In a recent article for Edutopia – (Almost) Paperless Literature Circles – I wrote about how I facilitated this process as a fourth grade teacher.
An earlier draft of this article focused primarily on the predetermined jobs/role sheets students completed on a weekly basis: connector, passage picker, wonderer, predictor, etc. Upon reviewing this version, one of my colleagues – Erin Murphy (@MurphysMusings5) – encouraged me to revise my writing to deemphasize teacher-specified roles, asserting that “ideal” literature circles do not include them. To substantiate her claim, she pointed me in the direction of Comprehension and Collaboration by Stephanie Harvey and Smokey Daniels, which at the time was an unread book sitting on my bookshelf.
As a result of Erin’s contributions, I amended my article to contain two quotes from the book: