The titles of the texts appealed to the grade four students (Seashells, Crabs and Seastars,Tibbitts, 1996; Snakes, Salamanders and Lizards, Burns, 1995; Wildflowers, Booms and Blossoms, Burns, 1998; Tracks, Scats and Signs, Dendy, 1995; Rocks, Fossils, and Arrowheads, Evert, 2002; Rabbits, Squirrels and Chipmunks, Boring, 1996; and Berries, Nuts and Seeds,Burns, 1996) and the reading level was appropriate for this grade level. The layout of these texts was similar to the new response sheet developed by the teachers. The texts were introduced and students made their selections by submitting their first, second, and third choices. While perusing the books one boy commented, "This is a hard choice, hard choice." The researchers observed that the students selected individual topics from the text even though they sat in groups. Since the group members were all reading individual topics, there was little context for discussion. Similarly, the response sheet focused on the students reading for specific information and facts.

The nonfiction reading material for the second round of literature circles was selected from the science curriculum textbooks. The titles of the selections were Olly's Polliwogs, Part I and Olly's Polliwogs, Part 2(Rockwell & Rockwell, 1991). These selections were written in narrative form. Students did not have a choice in the reading selections for this round. Students worked in small groups. The previous literature circle roles of Discussion Director, Word Wizard, Super Summarizer, and Illustrator were reintroduced. However, both the teachers and the researchers felt that students were ready to combine all of the roles. Therefore, each student in the group prepared discussion questions, selected words to bring to the group, wrote a summary, and completed an illustration for their reading. The narrative format of the text and the combining of roles proved to enhance discussions. Students also began to challenge other group members. For example, information provided by one group member led to a "natural" discussion over whether the tadpoles jumped out of the aquarium or were let go. The students returned to the text to support their opinions. Students were also engaging each other in discussing what their drawing represented. The Word Wizard role continued to require more modeling.

Extension projects were completed for each round of literature circles. The students generated projects in a variety of ways (dioramas, models, experiments, posters, paintings, sculptures, poetry) based on their readings and presented them to the class. Projects also included the groups' recommendation and an explanation of the book or article. The students' presentation skills showed considerable growth. They learned to show the book to the class, speak so their audience could hear them, use cue cards, make eye contact with their audience, and recognize the importance of practice.