members
> ' • I ~ • /""

in a group: ,,
• . analyze challenges that beginning teachers face in using literature circles;' ~nd ·,
• generate personal reminders in implementing differentiated literature circles. ·. Leads the group in stopping at certain points in the reading/or the-passage
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Discussion predictor to do his/her job .
1.
Dir~ctor Asks critical and leading questions
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Introduction Starts off reading ~lo~d .( '
' I •
' • .... , J I I •' Makes (ext-to-text, text-to-self, and text-to-world connections based on
Creative Connector I, ,
The teaching paradigm h~s shifted from a teacher-cent~ic classroom into a l~arner- the text read
. centered one. Communication and collaboration are also expected of us, teachers, to
' / • • I Predicts what will happen next at two St(!pping points during the groups'
develop among our: learners while we raise their literacy level. With all these challenges P~ssage.Predictor
. reading
and trends in teaching, budding literature teachers like you should be creative and Illustrates what was read · ·
proactive to modify teaching- methods for your classroom. One methodology to ensure • • 1_ Artistic Artist
Writes a caption·
"the engagement.
of learners
. . .
·while focusing on improving their literacy is ,,_th~ useof .
. .
' \' .' Super Summarizer Records the ·main events, character;, and setting in the section read
.modified literaturecircles. This lesson will help you understand the building blocks,
Identifies new, interesting, andfun words in the text read ·
some principles, andemerging modifications of literature circles in your class .. I < ' , • I ' •, ~{

' ..,., j · Word Wizard Looks for the definition, part of speech, etc.
. Writes a sentenceusing the difficult words
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. '.J:J~-.
' , · THINK ¥any scholarshave also prove1;1 that using literature circles is particularly beneficial
_for learners with low to medium comprehension levels. Aside from improving the literacy,
Multiple approaches to teaching have been studied and suggested b)'. scholars. These . of the learners, using literature circles has other research-proven benefits:' ·
include approaches that will make· the learners engaged in classroom discussion, achieve
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. the set outcomes, and-accomplish the prepared tasks. One. of the 'not-so novel teaching
'
l. It develops responsibility among the lean~ers.

.
methodologies is .the use of literature circles. It aims to promote
.
collaborative discussions 2. It engages learners in total participation by eliminating timidity in big group sharing;
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to construct new knowledge (Whittingham, 2014). ·
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Subsequently, it builds learners' 'confidence to verbalize their ideas.

In the 'parlance of educational psychology, using literature circles banks' on th~· '3. It promotes collaboration am~ng the team memb~rs.
idea of Social Constructivism by· Lev Vygotsky, Such a theory posits that learning· exists 41 \ It provides. scaffolding to break down readi,ng difficulties and to improve reading
' .
· through socialization and the aid of a "more knowledgeable other (MK.O)." The MKO • ,1 comprehension. .
does not dominate the group; rather; he/she facilitates the learning of the other members 5. It rejuvenates ..excitement about teaching and invokes eagerness about literature reading.
·-,. ' .
· by clearing mental blocks like. difficult concepts, vocabulary, themes, interpretation,
6'. ,,It helps the children
learn appropriate responses to literature and basic comprehension
and others. In the field of language education,
,
using literature circleshas steriimed from
' . strategies usedin group strategydiscussions about the literary text ..
Rosenblatt's Ttansactiorial Theory (1978). I! aims to immerse learners fan _compr_ehensively t l . ' t • • •

understanding a text and' eventually responding: to 'literary pieces. iii different 'ways. 7.. It relieves the learners of the pressure to perform in.large group conversations, and
· Researchers have likewise ·proven that the theory develops the' children's positive.attitude provides an environment.promoting safety and intimacy: .

46 'A Course Module for Teaching Literacy in the Elementary Grades through Literature 47
. . . . ' CHAPTER 2 Engag_ing Learners to Literature Reading
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Remember, simply putting learners in a group is not differentiating; However,

, For D~ni~ls. \2002), the focus ~f. literature 'circles is. to combine literary' skills and ' ,

strategies, typically given in a non-threatening . and supportive atmosphere. However, .the critical decision in grouping learners is a paramount key· in successfully achieving
implementing high-quality literature circles in the elementary is a'herculean task. Beginning. differentiated liter~ture circles, Heterogeneous grouping is effective when the learner~
I .
teacher needs to possess elemental skills like providing proper modeling and sufficient know the routine and structure ofthe skills and strat,egies. Pairing high-low performing
, . ' . . I . •
.instructions. Here are some foundational procedures to ensure· quality implementation of readers helps to refine skills. Mixing up literature groups could also be another pairing
literature circles: opti?n in orderto present a sense'of novelty, Teacher-lea~nergrouping may also be good ill'
advanced classes. · ·
1. Form a group of four 'to eight members. · • ~ • !

"' individual roles. With the fast technological advancement, online literature .circles have emerged. The
2. Assign
use of online literature circles is similar to the face-to-face version, except that learners talk
3. . Select a 'literary piece and give .each member a.'~opy. . about the literary piece they h~ve read in small 'virtual groups. Learners may use online I
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4. . Read aloud sorrie parts of the piece. While reading, demonstrate the expected work or programs such as Moodle, Angel, Nicenet, Facebook, Skype, and other virtual classrooms;
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. function of each member. In this way, geographical barriers in. education can be addressed, Online literature circles
'l 5. Presentthought-provoking or enduring questions to stimulate. debate, to act · as a are 'also an avenue where exchanges of cultural learning tak~ place.especially when done
, compass· in their study; or to solve after the activity. .: by different races from various countries. · Day and Kroom (2010) reported that online'
l . literature circles helped techno-savvy learners to becbme more engaged ·in the\ classroom.
· . As time progresses, modifications of literature circles have also emerged. One of l . • . ·.

, '
. these modifications is differentiated literature circles. Another is online literature circles.
· · Doing differentiated literature circles is using the tenets · of differentiated learning. Iri
, , I / \ I ' EXPERIENCE
a differentiated classroom, teachers engage learners in instruction through. different ,, I ,

approaches to learning by appealing to a range of interests and by using varied range of - Using the Internet, watch an actual elementary class th~t engages i~ literature circles.
instruction,. mixed range · of task complexity, 'and different support systems (Tomlinson, You may visit the link below if you want. 'After watching it, let us imagine that you would
2014). Iri the Philippines, ,the Department of Education, through th~_pepartment Order 42, share the video online. Can you give two special and' creative "hash tags" fo r the video? 0

' ' • • 1• ' ' ~ I

series of 2016, lists that differentiation is one ofthe major features of the K to 12 curriculum. 1 .
Why would you choose those hashtags? Come on, share them with your classmates. Here's
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· Hence, every basic education teacher should be equipped with the principles of differentiated the link: https://www.youtube.com/watch?v=oKurPZvArAM. ·' ·
\1
· instruction. . I

• ,1Research-basedways
to format differentiated
literature circles

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48 A Course M\)(ll.'Jl01 tor Teaching Literacy in the Elementary Gradesthrough Literature CHAPTER 2 Engaging Learners ~o,Literature ~eaaing 49

. ,\
 ,·
·f, ~;.'; : ... \ ',\<J. . . ' . ,, ~ I,;

..: : .:. · In light.of the · different benefits of using 'literature circles, interpret the following
quritabi~. quotes; . • . ' . .
4
. . ~· . ,. , .
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). '.; ''Alone- w~ can do solittle: together we can do so much." -Helen Keller

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Write five important tips for your fellow beginning teachers in using.literature circles ..
I , J'' ' ,.1.. ..
i. ·' .; I·····
2.. ,; ,'.'Know/edge shared is knowledge multiplied.", .
2.

3.

I 4.

,,
5.
j • , .

I, • I I
3 ... ·:iwh~~ yo~frequ~Qilf t~lk a.bout thebook to. others.uhey will feel valued. When you
. ' ' . ' ~ IN A NUTSHELi-
I I' frequently listen, you also make the readervalued and loved." , I •
, ..
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. Great work! We hope that the tasks were just'. like small slices of cake-easy to
accomplish, easyto follow. Now, to officially end your learning.experience in this lesson,
write your refl~ction and conclusion by .completing this graphic organizer,

J .•'
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lt$1.
,c.:11
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CHALLENCE. ' .0

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I •• -

I " ·
• ·• - • ; •

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, Using literature circles is effective in many classes. However, beginning teachers, like
yob, might face challenges in using this teaching strategy, Now, think of the Philippine context
and y9ur prospective.first site of teaching. What may be some of the challenges you might
· encounter ·in using this· strategy? Can you suggest ways to hurdle these potential challenges?
'j I ' ,• ,.. , ... , • , , ...,,. ,

Go Of?-~ _Think. about theml TQe analysts table in the next page is ready fQr y0ur ;inswe.rs.
: .t • -~ 1, " ....

l l
-r" "
CHAPTER 2 Engaging Learners to Literature Reading St .
so.: , A·Course Ml'lduie.ft)r Teaching Literacy
.
in the ..,. .
. Elementary·Grades through Literature. I

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