The purpose of the extension projects was explained and the researchers agreed to address this issue as it was an objective identified for the grade five year of the project. A second release day was arranged for the grade five teachers to observe literature circles in practice during a Middle Level Language Arts class in the Bachelor of Education Programme at St. Thomas University.

The researchers reviewed and modeled the process of literature circles with the students for the twice-weekly sessions. New response sheets were designed that combined all of the roles: Discussion Director; Word Wizard; Super Summarizer; and Artful Artist. (See Appendix for example of Response Sheet) Each student would develop two or three open-ended questions for group discussion, identify new vocabulary words for the Word Wizard component, write a summary, and draw an illustration based on their reading. Each student was also expected to write a connection to their reading.

The modeling and review process began by reading fables. Initially, fables were read to the class. The purpose of each role was reviewed and extended. Students were placed in groups and completed one response sheet per group. The review and modeling process focused on the following: students supporting and disagreeing with ideas by referring back to the text; discussing the meanings and pronunciation of words by referring back to the text, relying on the knowledge and experience of group members, and by utilizing other classroom resources such as a dictionary; and writing a summary. Making stronger connections to the reading was promoted by modeling and discussing connection ideas. Students were provided with a Connection Ideas handout for a reference to assist them with making improved connections. (See Appendix for example of Connection Ideas)

Incorporating the discussion component was the next stage of modeling and practice. Students were then provided with a range of fables from which they could select. Each fable was introduced and the students had an opportunity to examine the selections prior to completing a ballot where they listed their first, second, and third choices. Once their choices were made, the groups were formed. The characteristics of an effective discussion were reviewed and extended. Sticky notes were given to the students to help them mark ideas, words, thoughts or questions they had during the reading, thus providing the necessary support to complete the response sheet. The students engaged in the literature circle cycle of read, prepare, and discuss. Reflection on the process as a class also contributed to the modeling. Students as well as researchers and teachers shared their successes and commented on ways groups could improve the process.