Melinda Hardin's Educational Portfolio



How might the use of Literature Circles and graphic novels at the high school level encourage reluctant readers to read?Melinda HardinConcordia University - PortlandAn Action Research Report Presented to The Graduate Program in Partial Fulfillment of the RequirementsFor the Degree of Masters in EducationConcordia University 2015Research QuestionHow might the use of Literature Circles and graphic novels at the high school level encourage reluctant readers to read?There is no prepackaged curriculum that will make teens read. Teens, who struggle with literacy, typically bring a history of reading frustration into the high school classroom. However, if educators can persuade students to assume ownership and place students in control of their work, then literature circles offer student engagement and can motivate reluctant readers (Casey, 2008). Many researchers find a connection between student motivation and learning, which is important for educators to present interesting and intrinsically motivating reading texts to their students. One important aspect is for the reader to understand the difference between a struggling reader and a reluctant reader. The second aspect is using literature circles and graphic novels to get reluctant and struggling readers interested in reading. Review of LiteratureResearch has shown by using literature circles in classrooms for required reading, targets a variety of learning styles and allows struggling and reluctant readers to be successful. Motivated readers, especially participating in literature circles, seem eager to share what they have read with their class. Introducing graphic novels into the classroom is also another beneficial way to differentiate instruction for students who are reluctant to readers. Miller (2015) states in order to turn reluctant or struggling readers into enthusiastic readers, students must be active participants in their learning (Miller, 2015). Teens, who struggle with literacy, typically bring a history of frustration into the high school classroom. Much of this frustration according to Billmeyer and Barton, (1998) is that students need to develop specific skills and knowledge in order to read effectively (Billmeyer and Barton, 1998). Because some students have a variety of reading difficulties, reluctance to read is common among high school students. However, if educators can persuade students to assume ownership and place students in control of their work, then literature circles offer student engagement and can motivate reluctant readers (Casey, 2008). Since much academic failure is based on limited reading skills and low academic performance, students who fail, see reading as the enemy. How might the use of literature circles and graphic novels at the high school level encourage reluctant readers to read?By providing high school students with a variety of reading materials, educators are able to promote the student’s transition into lifelong readers. For children’s author Jon Scieszka, Scieszka states that engaging reluctant readers is all about seeing the student as an individual. What makes them a reader is giving them something to read to motivate students to become better readers (Gilmore, 2015). Since No Child Left Behind (NCLB) educators are painfully aware that many high school students struggle with reading skills. For many struggling readers, keeping up with daily schoolwork is a daunting task and reading outside of class can be overwhelming. Gallagher (2012) asks the important question, how do students who have been nonreaders, transition into readers in the classroom (Gallagher, 2012)? As educators, we want students to take ownership in their reading and by adding a literature circle or book club to the classroom, for those students who struggle to read is a place to belong as well as viewing reading is important.Traditionally, literature circles offer roles for students to participate in discussing a text. According to Casey (2008), students engage in literature circles because they have the opportunity to belong to a smaller community within a classroom and they are able to share responsibility for learning with their peers and their teacher (Casey, 2008). Literature circles can be implemented into any classroom or grade level. Readers learn to make predictions, summarize, argue with their peers about examples in the text or novel, and evaluate the writing style and content (Schlick Noe and Johnson, 1999).Interventions for students can be completed for comprehension and vocabulary by using modeling techniques by encouraging students not just in reading skills, but by students giving their opinion by using think-alouds and read-alouds which are important to this process (Capalongo-Bernadowski, 2007). By doing these simple activities, students engage in critical thinking and reflection as they read, discuss, and respond to books.?Another way to encourage a reluctant reader is by adding graphic novels to the reading curriculum. What was once thought of hindering literacy development with comic books, research shows that these forms of literature are appropriate reading material and bear no impact on school achievement (Crawford, 2004). Graphic novels appeal to reluctant teen readers by improving language and literacy development, which has become an important priority in schools. Teachers should use graphic novels in classrooms because they are an engaging form of literature that will draw in reluctant readers. Definition of reluctant and struggling readersBased off of Fingon’s research (2012), almost two thirds of high school students read below proficiency and are lacking skills necessary for future success because of being labeled as a struggling or a reluctant reader (Fingon, 2012). A struggling reader is a student who is not reading at the same level as their peers, and it is sometimes difficult to identify with this type of student (Whithear, 2011). Brooks-Yip and Koonce (2010) agree, as it is hard to identify these students because they have a tendency to ‘hide.’ But as reading specialist, Kylene Beers (2003) reminds educators, anyone can struggle, given the right text (Beers, 2003).Reluctant readers on the other hand, are not the same as struggling readers. Students reading abilities may vary and for most reluctant readers, they have problems with connecting with the text. They attend class because it is required and students do the basics – enough to pass. While these students may be capable of reading the content, their lack of interest sets them up for failure. They attend class, avoid challenges, and are satisfied with just getting by (Sanacore, 2008). Students who are reluctant readers can become empowered by success. Given the right motivation and by knowing how students succeed outside of school, educators can use the student’s strengths and interests to engage them inside the classroom with other students with the same interests in literature circles. By making connections between texts in the classroom, students’ prior knowledge and personal experiences, teachers can use literature circles or graphic novels to support learning. This type of learning environment supports motivation, encourages engagement, and promotes literacy development (Brooks-Yip and Koonce, 2010). In addition to this, by focusing on Bloom’s Taxonomy (higher order thinking skills) students are challenged to respond to higher-order questions.Motivation of reluctant and struggling readers Student motivation is one main factor in promoting academic success. Although most students come to school highly motivated, there are some who show reluctance -especially in reading. The lack of effort of reading by some students fall into the belief that learning at school is not important to their personal lives or goals. When students work on projects that they are personally interested in, their motivation increases. By identifying the reasons why students are reluctant to learn is important to engage them in their interests and to support their success. Reluctant readers thrive on the balance of being praised for their accomplishments and yet challenged to attain high expectations (Sanacore, 2008). Content teachers find reluctant readers have a lack of interest and motivation to learn in their classes. Unfortunately, some content educators feel reading instruction is not their responsibility. It is however, important for all educators to have an understanding of general reading expectations for various grade levels. For example, in ninth and tenth grades, readers have a greater ability to make connections and adjust understandings as they gain knowledge (Geiger, Banks, Hasbrouck, and Ebbers, 2005). However, for those students who read two years below their grade levels, will need to focus more on fundamental reading skills. Miller (2015), a literacy consultant who has conducted research on initiatives and the best practice studies in the areas of reading instruction, states that many students feel alienated from the reading process because they cannot relate to what they are asked to read (Miller, 2015). This information is important to educators as Miller (2015) clearly shows how important it is for students to be motivated in order to learn.Sanacore, (2008) explains that to encourage and challenge reluctant readers, providing students with opportunities in making learning choices should create a positive learning environment. The classroom culture can enable or disable students as the tone and culture for the classroom set the stage for learning. By increasing student participation in classroom activities, Brooks-Yip and Koonce (2010) suggest instructional improvements for reluctant or struggling readers. An overall strategy for creating interest in reading is to connect to prior knowledge of the student. With considering students’ needs, one can build a classroom library by focusing on young adult novels and providing professional development for teachers (Plucker, 2010). Students need opportunities to feel successful, even if it’s to select their own books to read that they are interested in. Once they realize that reading can be useful for their lives, there will be an increase motivation and successful learning. Using literature circles as a type of classroom instruction for reluctant readersWhen students are given opportunities to make choices such as which book to read or what role to complete in literature circles, they are motivated to do better in class. Most classrooms will also have varied reading abilities in the room and the texts that will be selected should be on differentiated reading levels. By varying books based on readability, students are offered the opportunity to meet the objectives of the assignment while being engaged in a text that fits their skill level (Eckerman Pitton, 2005). An indication of the student’s engagement is when their confidence and willingness to speak candidly about their novels. Students are able to take the lead in literature circles and model for others about their reading interests (Fingon, 2012). The study conducted by Brooks-Yip and Koonce, (2010) support this by elaborating that this type of reading supports the motivation, engagement and literacy development of the student reader (Brooks-Yip and Koonce, 2010).Within the students’ discussion in literature circles, Socratic questioning can add to the discussion. Since there is a big push on ‘engaged’ learning, Socratic questioning can assist students with reflective thinking and follow up questions (Moeller and Moeller, 2002). By using role sheets, students are able to write their response to the reading and are prepared bring new ideas and thoughts to the circle. These same role sheets allow students to take reflective notes during the circle and the notes can be used for a follow up project.In literature circles, students will be assigned to work together in groups where they are organized by reading ability or by book choice. Each student completes roles at each literature circle meeting and on scheduled days, the students discuss key parts of the book, supported by their role sheets. Based off of the discussion within the groups, students are engaged in their learning, the discussion is student-centered and this is a way to motivate reluctant or struggling readers to read. By using a collaborative instructional strategy, students are working together and talking about what they have read without the guidance of the teacher. AnalysisStudent collaboration is at the heart of literature circles by developing meaning with other readers. However, if students are not invested in conversations or engaged with their peers, the literature circle reading strategy can fail. Below, Schlick Noe and Johnson (1999) outline what literature circles are and are not in the following table: Literature Circles are . . .Literature Circles are not . . .Reader response centeredTeacher and text centered Part of a balanced literacy programThe entire reading curriculum Groups formed by book choiceTeacher-assigned groups formed solely by abilityStructured for student independence, responsibility, and ownershipUnstructured, uncontrolled "talk time" without accountabilityGuided primarily by student insights and questionsGuided primarily by teacher- or curriculum-based questionsIntended as a context in which to apply reading and writing skillsIntended as a place to do skills workFlexible and fluid; never look the same twiceTied to a prescriptive "recipe" (Schlick Noe & Johnson, 1999).The use of graphic novels to get reluctant and struggling readers interested in reading.Addressing literacy has been a priority in school districts and another incentive for struggling and reluctant readers are graphic novels as they appeal to teens and motivate these specific readers. Fingon (2012) explains with literature that integrates visual and print features in usual or non-traditional ways makes reading easier for struggling readers. Others debate the literary quality is low, however, graphic novels are pulling the student interests into reading (Fingon, 2012). Novels that integrate print and visual images in a nontraditional way make reading easier for reluctant and struggling readers as the images reinforce meaning. Graphic novels are a way to entice reluctant readers as well as challenge students who are proficient in traditional literature.If educators are able to hook reluctant readers on comic books or graphic novels, then eventually, students will transform to the next step of being a ‘hooked’ reader. According to a retired teacher Jacquie McTaggart, (2005) comics and graphic novels should balance literary programs, not replace it (McTaggart, 2005). By enhancing student learning and providing additional opportunities for those who struggle with literacy tasks, students will be able to enhance their reading skills and they will be motivated to learn. Anthologies or series novels are interesting to reluctant readers and will empower students to find books they might enjoy (Gilmore, 2015). Graphic novels can also be used as a point of reference to bridge what students already know with what they have yet to learn (Using Comics and Graphic Novels in the Classroom, 2015). These alternative novels explore many of the same themes students are interested in. In literature, comics are text, both visual and pictorial and the words and illustrations are to be read together. These alternate books are similar to a comic book, which has bubbles of conversation integrated into the illustrations. In the graphic novel Beowulf for example, the discussion topics may be family issues or world history. Shakespeare’s novels are also translated into a quick text that still manages to convey the drama and theme of the Bard’s work (Karp, 2012).In order for an educator to turn a reluctant reader into a motivated reader, educators must continuously work to change ‘can’t do’ attitudes about reading to ‘can-do’ attitudes (Brooks-Yip and Koonce, 2010). Since graphic novels are usually quicker reads, struggling and reluctant readers have a greater sense of accomplishment after finishing a graphic novel. These animated cartoon versions of the story stand out to the students and are a nontraditional way of presenting classic literature. By using graphic novels, educators can supplement or extend what is already being learned in class instead of focusing on traditional text where readers are limited.ConclusionLiteracy changes from learning to read in the elementary grades to reading to learn in the secondary areas. There have been few studies of reading interventions for reluctant or struggling readers at the secondary level, but on average, struggling readers in grades 7-12, should have a minimum of 60 minutes of reading, at least one reading class period per day (Geiger, Banks, Hasbrouck, and Ebbers, 2005). Educators should keep in mind that many students struggle with reading because of motivation. Understanding the differences between struggling and reluctant readers is important to educators as they adjust their teaching methods to connect to students as reading educates students about the world and ensures student growth. By using a variety of novels within literature circles or graphic novels and the more students read, the more they improve in vocabulary, knowledge, comprehension, spelling, and writing by turning their reluctance of reading into future life long readers. Demographic Data for the Proposed ProjectThe proposed research study will be conducted at a rural high school in central Iowa with a PreK – 12th grade total school population of 500 and approximately 150 of these students are in the 9th-12th grade. The high school’s student to teacher ratio is 9:1, and 98% of the total student population is Caucasian. Though the state average is 45% for free or reduced lunch, this school district has 20% students qualifying for free and reduced lunches (Ehresman, 2015).The town population in 2013 was 821 residents, and the estimated median household income is approximately $59,287 (Sully, Iowa, 2015). According to a 2000 Census, the racial makeup of the city was 99.6% White, 0.2% African American, and 0.1% Asian (2014). The action research participants in Literature circles will be two sections of 9th grade students in freshman English course for the literature circle study. The action research participants of graphic novels section are one section of British Literature.? Students will be monitored for reading progress throughout the study beginning with implementation and student’s reading growth throughout both studies. MAP Testing was administered to the English 9 students in the fall of 2015 to assess the student’s comprehension and LEXILE reading level. Results show the comprehension scores of the ninth grade students and are separated by gender (Section B and C) as well as projected proficiency for these same students (Section A).Target Group???????????????????????????There will actually be two studies conducted as the literature circles consist of 37 ninth grade students in English 9, which involves 15 female students and 22 male students with age ranges from 14 to 15. The graphic novels study will be conducted with 11th and 12th grade students in British Literature, which consists of 12 students with eight females and four males with age ranges from 16 to 18. Statistics that will give a clear understanding of the culture of the research site will not be broken down any more than they have, with the exception of the literature circles. This specific group will be assigned smaller groups and a non-fiction novel based on someone’s life. The groups will be organized by novel selection, which will consist of five to seven students in each literature circle depending on the theme students select. For the British Literature course, students will be reading the graphic novels of Hamlet and Frankenstein in conjunction with these same classic novels. Baseline DataFor baseline data, reading scores from the most recent Iowa Assessments will be reviewed and a MAP Test will be given on September 14, 2015 to the English 9 class to determine what their reading levels are and what interests they have in non-fiction novels. McMillan (2012) states that it is critical to evaluate evidence based on test content to establish validity when using standardized testing scores (McMillan, 2012). This information will determine their choices of the novel selected. Within the discussion groups, students will be assigned role worksheets, which are to be completed before arriving to class. Additional assessment will be a literary analysis and an Accelerated Reader reading comprehension quiz. For the British Literature class, graphic novels will be used as supplemental material to give a visual representation of the story line. A pre-survey will be given to get the general feel and background experience with graphic novels of these specific students. Chapter quizzes will be given as well as a final test as a formal assessment.By implementing literature circles and graphic novels in these specific classes, it is to not only to view the progress of reluctant readers but to also turn these students into lifelong readers. Proposed ActionMany researchers find a connection between student motivation and learning, which is important for educators to present interesting and intrinsically motivating texts to their students. The goal of this research is to determine if the use of literature circles and graphic novels will get reluctant and struggling readers interested in reading.One problem that was not inserted on the graphic organizer was defined by Efron and Ravid (2013), is that educators who investigate their own practice, the study may be more complex. For this particular study, there will need to be a balance between objectivity and subjectivity (Efron and Ravid, 2013, pg. 57). One solution to this problem is creating a Researcher Role Statement as suggested in Box 4.1 by reflecting the specific role I will be taking as a researcher of the study that is being conducted. The research will include students in my classroom for the study on how might the use of literature circles and graphic novels at the high school level encourage reluctant readers to read. The first problem is how to divide the English 9 students. This will be relative easy for literature circles, as there will be two separate classes of 9th grade students with six non-fiction books being read. With the variety of levels of readers, one class can be used as a control group and the other will be the test group. Since there is a small class who will be part of graphic novel study, all students in this class will be included. Another problem is with assessing the students reading comprehension after they have read their novels. There are times that a test at the end of the novel would not be appropriate, therefore formative, student self-evaluation, peer and teacher assessments will be taken into account. No situation of a formal assessment will be perfect and some types of assessments may not work with certain students or with the study itself. While I work with the students, I will observe their behavior towards the graphic novels text used and how they adapt to the reading assignment. Students will fill out a pre-survey before the action research begins (Section G). The students will have a reading comprehensive quiz to assess their learning and understanding of the novel.A final concern will be motivating students to read Frankenstein by Mary Shelley and having the graphic novel as supplemental material. It is not just comics students will be reading; students can also evaluate the style of art within the novel, the themes and the ideas presented within the graphic novel. A solution to this problem is to have students read the graphic novel of Frankenstein first and then use the novel to bridge the reading to Shelley’s novel. Data Collection and Analysis MethodsThe literature portion of the action research will use three types of data collection: LEXILE range score through MAP Testing, teacher observation evaluation during literature circles and a self-evaluation survey completed by the individual students. For the graphic novels section, a pre-survey will be given to the students with formal assessments following as the students are reading.The first data collection was completed two weeks ago when the students took the MAP Reading Test. The tests give an unbiased and objective measure of reading ability and reading levels for educators to take into consideration when assigning books. It would be ideal if all the ninth grade students in the study read on grade level (can read this book with confidence) or above grade level (material is challenging, without being frustrating or boring), as this is critical to academic success. Based on the student LEXILE range, which is also determined with the MAP Test, it will assist to identify the appropriate non-fiction challenge books, for the literature circle unit along with the student’s choice of theme.What is the story told by data? Based on test scores, the lowest female scored with a 789-939 LEXILE with the highest of 1275-1425 and the lowest male was 735-849 with the highest of 1275-1425. What this data does not explain is that there are two male students who took the reading MAP Test who are students from the resource room who are not in the English 9 class. Either way, the data provides information, which shows with the lowest female or male score, the student would be able to read Ryan White and Tuesdays With Morrie with confidence, but Black Like Me may be challenging. Book Title and AuthorThemesReading LexilePrincess: A True Story of Life Behind the Veil in Saudi Arabia – Jean SassonEquality, fairness, justice, the Middle East, human rights1030Angela’s Ashes – Frank McCourt Poverty and hunger, folk tales, family, destructiveness of alcohol1110The Autobiography of Malcolm X (as told to) Alex Haley Racism, humanity, oppression1120Black Like Me – John Howard GriffinReligion, white racism, the role of journalism990Ryan White: My Own Story – Ryan White and Ann Marie CunninghamCharacter and values, culture and diversity860Tuesdays With Morrie – Mitch Albom Death and dying, acceptance, relationships, aging830Issues to pay attention to when trying to answer research questionData Source #1Data Source #2Data Source #3How will the teacher know that students are doing their best on MAP Testing?Projected Proficiency ReportNWEA MAP Testing Scores – LEXILETeacher observationHow will individual students be evaluated within literature circles?Teacher observationTeacher evaluation form Student evaluation formBased on the triangulation matrix that was created for the first question, the educator could evaluate the scores of MAP Testing to assess whether or not the students made an effort taking the test. There were various scores as well as time it took to complete the reading test. Another evaluation would be to compare last year scores as eighth grade students to this year; however, those scores are not currently unavailable. The second question of how individual students would be evaluated during literature circles would be varied. Again, based off of data sources, students would self-evaluate their work during literature circle time would as well as teacher evaluation completed. While observing the students, the researcher will use action research by using?ethnography or where the researcher is submerged in ‘fieldwork’ (Whitehead, 2005). So many times the classrooms become routine and the challenge for classroom observers is to understand patterns and routines. Frank (1999) states that ethnography is used by classroom observers to make visible what students are doing and learning, and for the educator to record the kind of classroom culture being created. When looking at the broader picture, scores on tests are only the tip of the iceberg (Frank, 1999). By looking at the data collection by evaluating students LEXILE scores and matching books, a student self-evaluation or even teacher observation, or ethnography, the data collection has taught me to think about reluctant readers in a new way. By thinking critically about everything that happens in my classroom - by getting reluctant readers to read, literature circles can create the process of creating lifetime readers.Ideas for Sharing FindingsAs a high school English teacher, I speak to colleagues, students and parents quite a bit of the time. But to address my research project with them is another matter. It seems when I talk about my work; the parent’s eyes glaze over. When I share with students, what they understand is that I am attempting to better improve my teaching and increasing reading scores. Efron and Ravid’s (2013) statement of the purpose of action research is to take it into my own classroom is vital as it will show what changes need to be made or modified with my study of literature circles with reluctant readers. The biggest change or influence of thinking now is that I may not be finished with the study once implemented. This is a learning process with students. What once worked before, may not work again and lesson plans, the structure of literature circles or even the selection of non-fiction novels may need to be changed. There are many opportunities to examine, read, write and talk about books with the student’s peers in the classroom. I see life-long reading as an important value to have. Engaging students with reading and encouraging the development of lifelong reading habits begins with providing students with a wide range of interesting reading material (Miller, 2009). ReferencesBeers, G. (2003). Toward an Understanding of reading. In When kids can't read, what teachers can do: A guide for teachers, 6-12 (p. 15). Portsmouth, NH: Heinemann.Bilmeyer, R., & Barton, M. (1998). Rational. In Teaching Reading in the Content Areas: If Not Me, Then Who? (2nd ed.). Aurora, CO: Mid-continent Regional Educational Laboratory.Brooks-Yip, M., & Koonce, J. (2010). Taking Another Look at Struggling Adolescent Readers.?Language Arts Journal of Michigan,?26(1), Language Arts Journal of Michigan, 2010, Vol.26(1). Retrieved from , C. (2007). Book Clubs at Work. Library Media Connection, 26(3), 32-33. Retrieved from , H. K. (2008). Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers. Journal Of Adolescent & Adult Literacy, 52(4), 284-294. doi:10.1598/JAAL.52.4.2Crawford, P. (2004). A Novel Approach: Using Graphic Novels to Attract Reluctant Readers and Promote Literacy. Library Media Connection, 22(5), 26-28. Retrieved from Pitton, D. (2005). Lit circles, collaboration and student interest. Academic Exchange Quarterly, 9(4). ISSN 1096-1453Efron, S., & Ravid, R. (2013). Developing a Plan of Action. In Action research in education: A practical guide (pp. 57). New York, NY: The Guilford Press.Efron, S., & Ravid, R. (2013). Writing, Sharing, and Implementing the Research Findings. In Action research in education: A practical guide (p. 238). New York, NY: The Guilford Press.Ehresman, S. (2015). L-S District Overview Presentation Updated 02-05-15.pdf. Retrieved from , J. C. (2012). Nontraditional texts and the Struggling/Reluctant reader.?Voices from the Middle,?19(4), 70-75. Retrieved from , C., & Bird, L. (1999). Ethnographic eyes: A teacher's guide to classroom observation (pp. 3-16). Portsmouth, NH: Heinemann.Gallagher, D. (2012). Being a “Reader” in New Times: A Case Study Examining the Construction of a Reader in a Ninth-Grade English Class. Reading & Writing Quarterly: Overcoming Learning Difficulties, 28(3), 201-228. doi:10.1080/10573569.2012.676354Geiger, S., Banks, A., Hasbrouck, J., & Ebbers, S. (2005). Washington State K-12 Reading Model Implementation Guide (p. 6). Olympia, WA: Office of Superintendent of Public Instruction.Gilmore, N. (2015). Jon Scieszka: Reaching Out to Reluctant Readers. Publishers Weekly, 262(15), 38. Retrieved from , J. (2012). Graphic novels in your school library. Chicago, IL: American Library Association.Literature Circle At Work Image. (n.d.). Google Images. Retrieved from Reading. (n.d.). Retrieved from , J. (2012). Data Collection Techniques. In Educational research: Fundamentals for the consumer (6th ed., p. 151). Boston, MA: Pearson.McTaggart, J. (2005). Using comics and graphic novels to encourage reluctant readers. Reading Today, 23(2), 46. Retrieved from , C. (2015). Cathy Puett Miller on Literacy: Motivating the Reluctant Reader. Retrieved from , D., & Anderson, J. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco, Calif.: Jossey-Bass.Moeller, V., & Moeller, M. (2002). Socratic seminars and literature circles for middle and high school English. Larchmont, NY: Eye On Education.Plucker, J. M. (2010). Baiting the Reading Hook. Educational Leadership, 68(2), 58-63.Population estimates, July 1, 2014, (2014). (n.d.). Retrieved from , Iowa. (2015). Retrieved from Reluctant Readers with Nonfiction. (2005). Young Adult Library Services, 4(1), 8-11. Retrieved from , J. (2008). Turning reluctant learners into inspired learners.?The Clearing House,?82(1), 40-44. Retrieved from Noe, K., & Johnson, N. (1999). Overview of Literature Circles. Retrieved from Comics and Graphic Novels in the Classroom (The Council Chronicle, Sept. 05). (2015). Retrieved from , Shane., Data Reports., Retrieved from email 2015, NWEA MAP Testing Scores for 9th Grade Students.Whitehead, T. (2005). Basic Classical Ethnographic Research Methods. Retrieved from A: Projected Proficiency ReportSubject Projected Proficiency Category Low 211-220Intermediate 221-230High 231-240Reading 3 (3 males) 25 (15 male, 10 female) 9 (4 male, 5 female)(Wheeler, 2015)Section B: NWEA MAP Testing Scores for 9th Grade Male Students(Wheeler, 2015) Section C: NWEA MAP Testing Scores for 9th Grade Female Students(Wheeler, 2015)Section D: Lexile Scores Per Grade AverageSection E: Teacher Evaluation of Observations of Literature CirclesLITERATURE CIRCLES – CONTRIBUTION TO GROUP DISCUSSIONTEACHER EVALUATIONRatings: 1 – Needs Improvement 2 – Satisfactory 3 – Very GoodType of ContributionRatingSpecific ExampleStudents shared their ideas and offered their suggestions.1 2 3Students spoke clearly and slowly enough to be understood.1 2 3Students answered other’s questions. 1 2 3Students remained on topic and helped the group stay focused.1 2 3Students encouraged others to participate.1 2 3Students disagreed without hurting others’ feelings.1 2 3Students summarized or repeated their ideas if necessary.1 2 3Students gave reasons for opinions.1 2 3Students listened courteously and effectively.1 2 3Students tried to understand and extend the suggestions of others.1 2 3The most important contribution to the discussion was:Students plan for improvement:Section F: Student Self-Evaluation With Literature Circles SurveyLiterature Circles Self-Evaluation SurveyPreperation StatementsNAME ____________________ NON FICTION NOVEL _______________________1-low 2-can do better 3- average 4- good 5- excellentPreperation StatementsSelf RatingI am prepared for our group meetings by constantly completing my assigned role sheets. 1 2 3 4 5I am prepared for class by bringing my non-fiction book to class. 1 2 3 4 5I am prepared for our group meetings by completing my reading assignments on time. 1 2 3 4 5ParticipationI participate well in discussions by asking questions of others. 1 2 3 4 5I participate well in discussion by offering my own ideas. 1 2 3 4 5I particpate well in discussions by encouraging and respecting others’ opinions. 1 2 3 4 5I particpate well in discussions by making eye contact with others. 1 2 3 4 5I particpate well in discussions by keeping my voice respectfull. 1 2 3 4 5CommentsExamplesI am doing my assigned role assignmenst wellI don’t always do this, and need to improve.Section G: Pre-survey for British Literature students and graphic novelsBritish Literature & Graphic NovelsPre -Survey:After reading each statement, circle the closest option that applies to you.1. I enjoy reading at school: a lot a little bit not very much not at all don’t know2. Do you like reading graphic novels?a lot a little bit not very much not at all don’t know3.Would you read a graphic novel on your own? Yes No 4.If your teacher allowed you to read a graphic novel for a project, would you consider reading a graphic novel or a traditional print book? Yes No 5.Why or why not? (short answer)6. Do you consider graphic novels of equal reading value to traditional print books? Yes NoWhy or why not? (short answer)7. Do you read graphic novels outside of class? If yes, please list any titles. 8.If you do read graphic novels, why do you like them? (short answer)9.If you don’t read graphic novels, why don’t you prefer to read them? (short answer) ................
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