Notes on Book Clubs From The Art of Teaching Reading, Chapter 20

From p. 395  In September…“We need to build, in this classroom, a place where reading matters…  “After five or six months, however, it’s time for us to reach for new horizons…the second story of the tree fort that is our reading classroom… more independence”

Book Clubs vs. Lit. Circles  Book clubs are long lasting, reading many books together  Book clubs need to be matched, at least somewhat, by their ability as readers.

LISTENING… p. 398  “The secret to good club conversations, we say, lies as much in listening as in talking.”

Options for Launching Clubs  Mark Hardy’s 5 th grade example, p. 399  Staggered launching  2 partnerships together – lots of suppport  2 more watched/researched/launched  Sharon Hill’s Read Aloud clubs  Launched at once  Centered on read aloud  Then clubs chose and read texts together

Clubs assign reading  Most clubs meet for TWO min conversations during independent reading workshop  Club members assign reading based on when wanting to finish  Members encouraged not to read past assigned page, then move to second book maintaining alongside book club book

Clubs assign thinking  Sometimes club members decide on a topic everyone will think and write about that evening, and their topic is never simply to write about the next chapter:  Theories about character  Gathering evidence about a position in an ongoing debate  Comparing/contrasting characters in text or across two texts

P. 401 – options for meeting  Staggered meeting days  Louder for readers not in clubs  But teacher can support more clubs  Specific Club meeting days

Idea on p. 404 to lift work  Fishbowl an adult book club  Students take notes  Provides an expert example  Or could show video of high-level conversations around text

Tip on p. 413  To encourage more supporting of thoughts by examples in the text:  Project a snippet of a book club transcript  “With your partner, think of one place in this book talk when it might have helped to crack open the text and reread it”  “today in your clubs, I want you to be sure to go back and reread part of the text out loud together at least once and preferably twice. We’ll talk later about whether and how this rereading helps”

Teacher role tips, p. 419  “I like to research clubs (like individuals) from afar first, because the moment I draw close, the dynamics change.”  “I always look especially for signs of engagement, because all the good things in the world can happen AROUND a student, but none of them will matter if that student isn’t engaged.

Teacher role tips, p. 419  “Soon I will pull my chair alongside club members. I make a habit of not interrupting the conversation for at least a few minutes. If I interrupt right away, students soon learn to stop talking whenever I draw close.”  “As the conversation unrolls, I often record it. This keeps me busy enough that I am less apt to interrupt, and it gives me the evidence I’ll need when it comes time to do the teaching part of the conference.”

Predictable Issues – pp  See list and perhaps copy for self, predicting what may need to be taught and refined with your book clubs.

Prompting in Book Clubs  See list on p. 426  Like ghost conferring from Conferring with Readers  Builds autonomy and independence in club conversations

 P. 427:  “Book clubs, like all good teaching, are hard work.”  But if we…make sure to take frequent, honest looks at our methods and our students  And if we take time to assess, rebuild, and rebalance our teaching of reading  Our students will be on their way to a life in which it is possible to talk about ideas, change minds, hold fast to opinions, listen and to learn  In today’s society, isn’t that worth any amount of work?”