Literature Discussion Groups: Promoting Conversational Leadership Gina Bailey Middle School Literacy Coach, School District of Waukesha and UALR Partnerships in Comprehensive Literacy Network Garrett Sheskey Literacy Teacher, School District of Waukesha Take a moment to write When I think about my students conversing about reading I think Goal of a Literature Discussion Group
Looks Like: Post-It Notes flag parts worth sharing Attentive listening All looking at their book when used for evidence/ reference Text Selection Sounds Like: Discussion branches off Conversational moves Interacting and collaborating All voices heard One voice at a time Titles inspired from Essential Question/Theme Student Choice and Voice Interest VS. Text Complexity VS. Content Group Selection Interest VS. Reading Level Same Grade and Mixed Grade level Conversational competence
Meet Our Group! Mixed grade level Similar reading habits Common interests Learning Abilities I Am a Taxi Video 1st text with the group Take a moment to write What would you do to build up discussion in this group?
Setting Norms & Goals Collegial Norms Goal Setting As a group As individuals Conversational Norms Creating an Instructional Plan to Maximize Growth for All Students Planner is a starting point First discussion sets the direction Planner Components Handout #1 Planner Components 1 & 2 written prior to the first discussion Handout #2 3rd text with the group
Creating an Instructional Plan Cont d... Completed Planner after the first discussion with the group in mind. Take a look at Handout #2
Conferring for Conversation Pondering: How do you define rigor, inquiry, and intimacy within the context of a reading conference? Allen, Patrick A. Conferring: the Keystone of Reader's Workshop. Stenhouse Publishers, 2009. Handout #3 Questioning, Prompting, and The Impact on Discussion
Questioning and Prompting Questioning Prompting Steps to get students closer to the deeper meaning Prompting is a more global thought Evidence based No right or wrong answer Left up to interpretation Release to Independence Look-fors in the clips: Teacher scaffolds; Prompts offers assistance as needed to keep the discussion at a deep level of talk. Students use conversational moves and group norms as they discuss text and go deeper with their understanding. Students assess themselves with the LDG rubric (Handout #4) Student Reflection Handout #4
Additional Video Clips Take a moment to write Next Steps What did you notice about the increased student independence during the discussion? Teacher and students decide text for next assigned reading with or without the teacher.
Where are they now? Resources & Further Readings Text-Dependent Questions, Grades 6-12 Pathways to Close and Critical Reading Douglas Fisher, Corwin Literacy Fountas & Pinnell Prompting Guide By Irene Fountas, Heinemann Publishing Conferring The Keystone of Reader's Workshop By Patrick Allen, Stenhouse Publishers
Literature Discussion Group Lesson Planner Building comprehension and literate language through small-group conversations Group: Unit: Grade Level: Date: Other books in this text set: Component 1: Introduction and Selection of a Book ( TDC, p. 83) Goal: Students independently introduce text to themselves. Selected Text: Orientation to the Text: Literary Focus: Devices Techniques Genre Structure Features Language Purpose for Reading: (Strategic) Purpose for Reading (Comprehension) Thoughtful Log Prompt: (connected to purpose, should be completed after reading, before group discussion) Vocabulary Preview: Component 2: Independent Reading ( TDC, p. 84) Goal: Component 3: Teacher Conference ( TDC, p. 84) Goal: Students initiate discussion rather than a Possible prompts for conference: Where are you in your reading? Have you... (refer back to purpose) yet? Are you experiencing any difficulty with your reading? Do you have any questions? Have student read aloud a part of the text that provides evidence for his/her thinking. Check for flagged thinking and Thoughtful Log responses.
retelling. Component 4: Group Discussion ( TDC, p. 85) Goal: Students engage in extended chains of discourse as they develop analytical and reflective strategies for deep comprehension. Teacher mediates the discussion using prompts, rather than questioning techniques. Prompts: Teacher mediates the discussion using prompts, rather than questioning techniques. Component 5: Writing About Reading Goal: Students synthesize what they learned independently from the text along with the content from the group discussion. Organizer (if applicable): Thoughtful Log Prompt: (elevates the thinking/rigor of the initial prompt or has students add on to their thinking based on the group discussion) Component 6: Peer Discussion ( TDC, p. 88) Goal: Students continue the discussion independently. Students self-assess at the individual level. Rubric: Students self-assess at the group level. Rubric: Component 7: Project-Based Learning OPTIONAL ( TDC, p. 90) Author Study: Genre Study: Theme Study:
Goal: Students independently develop inquiry-based questions for integration of knowledge and ideas.
*Kick off LDG with reviewing tape of the last discussion. Students will use the self-assessment rubric. Literature Discussion Group Lesson Planner Building comprehension and literate language through small-group conversations Group: Owen, Eli, Nathan, Jack, Noah, Quentin Unit: 4 Grade Level: 6/7 Date: 2/14/17 Other books in this text set: N/A Component 1: Introduction and Selection of a Book ( TDC, p. 83) Goal: Students independently introduce text to themselves. Selected Text: Ghost by Jason Reynolds Orientation to the Text: Ghost has a crazy natural talent, but no formal training. If he can stay on track, literally and figuratively, he could be the best sprinter in the city. But Ghost has been running for the wrong reasons it all starting with running away from his father, who, when Ghost was a very little boy, chased him and his mother through their apartment, then down the street, with a loaded gun, aiming to kill. Since then, Ghost has been the one causing problems and running away from them until he meets Coach, an ex-olympic Medalist who blew his own shot at success by using drugs, and who is determined to keep other kids from blowing their shots at life. The cover of Ghost includes this question: Running for his life, or from it? Literary Focus: Devices Techniques Genre Structure Features Language Purpose for Reading: (Strategic) Questioning the text- Engaging in learning dialogues with through self-questioning, question generation, and question answering ( Organizer ) Purpose for Reading (Comprehension) Theme Development- Determine a theme of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements Thoughtful Log Prompt: (connected to purpose, should be completed after reading, before group discussion) Consider the connotations of the word defender. What does it mean to be a defender? How does Ghost (Cas) embody the idea of being a defender..
*Kick off LDG with reviewing tape of the last discussion. Students will use the self-assessment rubric. Vocabulary Preview: Component 2: Independent Reading ( TDC, p. 84) Component 3: Teacher Conference ( TDC, p. 84) Goal: Students initiate discussion rather than a retelling. Goal: To track the development of the theme with post-it notes that capture students thinking. Reading Prompt: Read to understand the conflicts or barriers the character encounters. Possible prompts for conference: Where are you in your reading? Have you... (refer back to purpose) yet? Are you experiencing any difficulty with your reading? Do you have any questions? Have student read aloud a part of the text that provides evidence for his/her thinking. Check for flagged thinking and Thoughtful Log responses. Component 4: Group Discussion ( TDC, p. 85) Goal: Students engage in extended chains of discourse as they develop analytical and reflective strategies for deep comprehension. Teacher mediates the discussion using prompts, rather than questioning techniques. Prompts: Who would like to start our discussion about the circumstances of the main character? Discuss the conflicts or barriers the character encounters. Teacher mediates the discussion using prompts, rather than questioning techniques. Component 5: Writing About Organizer (if applicable): Post-It Note Question Document.
*Kick off LDG with reviewing tape of the last discussion. Students will use the self-assessment rubric. Reading Goal: Students synthesize what they learned independently from the text along with the content from the group discussion. Thoughtful Log Prompt: (elevates the thinking/rigor of the initial prompt or has students add on to their thinking based on the group discussion) How does the author develop Cas as a complex character in the text? Component 6: Peer Discussion ( TDC, p. 88) Goal: Students continue the discussion independently. Students self-assess at the individual level. Rubric: LDG Rubric Students self-assess at the group level. Rubric: LDG Rubric Component 7: Project-Based Learning OPTIONAL ( TDC, p. 90) Goal: Students independently develop inquiry-based questions for integration of knowledge and ideas. Author Study: Genre Study: Theme Study:.
Student Name: Conferring Prompts (Responding, Questioning, Assessing) A- Catch me up. B- What problems have you encountered? C- How does the author show us that something has changed? D- What are you noticing as you read? E- What are you noticing as the message in this story? F- How would this story change in a different setting? Getting Ready for Literature Discussion (LDG) 1. The author sets the stage for things to wonder about. What are you wondering about? 2. What is worth talking about? 3. I would like you to think about this with (Another Student). 4. Why do you think the author wrote this story? Date, Title, Page# Research, Praise, Decide Teach and Link
Name Date Literature Discussion Group--Self-Assessment Rubric Approaching Proficient Advanced Agreed upon reading is complete Actively participates in the discussion Shares thinking about the story Might bring some misconceptions to the conversation, but listens to the discussion to understand Asks questions to clarify thinking Makes eye contact with the group members while discussing and listening to the thoughts of others Understands the story more deeply after the discussion Prepares for group meeting ready to begin the discussion Uses a strategy to capture thoughts during her/his reading (i.e. post-it notes, stop and jot, reading reflections, etc) Actively participates in the discussion Supports thinking with evidence from the text(text/thoughtful Log) Makes eye contact and engages with the group members while discussing and listening to the thoughts of others Builds on the ideas of others Asks questions to clarify thinking Works to engage others in the conversation Understands the story more deeply after the discussion Prepares for group meeting ready to begin the discussion Uses a strategy to capture thoughts during her/his reading Adds perspective beyond what is stated in the text based on inferences Supports thinking with evidence from the text(text/thoughtful Log) Engages with the group members while discussing and listening and responding to the thoughts of others Builds on the ideas of others Asks questions to clarify thinking Provokes a response(s) from others during the conversation Invites others into the conversation to ensure equity of voice Understands the story more deeply after the discussion Prepares materials outside of the text to share and deepen the thinking of all.