Edu690 Action Research

RUNNING HEAD: A Study Examining the Use of Guided Reading Groups with Literature
Circles in the Elementary Classroom

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A Study Examining the Use of Guided Reading Groups with Literature Circles in the

Elementary Classroom

Jennifer Pablico-Stelmack

University of New England

April 20, 2014

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Table of Contents

Introduction 3
Problem Statement 3
Research Questions 4
Hypothesis 5
Review of Literature 5
Guided Reading Groups 5
Literature Circles 7
The Goal of Discussions in Reading Instruction 8
Student Motivations in Reading 9
Methodology 10
Research Design 11
Data Collection Plan 12
Data Analysis Plan 15
Sample Selection 16
Summary 16
References 18
Appendices 20

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Introduction
Reading is a foundational skill. Proficiency in reading abilities is essential to ensure
success throughout their scholastic and professional careers. Teachers are charged with the
responsibility of educating their students in the required grade level curriculum as well as fully
preparing them to transition into the next phase of their scholastic lives where the demands of
reading will increase and their learning will become more dependent on their ability to learn
from their reading.

Problem Statement
Based on standardized reading assessment scores from October 2013, 7 out of 22
students scored below grade level expectations. The Benchmark Assessment System (BAS) by
Fountas and Pinnell (2010) was used to find reading levels. The BAS test is administered three
times a year, the fall assessment given by October, the mid-year assessment given between
January and February, and the final assessment given between May and June. The fall and mid-
year formative reading tests are used to inform instruction and groupings of students. The final
assessment is a summative assessment of the school year, but it is also formative due to the fact
that it is not reported to the students or their families and it will inform the following year's
teacher as to where to begin the reading assessments the following school year.
The aforementioned assessment system, adopted by the school district last school year,
and the Fountas and Pinnell Reading Continuum is named as the formal reading curriculum, with
Guided Reading Groups being the vehicle for reading instruction. Guided Reading Groups are
strongly suggested and school libraries have been investing in their "book closets" where leveled
books are kept to provide teachers with the resources needed for Guided Reading Groups.
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In a single classroom, one teacher will have multiple small reading groups. The work on
level-specific reading strategies and skills will occur mostly in these small reading groups, so the
challenge for classroom teachers is how to regularly meet with all reading groups to make the
guided reading experience effective. The daily schedule includes up to one hour of reading
instruction, which allows for only one or two guided reading group meetings a day if groups are
meeting for approximately 30 minutes. With the natural interruptions of the classroom, special
events, snow days, and other events that impact the daily schedule, meeting regularly in guided
reading groups to ensure ongoing, on level reading instruction is challenging.
This study aims to look at the current reading instruction methods and time use in the
classroom and to consider other instruction strategies, such as Literature Circles, as a way to use
all of the scheduled reading period for all students to be reading and discussing texts more
frequently throughout the week.

Research Questions
How can my guided reading groups meet more often and on a regular basis to have
ongoing discussions about their assigned reading that is reading level appropriate? Can the
integration of Literature Circles enrich the reading experiences of students? If Literature Circles
are implemented after the use of Guided Reading Groups, will students demonstrate the learned
reading skills and strategies in an independent setting? This study will look at schedules and
current reading practices of fourth grade classrooms to determine the most effective reading
instruction program for overall student reading development.

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Hypothesis
If Guided Reading Groups are used to teach reading comprehension strategies and are
followed by Literature Circles, students will have regular exposure to texts that are at an
appropriate reading level and they will independently practice and apply the comprehension
strategies. Additionally, if literature circles are implemented after guided reading groups,
students will show greater growth in reading levels by the end of the school year.

Literature Review
Reading instruction in the elementary classroom can take on many different forms.
In many cases, teachers are using basal readers where reading strategy learning is
prescribed and predictable and all kids are learning the same thing at the same time. In
other classrooms, Guided Reading Groups are used, where students are placed in flexible
groups and the learning is "directed and shaped by the children's literacy needs"
(Antonacci, 2000, p. 21). And in some classrooms, Literature Circles have been adopted,
which is a form of collaborative reading instruction (O'Brien, 2007, p. 8). This section aims
to take a deeper look at small group instruction, specifically Guided Reading Groups and
Literature Circles to construct a reading curriculum that best serves all students within a
classroom.

Guided Reading Groups
Patricia Antonacci states, "In guided reading, the explicit goal is to enable children
to develop and to use efficient literacy strategies, independently and creatively" (2000, p.
41). A national survey on guided reading (Ford & Oritz, 2008) found that 67% of the
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elementary teachers who participated identified that the purpose of guided reading is to,
"provide demonstrations of skills, strategies, responses, and/or procedures". The
overarching goal of guided reading groups is to meet students at an appropriate
instructional level with texts that students can access to develop their reading strategies.
Teachers use standardized, formal and informal assessments to build guided
reading groups. These assessments provide information regarding decoding and
comprehension strategies that students are employing and strategies and reading skills
students must continue to develop. "...dynamic grouping is dependent upon a carefully
designed program of assessment" (Antonacci, 2000,p. 31).
Once Guided Reading Groups have been formed, the basic procedure for group
meetings follows these basic steps (1) teacher introduces the text that students will be
reading. During this introduction, the teacher will model and support students' discussion
regarding predictions and what evidence is used to formulate these predictions. (2) Next,
the students will read the text individually while the teacher monitors the reading and
assists students when he/she sees that help is needed. During independent reading the
teacher observes and takes note of the strategies that are being used. (3) After reading, the
group will have a discussion regarding the content of the book. The teacher will provide
positive feedback for the successes she identifies in her group as well as strategy
instruction or corrections noted in the post-reading discussion (Instructional Strategies
Online, 2014).

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Literature Circles
In a broad sense, Literature Circles are a reading strategy that is used with small
groups where discussions are mostly student-led. Chris O'Brien identifies Literature
Circles as a cooperative learning experience, where the following features are met:
interaction, individual contributions to enhance the success of the group discussion, and
interpersonal skills (2007).
Literature Circles are differentiated in nature, because the circle is relying on what
each student brings to the discussion. Each child will make contributions at his or her
ability level. Also, the students choose the books that are read in the circles, which are
small groups. Students determine the assignments that will be completed for each
meeting. When literature circles gather for a meeting, students will have completed the
pre-determined reading assignment as well as a reading strategy role sheet. Students use
the completed role sheets to contribute to and participate in a conversation regarding the
reading assignment. The role of the teacher in terms of the actual meeting is minimal. The
teacher helps refocus and guide meetings if needed, but the main role of the teacher is to
make observations regarding students reading skills and understandings.
The roles that can be included in Literature Circles typically focus on individual
reading strategies. For example, the "Questioner", is responsible for asking "questions to
monitor his or her own reading comprehension" (O'Brien, 2007, p. 10) as well as to ask
questions during discussions that will further or clarify understanding, or inquire about
reactions to the assigned reading. Literature Circles are flexible in terms of the roles that
can be used; in fact, Daniels (2002) believes that over time and practice, these roles might
not be needed in order to have a meaningful discussion about a text.
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The Role of Discussions in Reading Instruction
Discussions are the mode by which guided reading groups and literature circles aim
to enhance reading strategies and skills. Duncan reminds us that discussions are a "natural
after-reading activity for most lifelong readers" (2010, p. 92). In both guided reading
groups and literature circles, students have an opportunity to discuss what was read.
Guided reading includes a teacher-led discussion while literature circles are most often
student-led. Hulan reports that, "dialogue can be used to push understandings further than
basic comprehension" (2010, p. 46), therefore discourse around reading will enhance the
reader's experience with the text. Reading discussions play an integral role in
comprehension because, "Individual comprehension depends greatly on personal
knowledge and experiences, reflections, and exposure to thoughts of others. Without
conversations, we are limited to our own insights" (Ketch, 2005, p. 12). When students are
discussing what they've read and share opinions, perspectives, and ideas among each
other, they deepen "their understanding of the content and processes under exploration"
(Mills & Jennings, 2011, p. 591).
Hulan (2010) studied both teacher and student-led discussions and found that there
are advantages to both and both can be integrated throughout the school year. Hulan's
(2010) study revealed that when the teacher was present, students made "reporting"
contributions - retold parts of the book. When the teacher was not with the group,
"students were more prone to experiment and use more-complex response strategies in
her absence" (p. 54). Guided reading groups are teacher-led discussions while literature
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circles are student-led discussions, thus with the adoption of both reading practices
students would benefit from multiple discussion experiences.

Student Motivation in Reading
Monteiro (2013) maintains that motivation is defined as, "initiating and sustaining a
particular activity. It is considered the tendency to return to and continue working on a
task with sustained engagement (p. 303). There has been an abundance of research on
students' motivation. In the article, "Instilling a Lifelong Love of Reading", Sarah Duncan
(2010) identifies important strategies for teachers to develop lifelong readers in the
classroom. These strategies include being a reading model, giving students choice,
providing time to read, providing access to texts, reading aloud, providing opportunities to
connect with peers, and finally, keep reading fun. With these seven factors in place,
students will develop intrinsic motivation to read for pleasure and to develop their reading
skills.
Pachtman and Wilson (2006) surveyed children about what they think the most
important things are when it comes to becoming a strong reader. The statements related
to guided reading groups and literature circles (or cooperative learning) were "Choosing
your own books", which came in second in importance, "Participating in book counts and
celebration", which came in third, and "Having to read for homework", which was the
fourth most important according to the student participants of this study (p.683).
An important factor to consider when thinking about student motivation in reading
is individual learning style and preference. For example, while all teachers of one grade
level are likely teaching the same units throughout the year, the way that lessons are
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structured and the instructional language that is used are just two of many ways that
teachers are unique in their teaching practice. Similarly, students approach their learning
in a variety of ways. Pitton (2005) studied the impact of literature circles in reading and
found no statistical significance in the use of literature circles and their impact on student
enjoyment of reading, but did collect a wide range of feedback as to the experience of
participating in literature groups. "A critical point to be taken from this study is that
teachers need to think carefully about individual student learning preference and how that
impacts student interest in reading and student reaction to classroom instructional
practices" (Pitton, 2005).

Methodology
This action research study will investigate reading instruction methods, such as Guided
Reading Groups and Literature Circles in order to design a reading plan that will result in the
greatest student development in reading skills, determined by reading level improvement on the
Benchmark Assessment System (BAS). The current structure of reading instruction includes the
development and use of Guided Reading Groups and reading assessments that are conducted in
the Fall, Winter, and Spring. With the current schedule, reading groups meet on average 3 days
a week. Will the integration of Literature Circles after small group instruction in Guided
Reading Groups allow students to regularly practice reading skills and strategies at an
appropriate reading level? If Literature Circles are implemented following Guided Reading
Groups, students will independently employ reading strategies taught during Guided Reading
Groups, which will produce an increase in reading levels.
Data for this study will be collected through mixed-methods. Observations, interviews,
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and questionnaires will be used to collect information regarding reading history, experiences,
instruction and preferences. Quantitative data will be collected through surveys and
standardized reading scores. A combination of both qualitative and quantitative data will be
analyzed to reflect the overall effects of reading strategies.

Research Design
In a classroom of 22 fourth grade students, there are four existing Guided Reading
Groups. The Benchmark Assessment System (BAS) by Fountas and Pinnell (2010) assesses
students' ability to decode, self correct, and literally and inferentially comprehend the passage
that was read. Using the BAS results, students are placed into groups with students who perform
at a similar reading level. Students who are performing at or above the expected level meet with
me twice a week, where the group that is performing at the lowest level will meet with me four
times a week. The other two groups will meet with me between two to three times a week.
While this might appear to be a sound approach to Guided Reading Groups, my concern as an
educator is that there are groups that are reading with support at their instructional level only one
to 2 hours total during the school week.
To address the problem of spending so little time reading level-appropriate text in the
school setting, I seek to implement Literature Circles after teaching reading skills and strategies
in Guided Reading Groups, allowing students to apply learned strategies and reading practices
with gradual release of teacher support. See Appendix A for a Guided Reading Group and
Literature Circle Overview.
Implementing Literature Circles will take place after Guided Reading Groups have been
created and curriculum topics have been taught and practiced. Appendix B provides a proposed
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curriculum overview to be used during Guided Reading Instruction. The change from Guided
Reading Groups to Literature Circles will occur after the instruction of Guided Reading
Curriculum and, ideally, after the Winter Cycle of BAS testing. Teacher discretion will also
determine when the switch will be made, based on classroom community and student conduct.
Literature Circles will meet every day of the week to discuss a chosen text and share their
reading strategy work. To begin Literature Circles, students will vote on a level-appropriate text.
Then they will create a reading plan as a group that tells them how many pages to read for any
given day and what "role" they will complete for each assignment. Throughout Literature
Circles, roles will alternate so that all students in a group will have the opportunity to practice all
of the roles, or strategies. (See Appendices C through I for sample role sheets to be used in
Literature Circles.)
Data Collection Plan
To begin the process of data collection, I will be using my current fourth grade class'
performance scores on the previous year's MCAS assessment. BAS results from the Spring of
the previous school year will also be used. Throughout study, a meeting log will also provide
evidence for the frequency of Guided Reading Group and Literature Circle meetings. The
current BAS results, which will be taken in the Fall of the current school year, will provide a
baseline for student reading development throughout the process of this research.
At the start of the year students will be asked to complete a questionnaire about reading
habits and preferences (see Appendix J). This will provide the researcher with baseline data
regarding the general attitudes of students at the start of the year. The Spring results of the BAS
as well as the MCAS results will provide some background information to the teacher in order to
administer the Fall BAS. The results gleaned from the Fall assessment will allow me to create
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Guided Reading Groups, based on reading levels. Students within a range of about 3 reading
levels will potentially be grouped together. For example, a student with a level of P may be
grouped with a Q level student and an O level student, depending on their instructional need.
The Comprehensive Reading Curriculum Guide (Fountas and Pinnell, 2010) will be referred to
in order to create reading groups based on reading levels and reading needs.
A Meeting Log will be maintained throughout Guided Reading Groups and subsequently
during Literature Circles to document the number of times each group meets, the length of time
of each meeting, and the lesson objective of that meeting (see Appendix K for a sample meeting
log). Throughout Guided Reading Groups and Literature circles, data will be collected through
observations of students during groups (see Appendix L for a sample observation sheet). These
observations will document the book, book level, whether it is fiction or non-fiction, and
observed notes regarding students' demonstrated reading behaviors. These observation forms
will be used in conjunction with information from the Common Core Skills to understand how
each child presents in Guided Reading Groups and Literature Circles. Informal interviews may
be a result of observations conducted during Guided Reading Groups and Literature Circles.
An enhanced reading experience will be measured using questionnaires that will be
completed following Guided Reading Groups and Literature Circles (See Appendices M and N).
Students have the opportunity to provide feedback to the teacher regarding their Guided Reading
Group and Literature Circle experiences. During Literature Circles, students will complete self
and group reflections sporadically. They will also vote on a "Circle Star", a student in their
literature circle group who they think met assignment and discussion expectation (See Appendix
O). The Circle Star is based on whether or not assignments were completed, the contributions to
the discussion were focused and insightful, and the positive behavior he or she modeled. This
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information will allow the researcher to see if the participants of the study preferred one
instructional strategy over the other. Information gathered from these questionnaires, reading
response journals, and Circle Star results will be used to measure whether the reading experience
was improved.
The Common Core Standards document will evaluate students using a scale of one to
four. The rubric states that a one is earned when students are showing that they are just
beginning to understand a concept. A two is earned when students demonstrate ongoing
development of understanding. Students will earn a three when they understand the concept and
apply it accurately most of the time, and a four is earned when students have secured their
understanding of a concept, apply is accurately all of the time, and they may demonstrate
synthesis of that information. Students will be evaluated on these standards at least twice in the
first half of the year and at least twice in the second half of the year (See Appendix P).

Table 1. Data Collection Matrix
Research Questions Source 1 Source 2 Source 3 Source 3
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Source 4
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Will the adoption of
Literature Circles provide
more time working with
appropriately leveled
text?
Meeting Log of
Guided Reading
Groups
Meeting Log of
Literature
Circles
Student Created
Reading Schedule
for Literature
Circles

Will the adoption of
Literature Circles
enhance the fourth grade
reading experience?
Student
Questionnaire
Post Guided
Reading Group
Survey
Post Literature
Circle Survey
Circle Star
Will Literature Circles
show greater growth in
the independent use of
reading strategies
compared to Guided
Reading Groups?
Benchmark
Assessment System
Results from Fall,
Winter, and Spring
Observations Role Sheets Discussion/
Participation
Score

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Data Analysis
This research will collect a variety of data and will be displayed in various ways.
General information regarding students' MCAS performance from the previous year, BAS
results from the previous year, and BAS results from the current year, including Fall, Winter,
and Spring testing cycles will be organized in a table. The amount of growth, defined by the
number of BAS levels gained from the Fall BAS results to the Spring BAS results, will be
shared in the same table.
A more important analysis that speaks to the purpose of the study will be comparing
student growth from the first half of the school year, when Guided Reading Groups will be the
primary method of reading instruction, to the second half of the school year, when Literature
Circles will be used to apply reading skills and strategies. The data analyzed in this comparison
will be the number of levels gained from Fall to Winter BAS results to Winter to Spring BAS
results. This information will be presented in a table, including all students and their results.
The average will be found for the amount of growth in the first half of the year (from Fall BAS
to Winter BAS), and another average will be found for the amount of growth in the second half
of the year (from Winter BAS to Spring BAS).
The Common Core Document that grades student performance on the Common Core
Standards for fourth grade reading will be used to triangulate the findings from the BAS
comparisons. The average for each standard will be found between the students in a reading
group. The average for the first half of the year will be compared to the averages of the second
half of the year. The amount of growth in this analysis will be based on performance grades, one
through four, and whether the average from the second half of the year increased in comparison
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to the first half of the year.
Qualitative Data, which includes questionnaires, observations, and informal interviews,
will be labeled according to the source of data (Parent Questionnaires will be labeled "A",
Student Questionnaires will be labeled "B", and so on), themes will be identified for each piece
of data, then the qualitative data will be organized to see if patterns emerge that will help
understand the motivations of students, parent roles, and the effectiveness of Guided Reading
Groups and Literature Circles.

Sample Selection
The participants of this study will be my fourth grade students. Data will be collected
and analyzed for all students since the information collected is already an established routine for
collecting reading information for each student to determine student performance. The fourth
graders in this study are one class of three fourth grade classes in a Kindergarten through eighth
grade school in a town adjacent to the city of Boston, Massachusetts. This is public school that
serves about 575 students and is one of 9 other K-8 schools in this district.

Summary
The literature reviewed supports that small group reading instruction, which is a
defining characteristic for both Guided Reading Groups and Literature Circles, is an
effective way to deliver reading instruction. For both Guided Reading and Literature
Circles, dynamic, flexible grouping is essential. For Guided Reading groups, dynamic
grouping speaks to the fact that children will develop from their individual place on the
learning spectrum at their own learning pace (Antonacci, 2000). Literature Circles are
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most popularly formed around student choice; therefore groups have the potential to
change for each round of circles (Duncan, 2010). Both reading instruction strategies have
garnered support in various ways for various reasons. The purpose of this study is not to
compare the effectiveness of one strategy over the other, but to compare the effectiveness
of using just one strategy versus both instructional strategies.
With both guided reading groups and literature circles incorporated into the
classroom throughout the school year, students are able to practice reading skills with
support from the teacher in guided reading groups, and with more independence in
literature circles. A wider scaffolding spectrum is created with the use of guided reading
groups and literature circles, and a greater variety of learning styles and preferences are
addressed when both instructional strategies are used, enhancing the reading experience
for students and developing independent use of reading skills.

Action Plan
This study, which has gained approval by my principal and deemed worthwhile, will
be implemented in the school year 2014-2015. I predict that the data of this study will
show that implementing Literature Circles after small group instruction in Guided Reading
Groups is an effective way to gradually release the responsibility of reading learning and
practice from the teacher and place more responsibility on the students. The data from
this study may also inform how we decide to structure our reading time in the classroom
and the "units" of reading that we teach.
If my prediction is correct I will share that information with the rest of the fourth
grade team and possibly the fifth grade team as well. As classroom teachers, this
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information could help us in developing grade level and reading level appropriate "units"
in reading. If we were to implement Literature Circles, we could consider mixing the
students between classes and even grades. I will definitely let the Literacy Specialist and
Reading Coaches know of this study and the results so they are aware of what reading
instruction looks like in my room and so they can provide support with various groups or
provide resources such as multiple copies of books. Finally, I will let the building principal
know so that she will be informed of the reading instruction and practice that is taking
place in my classroom.
The information gained from this study will lead to future conversations about what
reading instruction looks like, what is gained from our current practices, what we want
reading instruction to look like, and how we will reach that goal.

Research Steps DATE OF IMPLEMENTATION (of the 2014-
2015 School Year)
Fall BAS Assessments September 1 - September 12 of the 2014 -
2015 school year.
Guided Reading Group Implementation September 29
Winter BAS Assessments January of 2015
Implementation of Literature Circles February of 2015 (Following February
Vacation) *The month of January will be
spend on BAS Assessments and preparing
students for Literature Circles.
Spring BAS Assessments May 25 - 29 of 2015

*Questionnaires will occur throughout Guided Reading and Literature Circles.
*Observations and interviews will occur throughout Guided Reading and Literature Circles.

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References
Antonacci, P. (2000). Reading in the zone of proximal development: mediating literacy
development in beginner readers through guided reading. Reading horizons, 41(1),
19-33).
Daniels, H. (2002). Literature circles: voice and choice in book clubs and reading groups
(2nd ed.). Maine: Stenhouse Publishers.
Duncan, S. (2010). Instilling a lifelong love of reading. Kappa Delta Pi Record, 46(2), 90-94.
Ford, M., Opitz, M. (2008). A national survey of guided reading practices: what we can
learn from primary teachers. Literacy research and instruction, 47(4), p. 309 - 331.
Fountas, I., Pinnell, S. (2010). Benchmark assessment system 2. Heinemann.
Hulan, N. (2010). What the students will say while the teacher is away: an investigation
into student-led and teacher-led discussion within guided reading groups. Literacy
teaching and learning, 14 (1&2), p. 41-64.
Instructional Strategies Online (2014). Retrieved from
http://olc.spsd.sk.ca/De/PD/instr/strats/guided/guided.html.
Ketch, A. (2005). Conversation: the comprehension connection. The reading teacher,
59(1), p. 8 - 13.
Mills, H., Jennings, L. (2011). Talking about talk: reclaiming the value and power of
literature circles. The reading teacher, 64(8), p. 590-598.
Moteiro, V. (2013). Promoting reading motivation by reading together. Reading
psychology, 34(4), 301-335. DOI: 10.1080/02702711.2011.635333
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O'Brien, C. (2007). Using collaborative reading groups to accommodate diverse
learning and behavior needs in the general education classroom. Beyond
behavior, 16(3), p. 7-15.
Pachtman, A., Wilson, K. (2006). What do kids think? The reading teacher, 59(7), 680-684.
Pitton, D. (2005). Lit circles, collaboration, and student interest. Academic exchange
quarterly, 9 (4).

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Appendices
Appendix A. Guided Reading Group and Literature Circle Overview

Guided Reading Groups

Literature Circles

Objective Reading skill and strategy instruction Reading skill and strategy application
Organization Small Group, based on reading level
Small Group, based on reading level and
interest
Teacher Role Teacher-led meetings Observer and facilitator
Reading Plan Teacher created Student created
Meeting Schedule Meet 2-3 times/week for 30 min. Meet 4-5 times/week for 30-45 min.
Books Teacher chosen, based on reading level
Voted on by students, reading level
appropriate

Appendix B. Guided Reading Group Proposed Curriculum

*To use after BAS reading levels have been assessed in the Fall
Guided Reading Group practices and expectations
Non-Fiction Text Features
Non-Fiction Pre-reading Strategies
Elements of Fiction
Character Analysis
Story Mountain/Story Plot Line
Comprehension Strategies - Visualizing, Making Connections, Questioning, Inferring,
Synthesizing
Reading Discussion Skills
Discussing/writing about Reading

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Appendix C. Sample Cover Sheet for Literature Circle Role Sheets

LITERATURE CIRCLE: Social Issues in Realistic Fiction
Title:
Author:

Reading Schedule:
DATE ASSIGNMENT ROLE
January 22 D S C P I Q
February 3 D S C P I Q
NAME:

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Appendix D. Discussion Director Role Sheet

DISCUSSION DIRECTOR

Meeting Date: Assignment:

You are the DISCUSSION DIRECTOR! Your job is to write down your group members
names and tally the number of times everyone contributes to the discussion. Also, tally
the number of times someone does something unexpected. Don't forget to participate in
the discussion yourself!

Name Contributions to Discussion Unexpected Behavior
example: Fred //// /

You also need to help move the conversation along. Here are some prompts for you to use:
What do you think, (person from group)?
Does anyone else have anything to add?
Where in the book can we find that?
OK. Let's move on to another question.
That is off topic.
Remember to respect each other by using respectful language and not interrupting
each other.

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Appendix E. Illustrator Role Sheet

ILLUSTRATOR

You are the ILLUSTRATOR! Your job is to draw something from the story and explain why
you drew it. It could be about: a character, the setting, an exciting event, a surprise, a
problem, or a prediction.
*Your drawing needs to show effort and include color!
I drew the part when

because

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Appendix F. Summarizer Role Sheet

SUMMARIZER
You are the SUMMARIZER! Your job is to review the big ideas of your last
literature circle meeting and to state the main events that happened in your
reading assignment that was due for today. You can write your summary in bulleted
phrases.

Last week we discussed

For today, we read about

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Appendix G. Connector Role Sheet

CONNECTOR

You are the Connector! Your job is to make text-to-self, text-to-text, or text-to-world
connections with your assigned reading.

Connection #1 Page: Paragraph:
I connected to the part when
because

because

because

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Appendix H. Passage Picker Role Sheet

PASSAGE PICKER

You are the Passage Picker! Your job is to find parts of the book that you react to and
want to share. You can write about parts that are
funny
scary
interesting
creative writing
strong description
an important event
show author's craft

1. Page Paragraph
I chose this passage because

2. Page Paragraph

3. Page Paragraph

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Appendix I. Questioner Role Sheet

QUESTIONER

You are the Questioner! Your job is to ask "discussion" questions about your assignment.
Remember, use the C and D questions on the Q-Matrix to help you ask questions that will
spark a conversation!
1. Page Paragraph

2. Page Paragraph

3. Page Paragraph

4. Page Paragraph

Appendix J. Student Questionnaire

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Name: Date:

Student Questionnaire: READING

Please answer each question so I can learn more about your reading
experiences, habits, and preferences. This information will help me get to know
you and plan a wonderful fourth grade reading curriculum!

1. Do you like to read? Why or why not?

2. Do you feel like you are a strong reader? Explain.

3. What did you like about reading in the third grade?

4. What didn't you like about reading in the third grade?

5. How much did you read this summer?

Circle your three favorite reading genres/topics:

Realistic Fiction Historical Fiction Fantasy Science
Fiction

Mystery Non-fiction Poetry Biographies

Picture Books Sports Animals Series

Other:

(Appendix J Continued)

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Write down any of your favorite authors, books, or series here:

Circle the kind of setting you prefer in reading

Whole Class Independent Small
Group

Combination of all three

Write down any other information you think I would like to know about
your reading life here!

Appendix K. Sample Meeting Log

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Reading Meeting Log

Date M T W TH F
Group
1

Group
1

Group
3

Group
4

Appendix L. Sample Observation Sheet
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Name: Reading Level:

Observation Recording Sheet
Book: F NF Reading Level: Title:
Date:
Observed Application of Reading Strategies:
Visualization Making Inferences
Making Connections Questioning
Determining Importance Synthesizing

Notes (within group interactions, preparation, engagement):

Appendix M. Post Guided Reading Group Questionnaire

Name: Date:

Use the following scale to rate each of the following statements
1 - I strongly disagree 2 - I disagree 3 - Neutral 4 - I agree 5 - I strongly agree

1. The book(s) we read were interesting. 1 2 3 4 5
2. I enjoyed talking about the books in our groups. 1 2 3 4
5
3. I was a "Just Right" book for me. 1 2 3 4 5
4. I am a better reader because of this group. 1 2 3 4 5
5. I want to participate in Reading Groups again. 1 2 3 4 5
6. Tell me the things you enjoyed about Guided Reading Groups and the things you think
you would like to change:

33

Appendix N. Post Literature Circle Questionnaire

Name: Date:

Use the following scale to rate each of the following statements
1 - I strongly disagree 2 - I disagree 3 - Neutral 4 - I agree 5 - I strongly agree

1. The book(s) we read were interesting. 1 2 3 4 5
2. I enjoyed talking about the books in our groups. 1 2 3 4
5
3. I was a "Just Right" book for me. 1 2 3 4 5
4. I am a better reader because of this group. 1 2 3 4 5
5. I want to participate in Reading Groups again. 1 2 3 4 5
6. Tell me the things you enjoyed about Guided Reading Groups and the things you think
you would like to change:

Appendix O. Circle Star Form

Your Name:
Your Group:
Meeting Date:

I think should be today's CIRCLE STAR because
he/she:
Consistently participated throughout our meeting
Completed the assigned work and his/her effort shows!
Stayed on topic throughout the meeting
Demonstrated strong comprehension of the story.
Other Reasons:

34

Appendix P. Common Core Reading Standards

Student Name: ______________________________ Reading Level: ______ (F) ______ (W)______(S)
COMMON CORE READING SKILLS
Assessment Dates

Reading: Literature
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a
story or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as
they are used in a text, including those that allude to significant characters
found in mythology (e.g., Herculean).
CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama,
and prose, and refer to the structural elements of poems (e.g., verse,
rhythm, meter) and drama (e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.
CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which
different stories are narrated, including the difference between first- and
third-person narrations.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or
drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good and evil) and patterns of events
(e.g., the quest) in stories, myths, and traditional literature from different
cultures.
Reading: Informational Text
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from
the text.
35

Appendix P Continued

(Common Core Standards, Continued)
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how
it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand
account of the same event or topic; describe the differences in focus and the
information provided.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to
support particular points in a text.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same
topic in order to write or speak about the subject knowledgeably.
Reading: Foundational Skills
CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar multisyllabic words in context and out
of context.
CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and
understanding.
CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.

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RUNNING HEAD: A Study Examining the Use of Guided Reading Groups with Literature

Circles in the Elementary Classroom

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