ABSTRACT
This chapter explores how classroom teachers have adopted and adapted literature circles for different ages of students. These innovators come from a wide range of city and suburban schools and work at grade levels from kindergarten through college. Teachers often ask whether literature circles need to be structured differently for primary-grade children. Literature is the most important component of curriculum. Literature is presented for varying purposes, including enjoyment; awareness of story; literacy experiences in reading, writing, and language; awareness of author and illustrator; acquiring information; analyzing and comparing style; and most important, acquiring a disposition to become a lifelong learner. Students were enthusiastic and energetic when meeting in their groups. They raised good, interesting questions, discussed their reading seriously, and stayed on task most of the time. Students were also able to identify problems they encountered.
