Facilitating Book Clubs (Literature Circles)

In the beginning of book clubs (formerly known as literature circles), I assigned five to six groups of students to a book on their reading level. They selected the number of pages to read by a certain date, filled out role sheets, and committed to themselves to assigned tasks. Over time I collected more books and allowed students to choose their book for their book club. The role sheets continued and the tasks turned into elaborate projects. Eventually I dumped the role sheets and projects.

I've moved forward in my ideas about book clubs. I still group students whose reading abilities are close and interests are similar, but now they choose a book together from a large selection, or we gather copies of a book they are all dying to read. I have a group of three girls waiting to read Princess Academy by Shannon Hale We received the third copy right before the winter break (borrowed from another school library).

One of the biggest changes I made to my book clubs is the time period for reading and discussing. Instead of students choosing how many pages or chapters they will read by a certain date, I now ask them to read the entire book. They talk about how long they think they need to read the book cover to cover, and the we set a meeting date on my calendar. Instead of all of my groups meeting at the same time while I walk from group to group, each club meets separately so that I can devote my complete attention to their group.

And this is where things begin to pop. You see, I read the book too. I listen more than I talk, but I do participate in the discussion. I help facilitate the talk by asking leading questions or bringing up an interesting point. Our discussions last ten to twenty minutes, but I find that giving my time to each group allows me to assess my students informally, get to know them better, and helps to keep their discussions on task.

My higher readers tend to have meatier discussions without my input. I can sit and listen and enjoy their conversations. My lower readers learn how to converse about books with me acting as a facilitator. I help lead them into deeper talk through questioning and sharing my own ideas about the book. Over time I can talk less and listen more.

The goal of facilitation in book clubs is to lead the discussion not as a teacher, but as a reader. We become a community of readers rather than "teacher and students." My role is to model book conversations through prompting, questioning, input, and listening. Our book club discussions sound more and more like "real" book clubs, and less like a teaching and learning situation. The best part is that students really are learning, but in a natural reader to reader environment.

Book Talk Packet for Elementary and Middle Grades

Book Recommendation Program for Reading / ELA Classes

Independent Reading Elementary Pack