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NW6 Book Clubs

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Rachel Cooke

on 28 January 2015

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Transcript of NW6 Book Clubs

"Willingham says, “It is self-defeating to give all of your students the same work. The less capable students will find it too difficult and will struggle against their brain’s bias to mentally walk away from the schoolwork. To the extent that you can, it’s smart; I think to assign work to individuals or groups of students that is appropriate to their current level of competence.” Differentiation.
“…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
Cooperative Learning
Working together to construct knowledge
positive interdependence
individual accountability
face-to-face interaction
social skills
Authentic Assessment
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
Differentiated Instruction
According to student:
learning profile
Teachers differentiate through:
learning environment
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
Linda Robinson
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
Linda Robinson
What do students do during book clubs?
book pass
reading cards
evidence-based paragraphs
annotate text -
orally & in written form
Book Clubs
the best of...

Rachel Cooke
Instructional Leader: English/Literacy TDSB

Reading Strategies
activating background knowledge
asking questions
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
Popcorn Paragraphs
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.
Popcorn Paragraphs
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

Collins, Suzanne.
Catching Fire.
New York: Scholastic Press, 2010.
Skills developed:
organization of ideas
embedding quotations
identification of themes
Skills developed:
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.
Talking Cards
1. Read the excerpt for the round.

2. Respond to the excerpt with a talking card.
Hearts – ask a question
• directly-stated
• inferential
• connection
Diamonds- make a connection
• text-to-text,
• text-to-self,
• text-to-world
Spades- visualize
• 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.

Learning Goals
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
Full transcript