Literature circles generally involve four or five students who are actively engaged in cooperative learning. Learners choose a library book to read based on interest. The same titled paperback might be discussed by participants in the literature circle. Alternative suggestions for literature circles include choosing a library book on a similar topic but written on different levels of complexity or choosing a different selection by the same author. The teacher may choose one circle member to lead the discussion or leadership may emerge within the group with no designated chairperson. Discussion can center on type or kind of major character, geographical setting of the story and how it affected the major character, theme and plot, identification of figurative language, and assessment of writing style. A variety of literature types should be available from which committees may select reading materials, such as poetry, classics, folktales, fables, or myths. Following discussion of the book, involved students in the literature circle need to experience learning activities to indicate what has been learned. Multiple intelligences theory can be used to respect each student's specific talents. Journals can be used to record ideas gleaned in reading. Several ways to extend students' experiences from reading the chosen library books include developing a reader's theater presentation; engaging in an activity such as pantomiming or creative dramatics; and making models or objects to clarify meanings of selected, relevant concepts read. Learning circles give students a chance to meet up with their personal learning styles. Ten questions illustrate emphasizing literature circles procedures of reading instruction. (NKA)