The implementation of the literature circles strategy began by releasing the grade four and five teachers from the research school to attend a one day meeting with the researchers in the fall of 2002. The purpose of this meeting was to review the objectives of the project, provide a workshop on the literature circle process, develop a plan for implementation, and to peruse the books that had been purchased to date. Teachers were invited to recommend further book selections and provided with professional resources to assist with the implementation.
The participating teachers agreed to schedule
literature circles twice weekly for a 30-45 minute
block of time. The role of the researchers as
participant/observers was explained and clarified.
This meant that the researchers would visit the
participating classrooms during the scheduled times
for literature circles to gather data and support both
the teachers and the students. Teachers were also
informed that the researchers would value their
input and address their successes and concerns
through monthly reflection meetings.
The grade four teachers returned to the research site and initiated the implementation of literature circles. These teachers understood that the process would require modeling. The teachers preferred the implementation framework suggested by Daniels (2002) of introducing the literature circles process through role sheets. The roles of Discussion Director, Word Wizard, Super Summarizer, and Artful Artist were adapted from Daniels (2002). Each role sheet was introduced and modeled through the use of short stories and readings selected from the provincially approved anthology of grade four reading materials. Different skills were modeled and practiced according to the role sheet. The skill of writing and asking open-ended questions was the focus of the Discussion Director role sheet.