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Star Charts

I learned from experience that I need to teach students how to talk to one another about books. Talking in small groups about books, writing and reading strategies without an adult present requires a new language of them. I struggled with how to make the conversations go more smoothly.

I explained my hopes for how books discussions would go in my class. I explained my rules:

• Don't stop me from teaching.
• Don't stop yourself from learning.
• Don't stop others from learning.

(That pretty much sums it up. All problems seem to fall into those 3 categories.)

I introduced my students to phrases I call "argue-safely phrases" that they should use so as NOT to offend one another and also to keep the discussion going at a brisk pace.

I made a chart outlining the steps to follow when discussing books with a group and hung it in the room. It is a very helpful reference in the beginning.

I brought a small group of students into a circle at the front of the room. The rest of the class sat in a bigger circle around them. We watched the small group talk about books. (Fishbowl)

We made a chart listing the problems we observed ­ the struggles the children were having with the conversation. Together, we created a list of possible solutions for each problem.

As we watched the discussion, we added problems that might happen in our groups to the chart. Over the course of the year, more problems popped up and we talked about possible solutions for them as well. We added the gist of the discussion to our chart that I kept up all year.

Then, I read about "sunburst charts" in Launching a Love of Literature by Rebel Williams. She suggested assessing student involvement in talking groups with a visual I now call Star Charts. If the conversation is going the way I want it to, the visual should look like a star. I couldn't wait to try her idea and it's been a staple of mine ever since.

When I start Star Charts, I invite adults into my classroom ­ one for every circle talking about books that day. I invite the principal and the assistant principals, curriculum coordinators and student teachers, colleagues with "spare time" and even trusted adult volunteers. I have never been turned down.

The first time we use this assessment tool, I want adult help. Eventually the charts can be turned over to students. However, I found that once we do Star Charts about 2 or 3 days, I never have to do them again. My students get the point.

Since my groups sit in a circle, I draw a circle on a piece of paper. I mark the names of the students in the group on the circle like a mini seating chart. When one person speaks to another, I draw a line connecting those 2 people. If the person responds, I draw a line back. If another person joins in, I draw a line to that person. I continue "mapping" the conversation for about 10 minutes while my adult volunteers map the conversations of the other groups.

Diagram 1	Diagram 2

From sample diagram 1, it is evident that students B and D are carrying the bulk of the conversation. Student E never participated. Clearly, the conversation is not balanced even though that IS the goal of every group. In diagram 2, three people are conversing beautifully but ignoring student K, J, and G. No one should dominate. No one should slide.

Once I put these diagrams on the overhead ­ without names ­ the students can see what I mean. (It helps that the adults made the maps because they are believable.) The level of consciousness about the problem is immediately raised ­ one many students never even considered before.

I tell my students that the goal is to make a star. When everyone is getting a chance to discuss and contribute equally, the map turns out more like a star.

Diagram 3: The Goal

One time I videotaped a group of average students with their permission. As a class we watched the videotape and mapped the conversation. Together, we looked at our observations and made suggestion for improving the discussion. We had fun watching ourselves and laughing at the problems. The discussion was beneficial and thereafter, all I had to say was, "Remember the Star Chart!" and the students knew what I meant. Pay attention. It's important that your conversations are balanced.

First Discussion Groups

1. Elect a leader. Rotate leadership each time.
2. Leader welcomes everybody.
3. Leader states the purpose for getting together.

   	Today's purpose: Example: Practice asking questions that deepen our understanding of the reading.

4. Discussion of questions follows. (Leader decides whether he/she will call on participants of ask for volunteers.)
5. The group summarizes what went on in the circle - - - just the main ideas - - - and the leader records the ideas to report back to the class.
6. The leader compliments each participant and allows group members to share compliments as well.
7. The group fills out the commitment contract or other self-assessment.
8. The members say good-bye to one another, push their chairs back, and begin reading as a signal that their group is finished discussing.

Assessment: When all the groups are ready or when the time limit is up, the leaders report their summaries to the whole class. The teacher and/or students, if they have seen this modeled, can critique the summaries and discuss the ideas.