1. Jenna Bronson Seattle Pacific University Winter 2014
Novel Studies
Jenna Bronson
Seattle Pacific University
Winter 2014

2. Initial Questions
How is literacy instruction defined in a predominantly novel studies focus?
How well do students achieve in a more student- directed environment?
What happens to the reading comprehension of students in the fourth grade classroom when they work together in groups to study and respond to a novel?

3. Focus Statement
Rather than relying on the provided reading curriculum, I want to bolster my students' approaches to reading by giving them opportunities to critically examine, discuss, and comprehend texts through the use of novel or literature studies.

4. Classroom Information
Eastside Christian School-Bellevue
13 total students (7 boys & 6 girls)
Range of reading levels
3rd grade-9/10th grade abilities
Hope to improve comprehension and literacy skills
Supplement A Beka Book with more engaging text

5. Reading Comprehension Averages

6. Common Core Changes
Student expectations: reading a wide range of increasingly complex text as well as ability to analyze, discuss, and reflect on those texts.
Teacher expectations: providing authentic and worthwhile opportunities.
Varying reading instruction with longer text through
Read-aloud
Small group reading
Whole group reading

7. Goals of Novel Studies Help students set high academic expectations
Providing a supportive learning environment
Providing a challenging unit
Promoting an atmosphere supporting creativity and excellence
(Smith, K., & Weitz, M. 2003)

8. Benefits of Novel Studies
Book studies and literature circles provide students the skills they need to identify plot, theme, and characterization.
(Knickerbocker, J. L., & Rycik, J. A. 2006).
Shared reading strategies are used and students are held accountable for keeping up with the reading.
Increase in success, vocabulary development, standardized-test scores, and feelings towards reading

9. Novel Studies Calendar
Day 1:
R&R Ch.1-7, vocab
Day 2:
Discuss assignment from previous day, “After Ch. 7” prompt
Day 3:
R&R Ch. 8-14, vocab
Day 4:
Discuss previous day’s work, “After Ch. 14” prompt
Day 5:
R&R Ch , vocab
Day 6:
Discuss previous day’s work, “After Ch. 20” prompt
Day 7: R&R Ch , vocab.
Day 8:
Discuss previous day’s work, “After Ch. 28” prompt
Day 9:
R&R Ch , vocab
Day 10:
Discuss previous day’s work
Day 11:
R&R Ch , Character Analysis
Day 12:
Vocab & Character Analysis
Day 13:
Finish Character Analysis
Day 14:
R&R Ch , vocab.
Day 15:
Catch up and quizzes

10. Sample Portfolio Pages

14. Character Analysis Poster
Working within their groups, students needed to…
Describe physical traits of their character
List unique character traits
Discuss why the character was important to the story
Provide a quote from the text that describes the character

15. Character Analysis Poster Rubric1 2 3 4
Description of physical/character traits
Does not describe physical or character traits
Describes in brief detail physical and/or character traits
Describes physical and character traits
Describes in great detail physical and character traits
Importance of character
Does not explain the importance of the character to the story
Describes in little detail the importance of the character to the story
Describes the importance of the character to the story
Describes the importance of character to the story with specific examples
Connection to text
Does not connect the text to the character
Connection to text needs more detail
Uses a quote from the text to connect to the character
Chooses an excellent quote from the text to describe the character
Overall Comprehension
Does not seem to understand the text
Shows some understanding of the story
Is able to comprehend the text
Shows great comprehension and application of the story
Total:

16. Student Examples!

17. Let’s look at the data…

18. Reading & Answering Questions in Groups (Jan. 23)
Engagement: 4-On task the entire period and put forth maximum effort, 3-Completed all of the assigned work, was on task for the entire class period, 2-Did some of the assigned work, and worked productively for much of the period, 1-Didn’t put forth effort and may have disrupted or interfered with others’ learning
Group Work: 4-The student collaborated exceptionally well with group members, 3-The student collaborated with group members, 2-The student did some collaboration with group members, 1-The student didn’t collaborate with group members.
Time Management: 4-The student used the time given to successfully complete their assignment with maximum effort, 3-The student used the class time in order to complete the assignment, 2-The student finished much of the assignment and was using class time wisely, 1-The student did not accomplish the assignment in the time period.

19. Reading in Groups and Character Analysis Poster (Feb.10)

20. Student Survey: Are you enjoying the novel study?

21. Is the work easy(1), just right(2), or challenging(3)?

22. What is something you would change about our novel study?
Survey 1
Survey 2

23. Reading Comprehension Scores (out of 55 points possible)

24. Reading Comprehension Averages

25. Analysis of Data
Students showed significant engagement, group work, and time management.
All students were answering questions and collaborating within their groups.
Groups managed the one-hour reading periods and completed what they needed to.
Reading comprehension improved tremendously from January to February.

26. Analysis of Data (cont.)
Survey: positive results
Students enjoyed the novel study
The majority of students believed the work to be “just right”
Less reading->more reading
More group time->less group time

27. Final Thoughts & Next Steps
Great addition to reading instruction
More collaboration and discussion
Greater interest in reading
Changes needed
More opportunities for synthesizing and analyzing text
Balance between group and individual work

28. References
Knickerbocker, J. L., & Rycik, J. A. (2006). Reexamining literature study in the middle grades:A critical response framework. American Secondary Education, 34(3), Retrieved January 12, 2014 from spx?direct=true&AuthType=ip&db=eric&AN=EJ746328&site=ehost- live;
Smith, K., & Weitz, M. (2003). Problem solving and gifted education: A differentiated fifth-grade fantasy unit. Gifted Child Today, 26(3), Retrieved January 15, 2014 from px?direct=true&AuthType=ip&db=eric&AN=EJ673075&site=ehost-live