USING BOOK CLUBS TO ENGAGE READERS AND WRITERS Jan Turbill Wendy Bean University of Wollongong, Australia Wendy Bean and Jan Turbill 2013

READING-WRITING CONNECTIONS What were our beliefs in starting these projects? What was the research that underpinned our thinking? Wendy Bean and Jan Turbill 2013

We can read without ever having written but we cannot write without having read (Butler & Turbill 1984) Reading - writing connections (Elbow 2004) Children must read like a writer, in order to learn to write like a writer (Smith 2003) Every writer is a reader. … To teach writing we must teach reading. (Donald Murray ) Text is a two sided mirror …with readers and writers … gazing upon the reflections of their own minds (Frank Smith, 1982)

And so we introduced Book Club Wendy worked with a suburban school 90mins south of Sydney Windang Public School is considered below average on the Social Education Advantage Index Windang receives additional government funding for Literacy and Numeracy Jan worked with a school in farming area 2 hours south of Sydney Berry Public School is considered to be above average on the Social Education Advantage Index Berry receives no additional funding Wendy Bean and Jan Turbill 2013

Different schools – different needs Windang Book Club’s focus was to engage children in: reading for enjoyment reading a wide range of authors reflecting and discussing books improving reading and writing skills Berry Book Club’s focus was to engage prolific readers in: reading, reflecting and critiquing books exploring the writing devices of the authors they read reading like writers and thus improve their writing Wendy Bean and Jan Turbill 2013

Book Clubs: Reading for enjoyment

Book Clubs Status: application to join Lunchtime every 2 weeks in library Quality texts Special guests Wendy Bean and Jan Turbill 2013

Book Club activities Author visit 2011 (Sandy Fussell) Boys Only Club Terms 3 and Year 6 runs own Book Circle with Year 2 in 2012 (own initiative) Wendy Bean and Jan Turbill 2013

Writing connections in Book Circle edmodo Secure A place to ‘talk’ about books between Book Club meetings run fortnightly A place to publish newsletters and author websites Wendy Bean and Jan Turbill 2013

Book Club Reading Journals Students all have a reading journal. Here they record: Books read Books recommended Notes or ideas while reading And we loved collecting ‘delicious words’ Wendy Bean and Jan Turbill 2013

Book Club Evaluation Next slide Wendy Bean and Jan Turbill 2013

Other events and outcomes Increase in reading for enjoyment (Premier’s reading challenge 85% participation 2012) Purchase of quality literature and texts for the library Kindergarten orientation: two picture books in welcome pack Parent workshops on reading More involvement in literacy national events Wendy Bean and Jan Turbill 2013

Class libraries: regularly changed and more book promotion by teachers Book recommendations by children for children Individual book boxes for students Mystery readers (prize a book trailer and popcorn) Wendy Bean and Jan Turbill 2013

In summary We had enormous fun The children thought they were very special and were proud of their participation Parents were thrilled AND reading was in the spotlight! Wendy Bean and Jan Turbill 2013

Berry Book Club How do we teach children to get inside the author’s head? Peter Burney – Principal Sue McAuliffe – Year 5/6 Teacher Di Hill - Librarian Wendy Bean and Jan Turbill 2013

Setting up Book Club at Berry Public School in 2011 Purpose was to acknowledge and encourage avid readers and to get them thinking about author’s craft Year 5 students were invited to participate in pilot of Book Club and become leaders for others Eight students chosen from applications after negotiation with teachers Book Club held during lunch period Wendy Bean and Jan Turbill 2013

Book Marks Wendy Bean and Jan Turbill 2013

Author’s role in children’s writing Wendy Bean and Jan Turbill 2013

Our Writing Day- late Term 4 Book Club members had a Writing Day with Jan using White Crane by Sandy Fussell as a ‘mentor’. All had read the book. Children reread Ch1. and asked to consider how Sandy introduced characters, plot and setting. Using a mind map, brainstormed in 2 groups what Sandy needed to know to write the first chapter. Each child brainstormed in her journal things she knew ‘a lot about’. Shared their list then chose one and brainstormed words, phrases about that ‘one thing’. Shared the ‘story’ that could now be written. Asked to write without stopping for 3 minutes on that one thing – activity became known as POWER Writing. Wendy Bean and Jan Turbill 2013

Each girl shared this first draft. Author Sandy agreed to share via Skype on IWB after lunch. BIG excitement! Girls asked questions of Sandy, then read the beginnings of their story. Sandy listened and responded to each one. Girls rapt!!! And wrote all afternoon. Drafting continued in class with teacher and finally edited pieces were ed to Sandy who had agreed to read and respond. We will hear from the girls what they learned from this interaction with an author, a fellow writer, a teacher. Wendy Bean and Jan Turbill 2013

Jackie French’s Wendy Bean and Jan Turbill 2013

Collaborative roles of teacher and author in the teaching of writing Children as writers teachertextauthor Wendy Bean and Jan Turbill 2013

Jackie French ml Wendy Bean and Jan Turbill 2013

Contact us - Wendy Bean Jan Turbill – Wendy Bean and Jan Turbill 2013