Diverse Readers Improve Literacy with Literature Circles

Funded Apr 16, 2010

Thank you for your donations to my students. With your help we provided high-interest novels to 80 students, many of which have never owned a book before. The students used their books in literature circles, where they set timelines for reading, read as individuals, and came back to the group weekly to answer questions, discuss issues, and address vocabulary concerns.

I am writing this thank you note as our school year is about to close, and I am feeling incredibly positive about the year. This is in large part, because of your donation. I have never seen my students work so well together as when they were discussing these books. In a reflection one of my 10th grade girls wrote, "the literature circles helped me want to read more, because after every meeting I wanted to find out what was gonna happen next." Another student that chose to read The Life of Pi, a book with difficult vocabulary, explained, "they [literature circles] helped, because I definitely would not have been able to read that book alone." The majority of the student reflections echoed a similar tune.

I have never had as much fun in the classroom as I did when I sat in on the discussions that the students were having once a week. Their genuine excitement and interest was great to be around. I rarely had to clarify for them or push them to work harder because they did it as a group. As a teacher, this is what we strive for, a true student-centered environment.

I think what was most exciting to me about the literature circles where their final presentations. Each group presented the general storyline of their books and tried to convince their fellow students to read the books. The presenters spoke freely and honestly about the books, which captivated their audience. As soon as each group was done, the hands went up, each with a question about the book. It brought tears to my eyes to see a group of students that came into their 10th grade year telling me that they hated to read and that English was their least favorite subject so excited about a novel. This is the beginning (or extension) of life-long reading for these students. Their confidence is boosted, they have a book to put on their shelf, and they've got some great recommendations for what to read next.

Your donations have made 80 students read a book that they never wouldn't have thought to read, they improved the literacy level of these students, they will no doubt help to improve test scores, and they have helped to build a community of readers. My words here cannot express how thankful I am for your donation, but I please know that your donation has helped to change the reading habits (or lack there of) of many of my teenage students. Thank you. ”

With gratitude,

Ms. Riordan