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NW6 Book Clubs
Transcript of NW6 Book Clubs
“…the fact is they are behind the others and giving them work that is beyond them is unlikely to help them catch up, and is likely to make them fall still further behind.”
I ask you to read that quotation again, because it halts me every time. Our current practices in English classrooms may contribute to our students’ lack of progress in reading. Willingham suggests that we are giving student’s work that is likely to make them “fall still further behind.” When our curriculum is consistently too difficult for the readers we have, we’ll send them on to our colleagues at the next grade level in a worse place that we received them."
Penny Kittle: Book Love
The Differentiated Book Club
Book Clubs Combine
Reader Response Theory
How do students choose what they want to read?
What are book clubs?
Expressing and exploring each reader's experience of the text
dialogue with the text
dialogue with another reader
dialogue with a community of readers
Literature of Exploration - Louise Rosenblatt
Working together to construct knowledge
Assessment that is derived from the kinds of experiences that exist in "real life"
a reflection on the individual and communal experience of the text
According to student:
Teachers differentiate through:
Young adolescents learn best when they work with their peers in cooperative settings where they interact actively with the materials and with each other. Literature circles, paired readings, dialogue journals, creative dramatics, reader's theatre, and other strategies that bring students into situations where they learn not only from the teacher but also from each other are the most effective structures..."
Understanding Middle School Students
These practices, which are often a part of response-centered classrooms, facilitate the students' move from their own limited view of the world to a broader view, encourage a sociocentric perspective, allow them to practice new reasoning skills, and give them the opportunity to hear one another's thoughts.
Understanding Middle School Students
What do students do during book clubs?
annotate text -
orally & in written form
the best of...
Instructional Leader: English/Literacy TDSB
activating background knowledge
Resources for Establishing
Amazing Book Clubs
available free on line
coming this fall: iSkills
Reading Tasks are based on
general practice of skills
diagnostic data & assessment for learning
guided reading (small group instruction needs)
Guided Reading in the Secondary Classroom
sort the paragraphs into categories
create a name for each category
Katniss is a multi-dimensional character. While she is strong and decisive she is also fragile and at times afraid. When Katniss talks to President Snow she is aware of her place and is fearful to speak the truth. She is “taken aback by the directness and even the sincerity of the speech” (22). However, she challenges herself and dares to speak. She doesn’t “know how [she] dare say the next words, but [she] does” (22).Her strength and resolve are continually tested throughout the novel and the fact that she struggles with situations makes her an appealing and multi-dimensional character.
Evidence-based paragraphs using popcorn kernels
choose a topic to write about
select evidence from the novel that supports your topic
embed quotations from the novel in your paragraph
New York: Scholastic Press, 2010.
organization of ideas
identification of themes
determining most to least important ideas
Micro-Informational Graphic Text
USA Today Snapshots - Google Images
Oral Annotation of Text
using Text Codes
Lily Pereira- Richview C.I.
Jennifer Kitchen- Silverthorn C.I.
Sue Bois - John G. Althouse M.S.
1. Read the excerpt for the round.
2. Respond to the excerpt with a talking card.
Hearts – ask a question
Diamonds- make a connection
• use your 5 senses!
Clubs – make a prediction
3. The goal of each round is to use all of your cards.
4. When the round is over, read a new excerpt and respond with the talking cards.
explore differentiation of texts in DI Books Clubs
examine the labels skills are given in both panels
engage in explicit teaching of reading//writing / oral strategies