Integrating Literature Circles Into a Cotaught Inclusive Classroom

Abstract

Literature circles or book clubs are small, heterogeneous groups of students who have chosen to read and discuss the same book together. The research on literature circles suggests that they hold great promise for increasing students’ enjoyment of reading and honing their literacy skills. When evidence-based strategies are embedded into a literature circles framework and coteachers use multiple coteaching arrangements to teach and monitor literacy strategies, all students in an inclusive classroom can benefit. Through description and vignettes, this article explains how to introduce literature circles, manage the schedule and coteacher involvement, and provide students with guidance in the literature circles process. In addition, there are suggestions for supporting all levels of learners within a variety of coteaching configurations and evaluating student progress.