Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Best literature circle presentation


Published on

Published in: Education
  • ⇒⇒⇒ ⇐⇐⇐ has really great writers to help you get the grades you need, they are fast and do great research. Support will always contact you if there is any confusion with the requirements of your paper so they can make sure you are getting exactly what you need.
    Are you sure you want to  Yes  No
    Your message goes here
  • I can advise you this service - ⇒ ⇐ Bought essay here. No problem.
    Are you sure you want to  Yes  No
    Your message goes here
  • Writing a good research paper isn't easy and it's the fruit of hard work. For help you can check writing expert. Check out, please ⇒ ⇐ I think they are the best
    Are you sure you want to  Yes  No
    Your message goes here
  • Essay origin is one of the best essay writing service that helps to know about the purpose of the essay writing. It's called Good luck!
    Are you sure you want to  Yes  No
    Your message goes here

Best literature circle presentation

  1. 1. Proudly sponsored by RELLCO & B.E.S.T Saturday 1 st May 2010 Literature Circles and Blogging Discussions. Developing Rich, Real & Relevant practices in Literacy Robyn Hurliman Improving Student Learning Outcomes
  2. 2. Literacy in an e-learning context Literacy Circles Literacy Circles
  3. 3. <ul><li>e-fellows </li></ul><ul><li>Criteria </li></ul><ul><li>Release </li></ul><ul><li>Mentoring </li></ul><ul><li>Projects </li></ul>
  4. 4. What does it mean to be literate in the 21 st Century? What does it mean to be literate in the 21st Century? Why do we teach children literacy skills? What does it mean for our teaching?
  5. 5. 21 st Century Skills and How do we get there?
  6. 6. <ul><li>“ How are the literacy skills, knowledge, and dispositions needed for the 21st century supported through e-learning contexts?” </li></ul>
  7. 7. My Project <ul><li>“ Can Literacy Circle Discussions and Blogging create a deeper understanding with what children are reading in response to what others say.” </li></ul>
  8. 8. <ul><li>Small groups of students gather together to discuss a piece of literature in depth </li></ul><ul><li>The discussion is guided by students' response to what they have read </li></ul><ul><li>P rovides a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books </li></ul><ul><li>Students collaborate to reshape and add onto their understanding as they construct meaning with other readers </li></ul><ul><li>Guides students to deeper understanding of what they read through structured discussion and extended written and artistic response. </li></ul>Emily Cullen Israel What are literacy/literature circles?
  9. 9. <ul><li>Authentic audiences </li></ul><ul><li>Connections to our lives and the world </li></ul><ul><li>Something important to say </li></ul><ul><li>The literacy skills to get our thinking across to others </li></ul>The Key Ingredients
  10. 10. The Gurus <ul><li>Harvey Daniels developed in 1993 but had been working on since 1980. </li></ul><ul><li>Lit Circle Resources11 Key Elements of Literature Circles.doc </li></ul><ul><li>Laura Candler </li></ul>
  11. 11. The Roles
  12. 12. Questioner <ul><li>Creates 3 to 5 interesting questions. </li></ul><ul><li>Try to think of questions that will get </li></ul><ul><li>the group to dig into the book and </li></ul><ul><li>share their thoughts and opinions. </li></ul><ul><li>Try to make them “FAT” questions. </li></ul>Israel
  13. 13. Summariser <ul><li>Completes a summary of the story or </li></ul><ul><li>the section that has been read. </li></ul><ul><li>Remember to include only the </li></ul><ul><li>important characters and events. </li></ul><ul><li>Don’t try to tell us everything that </li></ul><ul><li>happened. </li></ul><ul><li>When you’ve read it to the group, </li></ul><ul><li>they will let you know if you have </li></ul><ul><li>missed out anything important. </li></ul>Maia
  14. 14. Word Detective <ul><li>Finds interesting, unusual, hard or </li></ul><ul><li>funny words in the story. </li></ul><ul><li>Find out what they mean, what the </li></ul><ul><li>base word is, any prefixes or suffixes, </li></ul><ul><li>antonyms, synonyms….. </li></ul><ul><li>Use them in different sentences so </li></ul><ul><li>we can understand how to use them. </li></ul><ul><li>Don’t forget to tell us why you chose </li></ul><ul><li>them. </li></ul>Emily Eden
  15. 15. Illustrator <ul><li>Picks out a scene from the story and </li></ul><ul><li>draws how they believe it would look. </li></ul><ul><li>Pay attention to details about the </li></ul><ul><li>characters, setting and mood. </li></ul><ul><li>The rest of the group will discuss </li></ul><ul><li>how they would have visualised the </li></ul><ul><li>same scene, any differences…… </li></ul><ul><li>any similarities they see. </li></ul>Jasmine
  16. 16. The Connector <ul><li>Makes connections from the story to </li></ul><ul><li>their own lives, events in the news, </li></ul><ul><li>historical events that may relate. </li></ul><ul><li>What similarities or differences can </li></ul><ul><li>you find in the story to your life. </li></ul><ul><li>Discuss your connections and others </li></ul><ul><li>in the group might be able to add any </li></ul><ul><li>connections they have found. </li></ul>Cullen
  17. 17. Character Describer <ul><li>Tells us what the main characters </li></ul><ul><li>are like – traits/personality, </li></ul><ul><li>connections to other characters. </li></ul><ul><li>What impact do they have in </li></ul><ul><li>the story….? </li></ul><ul><li>Remember to make it clear to the </li></ul><ul><li>group why you think that character </li></ul><ul><li>is important to the overall story. </li></ul>
  18. 18. Investigator <ul><li>Researches background information </li></ul><ul><li>about the book and related topics. </li></ul><ul><li>Uses questions and key words to find </li></ul><ul><li>information. </li></ul><ul><li>Might find websites and interactive </li></ul><ul><li>activities and games to further our </li></ul><ul><li>understanding. </li></ul>
  19. 19. Paragraph Picker <ul><li>Finds exciting paragraphs to </li></ul><ul><li>share with the group. </li></ul><ul><li>They may be based on language, </li></ul><ul><li>imagery, use of synonyms, dialogue, </li></ul><ul><li>descriptions of characters…. </li></ul><ul><li>Remember to tell us why you chose </li></ul><ul><li>that paragraph to share. </li></ul>
  20. 20. Travel Tracker <ul><li>Tells us where the main characters have travelled in the story. </li></ul><ul><li>It is like plotting the story on a map. </li></ul><ul><li>It needs to be in the order that it has happened in the story. </li></ul>
  21. 22. Book Choice <ul><li>Thought provoking </li></ul><ul><li>Rich language </li></ul><ul><li>Children can make connections with </li></ul><ul><li>Have some sort of message </li></ul><ul><li>Problems in the beginning </li></ul><ul><li>Multiple copies </li></ul><ul><li>Ones that engage the children </li></ul><ul><li>Meet the criteria I’ve set </li></ul>
  22. 23. Let’s have a go <ul><li>In a small group </li></ul><ul><li>Read story </li></ul><ul><li>Choose a role </li></ul><ul><li>10-15 minutes using the role </li></ul><ul><li>Share with the group </li></ul><ul><li>Compare with another group </li></ul>Or check out our wiki and my blog
  23. 24. Discussions <ul><li>Initial discussions (very stilted, round robin or through teacher. </li></ul><ul><li>Dominant Children </li></ul><ul><li>Worth Sharing (Thinking Challenged, Thinking time, Change time) </li></ul>“ AHA”
  24. 25. Meaningful Contexts <ul><li>Does it really matter if I understand? </li></ul>“ AHA”
  25. 26. Surface Features <ul><li>Children becoming more self-monitoring and regulatory of the group. </li></ul>“ AHA”
  26. 27. Making Connections “ AHA”
  27. 28. “ AHA” <ul><li>I have children excited about choosing their books. Rushing into class to tell us about what they have been reading. Thinking ahead to what their next book will be….. Why? </li></ul>
  28. 29. How much of what we do is the same…just because we have shifted the context or environment, have we really made a shift in our thinking? Are we giving children what they need? Are we doing it any differently?
  29. 30. Children want to move forward. They want to learn new skills and want to be challenged. They can take responsibility for their own learning. How much do we steer them when they can actually steer themselves? Do we really allow them the chance to choose their learning steps? Do we give them the right foundation steps to succeed? How much do we still remain in control?
  30. 31. Is what we are asking children to share really worth sharing? Do we already know what they are going to say? Do the other children already know what they are going to say? How interesting is that????
  31. 32. How often do we ask children to express an opinion without getting them to base it on anything? emilyowhata re: Pre Thoughts I haven't been camping yet but I am very keen to give it a go. Posted Aug 3, 2009 <ul><li>Robyn_Hurliman re: Pre Thoughts Are you still keen to give it a go Emily after reading about Grandma McGarvey's experiences? </li></ul>emilyowhata re: Pre Thoughts Not very keen as I was before because a wild pig coming up to you and stealing a sausage off you isn't very pleasant although it isn't based on a true story.
  32. 33. <ul><li>“ Not every member must contribute, but all must believe they are free to when ready and it will be valued.” </li></ul>Confronting the challenges of Participatory Culture MacArthur Foundation
  33. 34. “ How are the literacy skills, knowledge, and dispositions needed for the 21st century supported through e-learning contexts?” <ul><li>Collaboration – access to people and texts that might not have otherwise been available </li></ul><ul><li>Ownership </li></ul><ul><li>Interaction with a global, neutral community </li></ul><ul><li>Authentic Audiences – it matters what I have to say </li></ul><ul><li>Making connections – specialising according to strengths and interests </li></ul><ul><li>Being able to review, adapt, modify thinking. Greater choice about how to make meaning of and with texts – removing the laboriousness of editing. </li></ul><ul><li>A balance of freedom and constraint </li></ul>So has it made a difference? Yes!!!!!!!! Conditions of Learning
  34. 35. Where to next? <ul><li>Next group </li></ul><ul><li>More mini inquiries </li></ul><ul><li>Writing </li></ul>
  35. 36. <ul><li>“ Instead of asking the question &quot;What technology skills must a student have to face the 21st century?&quot; should we not be asking &quot;What thinking and literacy skills must a student have to face the 21st century?&quot; </li></ul>Technology vs Literacy Skills
  36. 38. Questions to ask yourself and your children? What are you doing about it?
  37. 39. E-fellow Photo Story
  38. 40. Resource Help/Discussions