Literature Circles in my classroom usually have six components: vocabulary, prediction, summary, connection, passage and illustration. Each component is discussed, modeled and executed by the class as a whole one chapter at a time through the first six chapters of the novel.

Each of the first six lessons follows a similar pattern.

We discuss which component we will focus on and what the key concepts to consider for that focus are so we can attend to them while the chapter is being read. For example, if we are learning vocabulary then listening and reading for interesting words would be our focus, if we are learning illustrator we would focus our listening and reading on the images that were appearing in our thinking as we proceed through the chapter. Once we define our focus and our intentions the students talk in their groups about past experiences that they feel are relevant to the day's activities and some of the previous experiences are shared with the larger group.

Everyone has knowledge, the knowledge that we hold in community is much larger than the knowledge we can hold individually. When students talk about the past experiences that they feel are relevant, both in the small and large group, the idea that they hold valuable and valid knowledge is foregrounded. As well, the students expose ideas and relevancy in a variety of manners, (some of which I am incapable of as I hold only my perspectives, which often vary from those of the students), these varying ideas and perspectives act like dominoes and engage ideas of other students, (again in a manner that I could not hope to as I am 1 to 27 in the class, where they are 1 of 3 in the group).

When there is an idea offered in the class that I don't understand (because enough evidence or reasoning has not be divulged), or that I understand but would like the speaker to expand on, I question, and question and question until the point and the connections are very obvious. This method of continous questioning for clarity is modelled and scaffolded. Through this practise I model questioning to understanding as key for the listener/learner, for myself and in our classroom as an ideal. It is easier and more comfortable for students to imitate and practise this strategy in small groups, than in the larger group - but it does become comfortable in the large group over time.

This method of questioning, and working towards developing understanding for each student in the small groups, creates conversations that are academic and deep and on topic and relevant and thoughtful. Finally, small group conversations are reported out to the larger group in one form or another, so all conversations are useful to the class fund of knowledge. Conversation builds knowledge for the individual and for the class, both as a part and as a whole, in relation to the developing community.

We have accessed and situated relevant knowledge it is now time for each student to lay out their page with: name, date, chapter title and today's role. Students complete their own layout, comparing and contrasting theirs to the other layouts in their group, there is no 'one' way, as long as the details are legible and accessable for the reader the layout is determined by personal choice. Students check each other's work for completion, politely and in a caring manner, (I circulate to ensure all are treated in this manner, helping where needed). This is again an opportunity for ideas to be shared, scaffolded, integrated and expanded. I model how this may look, both with a positive model and with a negative model.

Expectations of what is required of today's role are discussed again, in detail, with student repetition and with key visuals for future reference. The first time through the steps are lead by me, then they are discussed and repeated in their small groups and finally there is a discussion of the steps in the large group lead by the students. With this preparation we have a very good chance of feeling confident in our work and a very good chance of meeting with success.

We are ready to read.

I read the chapter aloud while the students follow along in the text usually gripped by the storyline. I read with as much animation and expression as I can muster so the students are drawn into the story the author is weaving for us to be consumed by. Often reading sessions are punctuated with laughter, gasps and or the quiet tension of reality. Seldom are there a pair of eyes not on the text as we read nor is a page flipped out of synchronicity. I might stop during the reading to explain or highlight or draw on student experience, but usually I try to let the flow of the author's storytelling explain itself and have a short discussion at the end of the chapter, if necessary.

After an oral reading of the chapter the steps to complete the role being completed that day are repeated, again, this time through solicitation from those willing to offer answers. An example of a possible approach to the role is discussed in the large group and then the students set to work on their own.

At this point the class is usually very quiet as they pour over the chapter reading, searching for the page and paragraph that holds the key to their success. Shortly there after fingers start to count the find the relevant paragraph number and pencils begin to scribe the beginning of an answer, sometimes conversations begin confirming or questioning the validity of answers chosen.

It is in this phase that I usually interupt them. I have them discuss at their groups what they have found in the text as 'their' answer so far. When each of the members of the group have described their answers, their reasons for their answers and have been questioned or complimented; they, as a group, are to continue with their own work.

When I hear a natural break in the classroom conversation and see that most are again working with pencil and paper I interupt them again. I query individual group members to report out to the large group what they heard another group member give as an answer and the reason(s) the answer was chosen.

I do this for several reasons: it reinforces that when others speak they need to listen, it models a variety of possible answers to the question, it gives those students not quite sure of the task at hand an opportunity to listen to others and have others help them to come to an answer, it allows for 'easy' practice of answers in a small group and it reinforces that they know how to complete the task, building self confidence.

Lastly, I do not allow them to take the text home, so there is a time factor involved. I find this helps to focus their approach to 'finding' what they need from the text while we are reading together and then getting right to the text post-reading - given the opportunity.

The following day is the next lesson. It begins with a practice run of a literature circle, in this case each person in the group has the same roll as it is still the 'learning' stage of the circle. Each member of the group, (usually a triad) takes a turn leading the discussion while the other two members listen and attend to the speaker. This is where and when students practice listening and being listened to, as well as talking and being spoken to -in an intentional manner. I interupt them frequently to point out positive and negative examples of behaviour expected in this form of discussion. This is a very important part of my teaching, the learning environment in our classroom, and the 'way of being' I lay as a baseline for personal interactions for multiple future modes of communication. We talk, write and reflect frequently about how it feels to be listened to, and how it feels to help someone understand a concept better through questioning, commenting and complimenting.

Chapter One - Vocabulary Builders

Chapter Two - Passage Picker

Chapter Three - Illustrator

Chapter Four - Predictor

Chapter Five - Summarizer

Chapter Six - Connector

Once we have worked through six days of learning the roles, talking, listening, questioning, complimenting in our circles we are ready to begin a true 'circle'. Circles consist of six or seven students, each student has a different role each day. For every chapter each student experiences each role but only has to report out on one of them. This makes the workload for all students manageable and still creates a rich and diverse conversation on each chapter.

It is during these diverse conversations that 'communities' of literacies learners are built. The tasks that are required of the students are within the reach of all of the students to accomplish, so everyone can be successful, everyone can show what they 'know'. For several minutes every circle each member of the group has the floor, everyone else in the group is listening to them with the intent of asking a question, or giving a compliment or a comment on their work. As the classroom teacher I watch and listen to the class as a whole, watching for people feeling left out or showing positive leadership skills, listening for powerful language or for subtle put downs. Once the pattern of positive, powerful, patient interactions is developed I reinforce it as a 'way of being' not only in literature circles but in many of our interactions. The role of teacher, student, mentor, coach shifts as the conversations and dialogues move between subject areas and frames of reference throughout the unit, term and year.

The first full circle is a bit of a challenge, but as I usually have 'repeat' students, (one's returning for grade seven having done grade six with me), I employ these students as mentors. As members of the class feel the power of being heard and the power of helping others be heard the circles work from the strengths of the groups.

As the novel is finishing, in the last few chapters, discussion about projects begins. In this way the students begin thinking about their strengths (in the literacy circles) and their interests (in the novel) before it is time to actually begin the projects. They have time to sit with ideas and sift out the ones that seem most suitable for them.