We enjoyed our in-class discussion on the readings last night so much that we didn’t get a chance to cover all topics on the agenda. As promised, here is some information on the benefits of using literature circles with ELLs… another tool to include in your teaching toolbox.
-Cooperative learning, a key feature of literature circles, is very beneficial to ELLs; it allows them to participate in a low-anxiety setting and build confidence.
-ELLs have the opportunity to expand thematic vocabulary.
-ELLs interact with English-proficient students, who model grade-level language skills.
-ELLs benefit from interactive oral discussions and gain a deeper understanding of the text.
-After listening to book discussions, ELLs begin to build knowledge/develop higher order thinking skills.
How would you modify a literature circle so that it is appropriate for ELLs?
For more on this topic, read From Silence to a Whisper to Active Participation_Using Literature Circles with ELL Students.
I really enjoyed reading this article. I was so encouraged to see that this activity got some of the ELLs to open up. I think some of the reasons this worked was because the teacher gave the students the choice of what book they wanted to read, so they were somewhat motivated. Another aspect that she had them complete was filling out their Reading Response Journal with topics or questions to discuss before going to the group. I think this probably made it easier for the ELL to get their thoughts down without having to come up with them on the spot. I am sure it was helpful for the other students too. Additionally, allowing the books on tape was very helpful for the students.
Children in literature circles feel less pressure from peers because it is a small group, so hopefully they won’t feel as uncomfortable. I was surprised at the diverse population of ELLs in the class. This just goes to show that knowing 1 other foreign language won’t help all the time in the classroom. Most of the ELLs couldn’t work with each other because Spanish, Ukrainian, and Russian are very different languages. To make the students feel even more comfortable, I might meet with the ELLs before or after the literature circle to see if they had any questions about what happened.
Yes, meeting one-on-one with ELLs could be helpful! You could also do “mini-lessons” with ELLs, once you’ve determined (via authentic assessment) what skills they need to develop further.
In most of the articles I am reading for class such as; “The Acquisition of Academic English by Children in Two-way Programs: What does the Research Say” and “The Astounding Effectiveness of Dual Language Education for All,” they suggest Two-Day Programs are the most effective. However, I am glad to read school districts throughout the country are attempting to meet the needs of these students by implementing a variety of instructional models. Just like in special education, no one program will work best for all of the students. The same could be said about teaching ELL students. Literature Circles and cooperative learning groups are activities that ELL students really benefit from. These activities also enable not only the ELL students but all students to feel more comfortable and open in their learning community. All of the students learn from each other.
“If we are to convince students of the value of mastering
English we need to show them that it is a useful activity. We need to help them find it valuable to use English to accomplish purposes they themselves desire.”
This quote from the article is true to ELL’s and to all students in general. I have been using literature circles for many years now, and it has been successful for all students. When I first started, I had never heard of literature circles. I picked up Harvey Daniels book and decided to give it a try. The first time I tried it, many of my students were not motivated to read. After using literature circles, students thought deeply about the text, had a choice in what they read, were motivated, and they improved in many areas in the classroom.
Literature circles most certainly would benefit ELL’s in many ways as the article mentions. There is less anxiety, they can take risks, choose what they want to read, determine what is important to them to discuss, and it also develops their language and social skills.
I agree that the extension activities are not necessary, and I did away with them. The students saw it as a time-filler or busy work. They just wanted to get started on another book. I also did away with the role sheets because the students felt they were like worksheets. This can certainly overwhelm an ELL or any student because it requires them to complete a specific role. What if they don’t have a comment for that sheet? Allowing students to just talk and discuss the book is the whole point of literature circles. We also created a rubric together for the class to determine what they should be graded on (as mentioned in Harvey Daniels’ book).
Mini-lessons are also a great way to help the ELL’s because you can build on what they need as a reader. It not only benefits ELL’s, but it helps all the students in the classroom. This article really did demonstrate how one best practice can make all the difference for ELL’s and it goes a long way.