Simple Tips for Literature Circles in Middle School Reading Workshop

Read here for tips to make your middle school book clubs successful!

This is the fifth in a blog post in a mini-series on starting reading workshop in middle school. This post will look at getting kids working in literature circles in middle school reading workshop.

If you teach middle school reading workshop, you most likely have kids working in book clubs. Book clubs, AKA “literature circles”, can be highly effective. However, it can feel confusing getting this all set and ready to go. You are in the right place! Let’s dive in.

Read here for tips to make your middle school book clubs successful!

What are Literature Circles in Middle School Reading Workshop?

Literature circles in middle school are a great way to organize your reading workshop. Here are some main components:

Book clubs put kids into groups for a reading unit.
The purpose of a book club is to get kids into groups to read and discuss together.
The amount of kids is up to you. You can do a partnership with 2 group members, or a group of 3-5. In my opinion, 4 kids is the perfect amount. Any more than that can be chaotic and result in members getting “lost in the shuffle”.
Kids usually read the same book in a book club, but that is not set in stone. You can have kids in, for example, a historical fiction unit and have 2 kids reading one book and 2 kids reading another.

The benefits of book clubs are huge. When done correctly, kids will be accountable to each other for their reading, be able to ask each other questions on complex plot lines, and have deep and meaningful conversations about their books.

How to Set Up Your Literature Circles in Middle School Reading Workshop

You will obviously need access to a good class (or school) library so that kids can select their books. Setting up your library by genre will help with this. I have a blog post if you need more info: Setting Up your Middle School Classroom Library

Once that is done, here are some easy steps:

I pick partnerships. In my class, kids get a new partner for each unit. It is someone I’ve selected. I always let my students know that this is non-negotiable (although if there is some social issue going on of which I am unaware I would of course honor that). Partnerships are somewhat based on ability. This is usually a stronger reader or overall student with a “not as strong” reader/student. I definitely take things like social issues, personalities, and interest levels into account as well.
Once you know what unit you are in, have partners select a few of their top choices. I am a big believer in letting kids pick the books that interest them. Of course, you can make suggestions and gently guide kids if what they have picked is way too hard. For the most part, though, you want kids excited to read.
Then, I put my partnerships into groups of 4. I do this based on book selection.
This all takes some time, so you want to start this process about a week before your unit begins.

Creating a Reading Plan

Once students have their book, they should create a reading plan. This will be key to getting them to read literally on the same page. Please note that I have a free mini-lesson on starting book clubs. It includes a reading plan, so you don’t want to miss it.

I always have them put the plan into their reader’s notebook (more to come on reader’s notebooks in the next blog).
Then, create “reading goals”, which are basically due dates for each set of reading. There are usually 4-5. This simply means that they would divide the book into 4-5 sections and write down what chapters/pages they will read.
You should give them the due dates for each of the goals.
Lastly, assign “entries” for each goal. This is an assignment that goes in their reading notebook. I almost always ask kids for text evidence. This depends on the genre and the goal of the unit. For example, at the beginning of a book in a historical fiction issue, they might do an entry based on the setting (setting is so important in historical fiction).
This is important as specific discussion questions will need to be created. Keep reading below for info about discussion questions.

Discussion Questions for Literature Circles in Middle School

As we just discussed, at the end of each reading goal kids will meet in their groups for a discussion day.

First, I have kids get in their groups and see if they have any questions on the plot.
Next, they discuss. It is so important that you provide meaningful questions to get kids talking. They cannot simply “meet and discuss”. I give them a few for each meeting.
Examples discussion questions for the beginning of a historical fiction unit:

-Who is the main character? What are 2 character traits of this character?

-How is the setting of the novel significant?

-What is the conflict of the time period? How does the character fit into this conflict? (Examples: Is the character an innocent bystander? A soldier? A leader?)

-Is the main character facing personal conflicts? Describe.

-What type of conflicts are in this novel? (person vs. person, person vs. society, etc.)

-If you were a minor character in the novel, what action might you take right now.

You’re also in luck because I have 5 sets of free discussion questions.

Holding Kids Accountable in Literature Circles

Three things that teachers worry about with book clubs are: What if I can’t read all of these books? How will I know if they are actually reading? And what if one student in the group is not doing their part?

Kids will need to be held accountable for their reading. Let’s address these concerns:

First, you do NOT need to read every book that is in your classroom library. That’s not even possible!
What I do is once kids have selected their books, I create a “cheat sheet” for myself. I go to a website such as Goodreads or Amazon and copy/paste a description of the book. This way, I have some knowledge of the book while discussing.
I will tell you that it can almost be an advantage to not know the entire plot. Since I truly don’t know every plot detail, I am genuinely curious to know. And…you’re a teacher. Trust me, you will IMMEDIATELY know if a kid has read or not.
If a student in the group has not read the required pages by the time it is due, they miss the discussion time. They have to then go off to read. I personally then assign the discussion questions as written homework.

If a student is not doing their reading on a consistent basis, I would first talk privately with that student. Perhaps the book is too difficult. Perhaps there is something going on at home. If it’s just that the student is being irresponsible, talk to them and let them know how important the reading is and that you will need to contact a parent/guardian if it persists.