Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2009
|
| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ857456 |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
Table des matières:
- Literature Circles in Library Class DeVault, Nancy Grade 5 Elementary School Students Reading Programs Group Discussion Books Literature Appreciation School Libraries Group Dynamics Student Role Student-run literature circles within the classroom setting have been well documented in recent years. This past year the author was given the opportunity to have her fifth grade library class for an additional library period each week to devote to literature circles. For their program, the goal was to expand the student's pleasure in reading and share their experience with their contemporaries so as to develop a lifelong love of reading. Teachers should build on their own knowledge, but also take suggestions from the students about the book choices. Students are then organized into book groups. Within the group, the students select a role for their discussion session: questioner, connector, literary luminary, or illustrator. The questioner becomes the group leader who formulates open-ended, discussable questions about a section of the book. The connector records connections between events or characters in the same section of the book and the students' own lives. The literary luminary records a significant or memorable quote from that same section of the book for the group to discuss. The illustrator draws a simple picture of a significant or memorable situation or character from the same section which the group could then discuss. During discussion times observation of the group dynamics provided thoughtful insights into the students' distinctive personalities.