BOOK CLUBS: FIRST STEPS

BOOK CLUBS: FIRST STEPS

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NORMS We will.. Be honest and share what we think and feel. Participate in the conversation. Focus on the task. Think creatively and comprehensively. Treat one another as equals. Listen when others speak. Bring humor to the table.

PURPOSES FOR TODAY To understand the purpose of Book Clubs To learn how to get started in Book Clubs To see how Book Clubs change over time To come away with some possible tools to use in Book Clubs

For reading to become a lifelong habit and deeply owned skill, it has to be voluntary, anchored in feelings of pleasure and power. (Mini-Lessons for Literature Circles, Daniels and Steineke, 2004)

WHAT DO KIDS THINK ABOUT BOOK CLUBS?????????

WHAT IS YOUR EXPERIENCE WITH BOOK CLUBS? We are all in different places in our teaching experiences, and that is awesome! At your table, discuss your experiences with book clubs, or how you would like to start to book clubs in your classroom.

WHAT ARE BOOK CLUBS? AKA: LITERATURE CIRCLES, LITERATURE STUDY GROUPS Small, temporary groups of 3-5 students engaged in reading, writing, and discussing the same self-selected text, OR creative groupings such as same author, topic, or literary device Peer led, in-depth discussion groups guided by responses to reading Students deepen understanding of their reading by making predictions/inferences, drawing conclusions, using text evidence to support in forming opinions, asking questions, making connections, exploring themes, and examining an author s craft. Actively engage students in critical thinking as they read, respond, and discuss their reading Includes cooperative learning & real world social skill application such as listening intently, respecting opinions of others, and communicating ideas to others Students change and add to their understanding as they construct meaning with other students through conversations Students apply what they are learning into reading & writing

DIFFERENCES BETWEEN BOOK CLUBS AND GUIDED READING

KEY CHARACTERISTICS OF BOOK CLUBS Students self-select book or text (poem, article, book, Reader s Theater, etc.) Students grouped by interest (book choice) not necessarily ability Discussion comes from students, not teacher Flexible, fluid groups; never looks the same Guided primarily by student insight

WHY DO STUDENTS AND TEACHERS NEED BOOK CLUBS? Promotes comprehension and challenges students to interpret and think critically Encourages and develops mindful strategic reading Students take ownership of literacy development as they learn to value literature MOTIVATES kids to read!!

LET S WATCH A VIDEO OF WHAT A BOOK CLUB CONVERSATION COULD LOOK LIKE, AFTER LOTS OF PRACTICE AND PREPARATION BEFORE THE ACTUAL BOOK CLUB MEETING

BEFORE BEGINNING. Remember book clubs look different in every class, changes from teacher to teacher, grade to grade, student to student, year to year, and even day to day (www.litcircles.org) Book Clubs are NOT a specific program Students must: -know the expectations of Reader s Workshop -Be able to choose just right books -Know the expectations of independent reading -Think while they are reading and keep track of their thinking

LITERATURE CIRCLES/BOOK CLUBS: CHANGE OVER TIME RUBRIC Give yourself permission to learn about and implement book club procedures gradually Review Change Over Time Rubric in next few slides

Choosing Books BOOK CLUB ESSENTIALS Reading and Preparing for Discussion Tools to Gather Information Written Responses Learning to Discuss/Debrief the Group Extending through art or technology projects (optional)

FIRST STEPS Goal to learn the structure of book clubs Text teacher selects shared interactive read aloud for the whole class to model the book club rituals/routines Model Teacher reads aloud and models how to track their thinking using Open-ended questions, prompts, I thought I wonder because I noticed Golden Lines (quotes),post-it Notes, Inner Conversation, etc. (You may want to create your own handout with different ideas so students have on one page) Possible Mini-Lesson Focus (see handout from Teaching for Comprehension and Fluency) to model and practice the rituals and routines of the book club meeting Time: 2-3 weeks Teacher models how to prepare discussion

QUICK START: FIRST STEPS PROCESS: WEEK 1: MODELING THE PROCESS OF BOOK CLUBS Week 1, Day1 Introduce Purpose of Book Clubs Choose a highly engaging text for a shared, interactive read-aloud to introduce book clubs (it helps if each student has a copy). It could be a picture book, story from the Journey s anthology, or short chapter book. Opening Mini Lesson #2 from Getting Started: The First 35 Days. Model how to read a few pages and track your thinking using sticky notes or Thinkmarks (mini-lessons 12-18) Work Period -Students then read a pre-determined number of pages to mark their thinking; Closing Bring books and model Mini-Lesson #3 Getting Started Quickly. Select several students to share their thinking by sharing out one of their sticky notes Day 2 Opening Tell students they are now going to brainstorm a list of Book Club Etiquette on a chart to combine mini-lessons 4-8 to incorporate all these behaviors. Work Period Students read a pre-determined number of pages and track their thinking using sticky notes/think marks Closing In a fishbowl type format, or a whole-class circle, model and have students practice how to share their thinking by adhering to the guidelines on the Book Club Discussion Etiquette chart

QUICK START: FIRST STEPS, WEEK 1: MODELING THE PROCESS OF BOOK CLUBS: (CONTINUED) Day 3 Opening Create an anchor chart titled, Accountable Talk in Book Clubs that incorporates mini-lessons 9-11, and use stems from the handout, Phrases to Encourage Accountable Talk Work Period Students read pre-determined number of pages, track their thinking like last two days Closing In a circle with the whole class, students share their thinking using phrases from accountable talk chart to engage in the conversation and keep it going. Debrief as a class about what went well, what still needs work. Days 4 & 5 Review and repeat Day 3 procedures in Opening, Work Period, and Closing. Debrief each day about what went well, what still needs work.

QUICK START: GETTING STARTED: MODELING THE PROCESS OF BOOK CLUBS: WEEK 2 Choose a new picture book, story from Journey s anthology, or continue the short chapter book started last week. Day 1, 2: Supporting Evidence with Thinking, lessons 21, 34 Day 3,4: Responding in Journals mini-lessons 19, 20 (see Reader s Response handouts) Day 5 Book Club Meeting: Review Accountable Talk Chart before meeting in book club groups. Then model how to take the information from your modeled Reader s Response journal entries, share, and have a discussion. Then have students sit in a large group to share their thinking from response journals to have a large group discussion, or have one group model/practice procedures in middle of the circle for a Fish Bowl activity, and other students give warm and cool feedback. OR put them into small book club groups and teacher goes from group to group to listen in, clarify questions about procedures, and/or join the discussion.

NOW WHAT???? After several weeks of modeling and student practice, students are now ready to choose their own books for Book Clubs and begin! (If students need another week of practice, like Weeks 1 & 2, that s ok!)

CHOOSING QUALITY LITERATURE FOR BOOK CLUBS For Book Club Round 1 and possibly 2 (when introducing book clubs, teacher chooses multiple titles that have something in common (such as theme) are of student interest, meaningful, well-written, touches the reader s heart/mind, compels response, meets a range of reading needs. After structures are in place, creative grouping can utilized, such as grouping by author, literary device, etc. Teachers must keep their goal/mini-lesson in mind when choosing titles (ex: start book clubs, reinforce a reading strategy, etc.). Whatever genre you are doing for reading workshop, try to have book clubs in that genre so they can practice the same types of skills you are teaching in reading workshop. Teachers give book talks and eventually students can give book talks. Give students choice w/guidance

SAMPLE BOOK CLUB ROTATION A Bus of Our Own, Ruby Bridges, Baseball Saved Us, Wanted Dead or Alive (Historical Fiction, overcoming an obstacle inner conversation, making inferences) Chrysanthemum, Lilly, Stellaluna, Pinduli, Crickwing (character analysis picture books) Stone Fox, Class Clown, Clementine, Skinny Bones (character analysis chapter books)

BOOK TALKS & BALLOTS Teacher hold up each book and gives a short book talk on each book. Remember, book club books are ideally at the student s INDEPENDENT reading level, so keep this in mind when selecting books. Students can eventually give the book talks in upcoming book clubs once they see the teacher model the process. Provide time for students to peruse choices On a ballot or piece of paper, students write their first, second, and third choice books. Try to give as many students as possible their first choice book. However, keep in mind if personalities can/can t work together, and students who may need additional reading support. Four to five students within a group

CONSIDERATIONS FOR STRUGGLING READERS If students choose a book above their independent level and REALLY want to read it, allow student to try the book, then provide supports of parent helping read it to/with the student, books on tape, or as a last resort, using Audacity You could find a few books on lower levels with same theme, and have your struggling group pick one of these books, separate from the whole class book selections. Teachers can form groups based on data (DRA, Word Analysis Tasks, previous running records, student goals), BUT student CHOICE is paramount

TAKE A 10 MINUTE BREATHER!!

WITHIN THE WORKSHOP MODEL (AFTER STUDENTS KNOW PROCEDURES) Opening Mini-lesson: Teacher models strategy based on SE using mentor text Work Period 1) Practice SE in groups, partners, or independently using teacher mentor text 2) Students read Book Club Text and respond in various formats to get ready for Book Club Discussion with Book Club groups 3) As students are independently reading book club text, teacher pulls guided reading groups to practice the SE from mini-lesson or other strategies students need using instructional level text such as excerpts from books, poetry, articles, etc. to keep students growing as readers and thinkers Closing Teacher and students debrief about applying SE strategy in work period with guided reading text or independent text.

POSSIBLE BOOK CLUB SCHEDULE Mon Thursday Opening 1) 10-15 minute mini-lesson with weekly skill tied to SE: Teacher models skill/strategy with mentor text (Mini lessons could also be reviewing procedures for book clubs as needed) 2) Students practices skill in groups or partners with teacher mentor text Work Period 1) Students read book club text to practice skill/strategy in book club book & work on personal goals 2) Students track their thinking of book club text (inner conversation) using sticky notes, think marks, etc. to prepare for book club discussion 3) At least 1-2 days a week, students write a full response in journals to get ready for book club discussion (Teacher pulls guided reading groups based on students INSTRUCTIONAL level, using short F or NF text, poetry, OR teacher confers with students.) Closing Students share out their work/strategies from mini-lesson Friday 1) Students take possible formative or summative on weekly skill/strategy tied to an SE 2) Book Club meetings: students share sticky note and journal responses using Accountable Talk. Teacher pops in on each group to listen in/give feedback, take anecdotal notes, etc. 3) Groups Debrief how what went well/what to work on as a goal for next meeting

READING AND PREPARING FOR DISCUSSION DURING THE WORK PERIOD How much do students read each day? At first teacher may need to decide how many pages/chapters each day for each group. Eventually students can decide how many pages each group reads. Daily, the teacher may want to display on projector or board the name of each group, how many pages, and what their focus needs to be.

**Book Clubs** Mini-Lesson Focus Strategy: Inferring Word Meaning *A Bus of Our Own read 10 pages *Ruby Bridges read 8 pages *Wanted Dead or Alive read 15 pages *Baseball Saved Us read 8 pages Read assigned book club pages. Read a just right book from book bag 1) Complete word meaning chart 1) Record on reading log for MWC (at least 2 words) 2) Work on reading goal 2) Follow Inner Conversation on sticky notes to prepare for Book Club Discussion 3) Work on reading goal

**Book Clubs** Mini-Lesson Focus Strategy: Analyzing Characters including traits, feelings, and changes *York Patties: Always Prayer Shawl: 10 pgs *Reeses: Amber: 8 pgs *Hot Tamales: Hedgehog: 8 pgs *Jolly Ranchers: Lilly s Purple Plastic Purse: 8 pages *Hershey s: Regina s: 8 pgs Read assigned book club pages Read a just right book from book bag 1) Begin Character feeling BRACE map (B-M-E) 1) Record on log for MWC 2) Begin Journal Reading Response to prepare for Book Club Discussion 2) Work on reading goal 3) Work on reading goal

REMEMBER! Book Club texts can serve a dual purpose during the Work Period of the workshop model by: Serving as a text to practice the weekly SE/strategy focus AND Preparing for Book Club Discussions by tracking thinking and writing journal responses

STOP AND JOT For one minute, stop and jot some thoughts you are having about book clubs so far. On the facilitator s cue, talk at your table about your jot thoughts. One minute each to share.

TOOLS TO GATHER INFORMATION TO PREPARE FOR BOOK CLUB DISCUSSION Brainstorming ideas Quote and Question Guided Topic Student Generated Questions Post-It Notes (Inner Conversation Icons) Bookmarks or Think-marks Golden Lines Discussion Logs Writing Prompts ** Teacher modeling of any TOOL is essential to student success

WRITTEN JOURNAL RESPONSES Usually longer responses that are evidence of the reader s thinking about a text, and serves to deepen understanding of ideas and themes of the text Journal Prompts (see handouts) Quick Writes Letters to characters or authors Teacher/Student/Group Blogs ** Teacher modeling of written journal responses is ESSENTIAL to student success

LET S WATCH A VIDEO CLIP WHERE STUDENTS SHOW THEIR JOURNALS/NOTES THEY TAKE DURING THEIR READING, SO THEY CAN HAVE TALKING POINTS FOR THEIR BOOK CLUB MEETING/DISCUSSION

DEBRIEFING WITH BOOK CLUB GROUP Students use last 2-3 minutes of Book Club Meeting to debrief about what went well/goal for the next meeting Groups use class-created expectation charts, and/or simple self-assessment rubrics to guide their debrief time & set goals

BOOK CLUB MEETING: LEARNING TO DISCUSS Students meet to discuss what they read: (can begin with one, two, and eventually all groups meeting at one time) Teacher or students set meeting schedule (meet 1 time per week to start, then 2-3 times as proficiency in groups progresses) Set clear expectations and norms (Students may not meet with groups if they have not completed their reading or thinking be sure you have given students enough time to read) Follow Conversation Expectations (Book Club Etiquette, Accountable Talk, Accountable Book Conversation Rubric, etc.) Share inner conversation, thinking from journal responses Goal is for students to have open-ended, natural conversations (may seem unnatural at first) & to work productively (clear expectations, mutually developed norms, shared leadership & responsibility, open communications, conflict resolution strategies Harvey Daniels, 2002) Teaches serve as facilitators (see The Teacher s Role in Literature Discussions )

BOOK CLUB EXTENSION PROJECTS Book Club Projects are an extension of the book. It will extend students reading by revisiting what was read, and continue conversations and discoveries as students reach for deeper understanding of the entire book. When others view the projects, it will show what students learned from the book. Optional not mandatory Should be short projects that take no more than a few days to complete. Give students a Menu of Projects, or students create their own Let students use TECHNOLOGY to create a project Guided by a rubric Could be a summative http://misskestel.weebly.com/book-projectsreading.html

BOOK CLUB PROJECT IDEAS Design a coat of arms to represent main characters Write a sequel to the story Create a newspaper with stories describing key story events Write a script for 50 second commercial to get other kids to read the book Create a scrapbook highlighting major events in the book. Dress up as your favorite characters and create a skit to act out a major scene. Interview a character from a book Diary write several diary entries from a main character from his/her point of view Tune Up Create and perform an original song that tells the plot of the book Live Reporting Be a tv reporter and give an oral report of a scene from the book as if it was happening LiVE Create a wanted poster for the main character Vacation Time Create a travel brochure advertising the setting of the story and include the history, lodging, activities, local restaurants, etc. Party time! - Plan a party for the characters of your book. Design an invitation, what characters should wear, food served, games/entertainment provided, etc, and explain with text evidence why your choices are appropriate. More ideas in a packet on Moodle.

COMMUNITY SHARE After students present projects, have Community Share so students can make connections across book club, charting common literary elements as well as themes/lessons.

ASSESSMENT Teacher observation & anecdotal notes during book club conversations, small group instruction, conferring Accountable Talk rubric (in accountable talk section) Student self-assessment Thinking/working while reading (use sticky notes and rubrics) *can be used as a formative and after practice, reading responses could be a summative Reading responses Projects All grades taken on a task must be aligned to the TEKS/SE

BOOK CLUB INGREDIENTS ¼ cup Students self-selecting books ½ tsp Small, temporary groups are formed based upon book choice ½ tbsp Different groups read different books ¼ tbsp Groups meet on a regular, predictable schedule ¼ cup Kids use notes to guide reading and discussion ¼ tsp Discussion topics come from students and teachers ¼ tsp Meetings are open, natural conversations about books ½ cup Teachers are facilitators; not a group member or teacher 1 cup Evaluation is by teacher observation and student selfevaluation ½ cup Create a coffee shop type atmosphere ¼ tbsp When books are finished, new groups are formed Literature Circles, Voice and Choice in Book Clubs and Reading Groups, Harvey Daniels, 2004

RESOURCES AND REFERENCES Book Club A Literature-Based Curriculum, Taffy Raphael Comprehension & Collaboration, Harvey & Daniels Getting Started with Literature Circles, Katherine Noe & Nancy Johnson Classroom Book Clubs Teaching Resources: www.lauracandler.com Guided Comprehension-A Teaching Model for Grades 3-8, Maureen McLaughlin & Mary Allen Literature Circles Resource Guide, Bonnie Hill, Katherine Noe, & Nancy Johnson Literature Circles, Voice and Choice in Book Clubs and Reading Groups, Harvey Daniel www.litcircles.org http://src.scholastic.com/ecatalog/default.asp?uid=54bd533f25a14684902b12 C2D9D61385&subt=0&Test=NA Making the Most of Small Groups, Debbie Diller Mini-Lessons for Literature Circles, Harvey Daniels Revisit, Reflect, Retell, Linda Hoyt Teaching for Comprehension & Fluency, Fountas & Pinnell The Continuum of Literacy Learning, Fountas and Pinnell

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