lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.428415 Okuma Çemberleri: Niçin ve Nasıl? Örnek Bir Uygulama Literature Circles: Why and How? An Example of Implementation Doğan Birsen PAMUKKALE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ Yıldırım Kasım MUĞLA SITKI KOÇMAN ÜNİVERSİTESİ Çermik Hülya Ateş Seyit 07 27 2018 6 3 747 765 05 29 2018 06 21 2018 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

Okuma çemberleri, aynı öykü, şiir ya da kitabı okumakiçin bir araya gelen öğrencilerin oluşturdukları gruplardır. Bu gruplardaöğrenciler, okuduklarını tartışmakta ve paylaşmaktadırlar. Gruplarda üstlendiklerirollerin gereği olarak öğrenciler, okuma çemberlerinde pek çok etkinlikyapmaktadırlar. Bu roller, temel ve seçimlik roller olmak üzere iki gruptatoplanabilir. Temel roller, sorgulayıcı, bağ kurucu, okuma aydınlatıcısı,ressamdır. Seçimlik roller ise özetleyici, sözcük avcısı, hareket izcisi,karakter çözümleyici ve tahmin edici gibi rollerdir. Her öğrenci bir rol almak zorundadır. Rolleringereği olarak yapılan işler, öğrencilerin bilişsel, duyuşsal ve sosyalyönlerinin gelişimini sağlamaktadır. Yapılan her okuma çemberinde öğrenciler veroller farklılaşmaktadır. Böylece farklı rolleri deneyimleyen öğrenciler okumaçalışmalarından üst düzeyde verim elde edebilmektedirler. Okuma çemberlerininnasıl yürütüldüğüne ilişkin adım adım sunulan örnek bir uygulamanın,sınıflarında öğrenci merkezli yöntemleri kullanmak isteyen öğretmenlerekatkılar sunması beklenmektedir.

Literature circles are groupsformed by students who get together to read the same story, poem or book. Inthese groups, students discuss and share what they have read. As required bythe roles they assume in groups, students perform many activities in literaturecircles. These roles may be divided into two groups as main and optional roles.The main roles are questioner, connector, literary luminary, and illustrator. Theoptional roles are roles such as summarizer, vocabulary enricher (word wizard),scene setter, character sketcher, and predictor. Every student has to assume arole. Literature circle activities that are done in classes contribute tostudents’ cognitive, affective and social development. In each literaturecircle, students and their roles differ. Thus, students who assume variousroles in literature circles are able to benefit highly from these reading activities.A step-by-step example of how literature circles are implemented in classes isgiven to contribute to teachers who want to use student-centered methods intheir classrooms.

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