1) There are a couple of ways that we plan to incorporate a Hmong child into our literature unit.  Since we have three level books, we have a book that is on the third grade level but this is still above the level of this student.  Therefore one step we would take to incorporate this student is to make a tape with the section that the group is reading and have the student listen and follow along in the book during the reading time.  Then the student would be able to still complete his literature circle job and be part of the low group discussion.  Another idea is to have the book read to the student before the group reads the book this can be done by the teacher, an assistant, or a volunteer.  After the student has heard the story before then once the group reads the book he should be able to also follow along or read the book alone.  Another way to help this student be incorporated into the group is to have peer teaching so that the students take turns reading aloud and help one another with the difficult areas.  Lastly since his culture does not have a written language it is still going to be hard to incorporate him into the literature circle because many activities include writing such as the passage picker and the discussion director.  Therefore try to give this student areas such as word wizard, connector, and artful artist. This way he is working with the book in a way that he understands.  The last thing that might help this student is to make a vocabulary journal so that vocabulary words have a picture beside them.  This will continue the concept of words and help to strengthen his vocabulary.

2) If in our classroom we have a student who has been labeled with ADHD then this is greatly going to alter how the class uses literature circles.  Since the student can only sit still for approximately ten minutes at a time then the teacher is going to have to adjust the literature circle to accommodate his special needs.  Therefore it will be necessary to shorten the lesson into ten minute sections.  Also instead of having each student focus on one job have the groups each do a piece of all of the different jobs such as one question for discussion director, one question for passage picker, and so on.  This will help to keep things new and  therefore the student will be able to sit still longer.  We will try to come up with creative ideas will help to keep the students focus.

3) The Latino child that is on the third grade level will not have a problem with the literature circle because we have a group on the third grade reading level available.  Therefore this student will go in this group but it will important to continue to work on the student's vocabulary and not to just put the student in the group.   Try to figure out what the student's strengths and weaknesses are so that the teacher will know what areas to push the student in and what areas to give the student the most support.  Still it should not be hard to include this student in our literature circle because it has already been made to accommodate them.