Teacher Timeline

Over the summer

• Pick books at an appropriate level for the students to use in their literature circles.
• Determine how to gain access to the chosen student books.
• Pick picture books to introduce each role.

 
September

• Read a book for enjoyment to get the class interested in stories.  I used Amazing Grace.
• Introduce each role using a picture book.  I used Cloudy with a Chance of Meatballs, Thunder Cake, The Days of Summer, The old Woman Who Named Things, and The Rainbow Fish. Help the students begin to understand the idea of literature circles.
• Conduct a reading level assessment to know each student’s level.

October

• Complete the first literature circle as a whole class using the same novel.  I used Freckle Juice.
• Before each meeting, “fishbowl” a group of students and discuss proper behavior.
• After each meeting have a class discussion about what was successful and what needs to improve for the next meeting.
• Have a class discussion at the end of the literature circle about what should be changed before the next cycle.

November

• Make any necessary changes before the introduction of the next books.
• Introduce the next book choices by giving a short book talk about each one.  I used The Hundred Dresses, The Mouse and the Motorcycle, and, 26 Fairmount Avenue.
• Students fill out a choice sheet stating which book they would like to read.
• Assign groups based on book choice. 
• Each week students complete a role sheet and attend a meeting.
• At the end of the book have a class discussion about what should be changed before the next cycle

 
December

• Make any necessary changes before the introduction of the next books. 
• I choose holiday picture books to have a short cycle due to winter break.  Introduce each book with a short book talk and students fill out choice sheet of what they’d like to read.  I used An Ellis Island Christmas, The Day Before Christmas, Latkes, Latkes, Good to Eat, and Too Many Tamales.
• Pick a variety of projects a student can create after reading their book.
• Students read the entire book in one week, complete a role sheet, and have a meeting.
• Each student creates a project about the book the second week.
• Students meet in groups made up of students reading different books to share their projects and learn about the other books.
• At the end of the book have a class discussion about what should be changed before the next cycle.