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Book Clubs Presentation

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Oliver Cannell

on 27 June 2011

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Transcript of Book Clubs Presentation

What is my role as a teacher? Making Book Clubs Work How are students matched with their books? Student Interest: Students can browse through a predetermined selection of books and rank the ones they’d most like to read. The teacher then forms groups. Student Reading Level: The teacher chooses books, determines readability, and places students in groups based on the difficulty of the text. A Chance to
Read, Think, Talk Book Clubs give students the freedom and the time to make reading their own. THEY decide what's interesting and important. They work together to make meaning, and to create a learning community. A Book Club Is... Why Do Book Clubs Work? How do students participate in the groups? Students have assigned roles Students do not have assigned roles Roles can include discussion facilitator, scribe, vocabulary expert, questioner, summarizer, spokesperson. Students have authentic discussions which may respond to the teacher’s mini-lesson, or may go off in other directions. Focus Teachers help focus groups on needed skills. Teachers begin each book club with a short lesson, and end each class with a brief wrap-up. "support, organize, manage"
- Harvey Daniels How do I know what my students learned? Students Evaluate Students evaluate how well their group is functioning on an ongoing basis. Teacher Observes Teachers evaluate individual students and groups as a whole through observation. Take Notes Students use post-its or journals to keep track of ideas that will help them think about or discuss the book. Any writing is for the student’s own use - the teacher can monitor student understanding and growth by looking at these, but they are not assignments. Written Assignments Some teachers might have students fill out packets, including character maps, plot summaries, and essential questions. Students might also keep journals that are evaluated by the teacher. Prepare Teachers prepare students for book clubs by teaching them to analyze, connect with, and compare books by using evidence from the text. Students also need to learn how to listen and share respectfully. Facilitate The teacher is a facilitator for the groups as a whole; the students run the individual groups. the constructivist approach Today, it seems that any time you gather a group of students together for any activity involving reading, you can go right ahead and call it a Literature Circle. . . . if the teacher is running the discussion, if the kids have no voice – it’s just cool to call it a literature circle. . . BUT... Problem: "I don't think that ELL kids can do literature circles. It's too hard for them to participate." "I felt as smart as the other kids"
(Carrison and Ernst Slavit 2005) "Too few directions and too little modeling by the classroom teacher often leave ELL students bewildered." (Farris, Nelson, and L'Allier 2007). "The very nature of literature circles provides
opportunities for ELL students to practice and refine
their language and literacy skills as they analyze,
reflect upon, and negotiate the views and ideas of
their peers and those presented by the authors they
are reading" (Farris, Nelson, and L'Allier 2007) "He did the job but he was probably really, like... afraid to drop the missile and I think it made him feel kind of guilty about it" (Carrison and Ernst-Slavit 2005) Shy or reluctant students, or those who lack proficiency in English can develop literacy skills through learning the various roles offered in literature circles as they share, discuss, and interpret the various pieces of
literature (Farris, Nelson, and L'Allier 2007). For English Language Learners A self described 'dumb' student writes... "Cooperation Makes it Happen" (Henson, Year?) "...it is the conversation that allows for a more global transformation, where each girl reveals her own connection to the text" (Polleck, 53). Transaction: Transformation: Text Interaction: Reader/
Self Under Pressure: The Need: Young Women's Book Clubs On Forever, by Judy Blume:
Betsy: "Wait, but I don't get it. Did Erica like Arty?"
Sofia: "I think she really liked Arty but not in that way. I think she wanted to help him more." On The True Meaning of Cleavage, by Mariah Fredricks:
"I'm mad that she didn't open her mouth about that stuff that Sari was doing to her. Like open your mouth!" "Sometimes reading gives you a different vision of how you see the world. Like, some people just see the world as butterflies and candy drops, but it's not. And then when you read books and see- even if it's fiction- it still teaches you something." BOOKS can be the catylst for these conversations identities families peers body image Many students deal with the problems that accompany adolescence alone... For Women "Learning clubs organized around student interests and needs offer a sustained, supportive atmosphere
to engage struggling adolescents."
-Heather K. Casey Motivating Learning Through
Book Clubs How do book clubs motivate? The social nature of book clubs engages readers in text, which then deepens comprehension, making reading more rewarding.
Students get to choose what they want to read.
Making the students part of the assessment process motivates them to consider what is being learned and how they construct that learning.
When students realize that their ideas about literature and literacy matter to the teacher and their peers, they are motivated to want to become even better readers and writers. "Learning clubs have the potential to motivate disengaged
and frustrated adolescent readers and writers
because they develop in response to the unique literacy
needs and interests that exist in each classroom.
Learning clubs have the potential to be a powerful
vehicle for motivating engaged and interested learners
across content areas to use literacy to build learning."
- Heather K. Casey On motivation!!! For Motivation Health Sciences High and Middle College
24 11th grade students (IEPs, ELLs, struggling students)
Mix of cultures and L1s
Predominantly single parent families
All below grade reading level
Through read-alouds, think-alouds, independent reading followed by Book club discussions It's All About the Book: Motivating Teens to Read by Lapp and Fisher (2009) "Our approach provided students a context for their choicea theme, topic, or question the entire class was thinking about. In addition, our experiences this past year highlight the importance of interaction.

Students have to interact with one another and the teacher about the texts they are reading. They have to be challenged, supported, and encouraged but at the end of the day, they need to have their say about the text." – -Lapp and Fisher (2009) To see our annotated links please go to:
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