Online literature circle forth part Essay Example

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Report on Blog Discussion and the Use of Literature Circles

Student Name and Tutorial Group:

Name of Book and Publication Details

Stormbreaker by Anthony Horowitz. Published by Penguin Group USA, 2006

Blog Group Members:

Discussion about your own involvement in the literature circle, i.e., roles performed, insights gained about this strategy and the use of technology.

When we begun this literature circle discussion as a group, we were not certain about the outcomes because; there are some students who don’t know how to work in groups and we didn’t know how our group would work out. However, this group was cooperative and interesting. Each member of the group was willing to work and we all participated in doing this work.

Each role in the literature circle brought insight to the team on reading, understanding and technology. Through vocabulary, I learnt that terminologies give meanings to story and can change with different stories. The other insight is that the story connected with outside world activities. And more so, gaining insight from the novel enhanced critical thinking and this was eased by the use of technology.

Vocabulary: my role in vocabulary involved identification of vocabularies that would be difficult for a primary school child to understand. From this experience, I learned that; vocabularies can affect the meaning of the story and can influence interpretation of the story. This is because; I found out that, vocabularies can have different meanings and this influences the interpretation of the story. Furthermore, I gained insight of the fact that vocabularies are important in stirring up the imagination of the reader and triggering emotions. Therefore, it is important that a reader understands the vocabularies used in relation to the story to enhance understanding of the story.

Connector: as a connector, it came to my understanding that, stories have connections to the outside world in one way or the other. When I connected the story to real life situations, it was apparent that authors use experiences of their lives and or those of those around them to develop a story. Effectually, connecting the story to the real life happenings depicted the reality included in the story.

Discussion director: as a discussion director, asking questions about the story and answering them augmented critical thinking skills. This is because; as a discussion director, one has to think outside the box. That is, a person has to look beyond the story and look for interpretations of the story. Basically, being a discussion director requires in depth understanding of the story i.e. plot, themes, styles, characters etc.

In all the three roles, the use of technology was immense without which, it would not have been possible to accomplish the tasks. For instance; in defining the vocabularies, online dictionary was useful, in understanding connections, various websites were beneficial and similarly, discussion director would not have answered questions about the story without technology.

Discussion about the effectiveness of using literature circles with students in the primary years. With reference/s to readings about literature circles). You need to include at least 3 references other than the winch (2005). At least one of these references must be a credible website.

Through literature circle, we have gained greater understanding on what forms an effective literary circle. Based on that knowledge, we learned that literature circles for primary school children would need to be included into the children’s learning environment. In the main, learners should develop strategies that would help them regulate themselves and become independent readers. In addition, through literature circles, children learn to understand various issues in the literature circle including different points of view of a certain issue. These skills have been noted by scholars to be crucial for primary school learners e.g. McInerney & McInerney (1998, p. 105) note, “children often find it difficult to use their knowledge about memory and learning strategies to regulate their cognition” hence through the literature circle, children develop learning skills which help understand readings easily.

Apart from improving cognition, the social skills of children are enhanced through literature circles. In our discussions, we were able to interact more through the circle. Power-deFur and Orelove (1997) point out that literature circles are effective for primary school children because; according to research, they improve the social skills of the students who are involved.

Literature circles are also noted to be effective for students in the primary years because it augments their reading abilities. According to Henning and others (2008), literature circles for primary level students creates an environment where children can ask questions about the reading and this promotes a positive relationship not only between the children and the adult, but also among peers. Similarly, Winch et al (2010) insinuates that reading abilities of children are improved through interaction process. This is achieved both in the classroom setting and in literature circles.


Henning, J. E. et al (2008). Using action research to improve instruction: an interactive guide for teachers. New York: Taylor & Francis

McInerney, D.M. & McInerney, V. (1998). Educational psychology: constructing learning. Austria: Pearson Education Australia

Power-deFur, L.A. & Orelove, F. P. (1997). Inclusive education: practical implementation of the least restrictive environment. New York: Jones & Bartlett Learning

Winch, G., Johnston, R.R., March,P., Ljungdahl, L.& Holliday, M. (2010). Literacy: Reading writing and children is literature (4th ed.) Melbourne: Oxford University Press.