digging deeper into literature discussion groups/book clubs
DESCRIPTION
Digging Deeper into Literature Discussion Groups/Book Clubs. Summer Literacy institute 2013. Gradual Release of Responsibility: a structure for successful instruction. Teacher Responsibility. “I do it”. Focus Lesson. Guided Instruction. “We do it”. Collaborative. “You do it together”. - PowerPoint PPT PresentationTRANSCRIPT
SUMMER LITERACY INSTITUTE 2013
Digging Deeper into Literature Discussion Groups/Book Clubs
Gradual Release of Responsibility: a structure for successful instruction
Focus Lesson
“I do it”
Guided Instruction “We do it”
Collaborative “You do it together”
Independent “You do it alone”
Teacher Responsibility
Student ResponsibilityFisher & Frey, Better Learning Through Structured Teaching, 2008
Literature Discussion Groups
You do it! Launch Norms Read Discuss Debrief
Small group Put one post it on the board about what classroom implications this activity had
Take Away Whole group
Because My Father Always Said He Was the Only Indian Who Saw Jimi Hendrix Play 'TheStar−Spangled Banner' at Woodstock by Sherman Alexiehttp://www.spraksikring.com/kurs/AlexieStudyGuide.pdfRoom by Emma Donogue- http://emmadonoghue.com/books/novels/room-the-novel.htmlOlive Kitteridge by Elizabeth Strout http://www.nytimes.com/2008/04/20/books/review/Thomas-t.html
Teaching Students Accountable Talk
Students need to be taught HOW to agree, disagree, clarify, add on
Use student friendly language- what would students actually be saying
Example
Conversation Starters
Book Marks Sample 1 Sample 2
Anchor Charts
Accountable Talk
http://www.learner.org/resources/series182.html?pop=yes&pid=1981
Teacher/Student: Record the talk
Discuss—what do you notice?
How can you foster this kind of conversation in your classroom?
Setting Norms
Students can work together to set norms for their book clubs
Have students create a poster for their book club with 3-5 norms they will need to be successful
Remind students to take this out at the beginning of each meeting time to prepare for their meeting
Component 1: Intro/Selection of Book
Book clubs should still contain student choice as much as possible Choice within book club group that is already established Choice, then put into book clubs based on choice
Book talk books to get students excited and interested LMC Specialist Amazon Book trailers Reading first chapter Student recommendations
Component 1 Cont…
Students need to be taught HOW to prepare for book club meetings Read assigned text Flag your thinking Respond in reading logs
Model, Model, Model!
Practice with short texts before sending off to practice with book club books
Component 2: Silent Reading
Time for students to independently enjoy book club books
As they read, students are using comprehension tools taught in previous mini-lessons
Flagging their thinking, responding Teacher is conferring with individuals or may be
pulling mixed strategy groups Setting a calendar
Students may be assigned to read to a certain point by teacher Students may determine their own stopping point (if reading
different books within a book club) Students may determine stopping points as a club
Component 3: Teacher Conference
Teachers are conferring 1:1 as students are reading and guiding their thinking to a higher level
Conferring might include Responding to the Story
Did any of the characters remind you of anyone you know? Questioning the Author
What do you think the author is trying to tell us in this part? Assessing Comprehension
What is the theme of this story? Discussing Student Reading Log Entries
Component 4: Group Discussion
Remind students to review norms
May occur after the text or several times within, depending on length of text
Teacher role: mentor students to conduct their own discussions- scaffold as needed and gradually release
Remind students to use conversation prompts
Component 5: Peer Discussions
Extension of literature discussion groups with the teacher
Students continue discussion once teacher has left
Students need be taught to assess their discussion at a group level and an individual level
Accountability: Consider the use of a self reflection/rubric for students to use at end of discussion groups
Component 6: Text Mapping & Focus Groups
Goal is to promote deeper thinking & comprehension
Text or story maps
Individually, small groups, or teacher guided groups
Focus Groups Teacher identifies a specific focus for comprehension
to work on with a particular group Author’s style, text feature, character analysis
Component 7: Literature Extensions
Work alone or with group to extend their thinking beyond the text
Examples Reading another book by same author Writing a letter to the author Interviewing the main character of the book Research the author or illustrator Write a poem relate to reading Character analysis of several characters Writing an alternate ending Creating a timeline of events Student chosen ideas
Book Club Types
Author Book ClubsSeries Book ClubsGenre Book ClubsLeveled Book Clubs Topic Book Clubs (non-fiction)
Example: Social Issues Other ideas?
Ways To Organize Book Clubs
Same levelsMixed levels
Same textMixed text
Same topicMixed topic
Guided Book Clubs
Still based on student choiceBook talk 4-5 booksStudents write down top 3 Teacher selects based on choice/level May be teacher selected topic, OEU driven
topic, or student selected topic
Book Club Scheduling
Teacher scheduled
Group scheduled
Individually scheduled
So What Are YOU Doing?
Still needs to include a mini-lesson
Conferring, meeting with groups
Sample 1
Sample 2
Holding Students Accountable
Student created norm chart
Teacher rubrics Create your own rubric
Student self evaluations
Reflective responses (notebooking)
Student Activity Guide
Troubleshooting
Successes?
Challenges?
Resources to investigate further