INCORPORATING LITERATURE CIRCLES IN A THIRD-GRADE CLASSROOM
Margaret Marlene Morrow, Ed.D.
University of Pittsburgh, 2005
This study describes how one third-grade classroom became literature discussants utilizing role-playing in a literature circle format. Over a span of nine months, I documented students initiation, training, and practice utilizing role-playing to conduct peer-led discussions about books. Types of responses, role-playing, and interactions resulting from role-playing activities while engaged in literature circle were examined. Audio and video taping, student self-evaluations and reactions, student role-playing schedules, and student artifacts based on culminating activities, provided a data set to analyze interactions and responses.
Findings of the study indicated roles used to promote individual participation in discussions about books were easily adapted, particularly for the low and average-ability students who require more support in their learning. Over time and texts, students appeared to shift naturally in and out of roles while making contributions to discussions. Interactions known as Informative ranked highest in frequency for all students followed by Facilitative and Solicitation. Acknowledging interactions ranked third in frequency for the low-ability student. Responses known as Personal were most frequent and progressive across time and texts for all students. Interpretive responses showed the greatest percentage increase compared to other categories, but the lowest in cumulative frequency. Evaluative responses were most frequent and consistent across time and texts for the high-ability student compared to low and average ability students. Descriptive responses were lowest cumulative tally for high and low students only. The role of the teacher was viewed as shifting from voice of authority to facilitator assisting youngsters in finding their own voices.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04032005-110343 |
| Date | 19 April 2005 |
| Creators | Morrow, Margaret Marlene |
| Contributors | Dr. Douglas K. Hartman, Dr. Shirley A. Biggs, Dr. Rita M. Bean, Dr. JoAnn R. Dugan |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04032005-110343/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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