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Independent Book Clubs

...studies have found that time spent reading in school and the opportunity to self-select reading materials promotes increased positive feelings about reading and improved achievement...Other studies of sustained reading with student self-selection have documented the additional positive effects of teacher modeling, providing opportunities for students to share their reading with their teacher or with peers, and keeping response requirements to a minimum..."

"The Precarious Place of Self-Selected Reading," Worthy, Turner and Moorman, Language Arts, Volume 75, No.4, 1998.

Once children get the hang of discussion, they run their clubs independently. (See "Structured Talk: How Do We Work Together?) Students form book clubs in first grade so age doesn't determine when students are ready. It depends on the instruction students had the previous year, the responsibility of the participants, and their ability to read provoking books. Students select the book, take turns leading the group, monitor their own work, and revise their deadlines and expectations. They basically meet like any adult group at the public library would. Sometimes I start off with one independent club while still using other structured-talk models with the rest of my groups.

Groups select a book to read together. They make a trip with you to the library or book room, or they choose from books you have selected. If you select 4-5 texts, book talk each one. Ask student to write their 3 top choices on a piece of paper. Keep track of who gets first choice so that you can spread that the luck throughout the year. Having choice will positively affect motivation.

Children select what works for them when preparing to talk. They respond in daybooks (journals) in any way they see fit so they will have something to say when they do meet. Each individual uses all methods of response, flipping back and forth as appropriate. For example, while preparing for book club by using a double entry journal, the student may quote, summarize, or paraphrase the text on the left side. On the right side, the child might draw to understand, question the author, record a connection, notice a literary element, or ask a question about a word, all within the same reader response. The student's response is not limited in any way. Students discuss texts using all strategies as needed.

Students refine their use of the proficient reader strategies as they focus complete attention on comprehension and enjoyment. Readers don't discuss every day, either. They may meet to talk about 1/3 of the way through reading the book, then 2/3, and then when they finish reading. To meet too much is to have very little to say! In order to read 1 book every 2 weeks --- and that is my goal for them --- I give my groups long periods of time just to read daily, 40 minutes to an hour.

I sit in with groups periodically to see how they're doing and teach them what I think they need from my observations. I push book clubs to (1) make sure everyone gets a chance to talk and (2) reference the text, citing evidence to support their theories, (3) and discuss more deeply. It is important to TAKE TIME to get literal questions answered first, I tell them. They have to understand the details. But then, I want them to discuss author's purpose, main ideas, themes, literary elements, author's craft, and how the book will change the way they feel and/or will act. In addition, the students write goals and self-assess their progress. I think they need my help with these challenges but not enough to meet with them daily.

EXACTLY WHAT IS EXPECTED? A question is the child's ticket to literate conversation.

I teach minilessons --- how to decode, how to read fluently, and how to use each of the proficient reader strategies to improve comprehension. While critically important, reading won't improve if I don't also ask children to tell me what they don't get. Whereas I used to control the conversation by writing comprehensions questions for each chapter, I now ask students to read to find their questions. Exactly what my students are expected to practice is DOING SOMETHING when the reading stops making sense.

So, instead of preparing a lesson plan like I do for guided reading, I follow the children through the text and take notes. Students write to me at the end of almost every reading and/or discussion session. They explain what they learned and ask me questions left unanswered - even after meeting with their reading group. Lessons evolve naturally by watching what the students know and what they don't and from reading their reflections.

At first, children are reluctant to admit they don't know something. So my first, difficult task is to convince them that school is a good place to ask questions. I model by asking my real questions to demonstrate that I don't know everything about books either. I assure them; bringing questions to group doesn't mean they didn't do the reading. It actually is proof that they're thinking about the text!

As we move into the schoolyear, I require my readers also record "noticings." They look for literary elements to share with their bookmates: foreshadowing clues, metaphors and similes, personification, clues to the author's purpose and theme, characterization, organization, and author's craft. Because of modeling, students learn to ask questions like, I noticed that the mom has a slight cough. Do you think the author wrote that as a clue that the mom might get really sick later in the story? Did anyone else notice that? Questions like that demonstrate that children are paying close attention and understand how authors work. Time for celebration!

Eventually, children come to their book clubs expecting to talk about what they don't understand or what they noticed. They prepare for discussion by marking confusing places with sticky notes or keeping track on a bookmark or in their daybook. These notes are a wonderful jumping off place for discussion. As readers relax, they discover that finding good books and talking about them is great fun! They look forward to clearing up confusion and posing theories about texts with their friends.

A HUGE paradigm shift that will pay off handsomely is handing the responsibility for asking questions over to the readers. This simple-yet-difficult change improves comprehension dramatically. Questions serve as the great equalizer in conversations about books. Students no longer feel they need to make brilliant observations about literature in order to participate. Gone are the deer-in-the-headlight looks when children can't answer a teacher's question. The students join the exchange with their question and discussing what each child wonders structures the talk. No longer will you even need to assign roles. Cool, huh?

WHEN IS THE WORK DUE? Let the students take the lead.

The kids decide how many pages to read each day. They make a schedule to finish the book within a 2-week time period, usually. (Decisions can be revised.)

Groups watch time limits, usually building discussion time to 30 or more minutes each time. Children discuss books 1/3, 2/3 and after reading the book, or more often if necessary. However, I've found that discussing too much makes it harder to find something to say. In the beginning, I participate in the book club, leading and guiding the children until I can release responsibility to them.

Reflection and assessment set the bar for discussion sessions. I've used rubrics, tests, exit sheets, surveys, self-assessments, 360 assessments, commitment sheets, parent letters, star charts, book-club, record sheets, data notebooks, quick assessments, and portfolios, depending on the needs of the students. The more I involve my readers in creating the assessments, self-reflection and setting goals, the more successful I have been with managing discussion sessions. (See daybooks and assessment, left sidebar.)

Students help me determine consequences, as naturally as possible as well. For example, if students haven't read the pages assigned by their classmates, they read to get caught up instead of discuss. If students haven't read because they're absent, classmates give quick summaries to catch them up. If students come unprepared 3 times, they read alone and can't participate in book clubs.

Something happens to students when they get to ask the questions.

Imagine going to a book club and being handed a worksheet with questions on it. Imagine reading a book and not being able to share it with your friends. Imagine not talking about the parts you just don't get! Children are active learners because asking questions is universal. Coming to the table with a question is do-able. Any question works! There is no expectation that each of us will bring some profound wisdom to share. Together, we will uncover the truths that lie in the book.

Reading as a social activity taps into what children want - to talk in school. Giving them permission to talk makes reading attractive. Structuring the reading groups so that discussion can meander through talking about the book and other issues that surface builds community AND comprehension. It's fun and we look forward to it.

Questions are on tests. It has been my experience that when children ask their own questions, they ask what they don't understand. Then, together, the group seeks evidence to answer the question. This question-posing, evidence-seeking practice prepares students for tests. Kids just don't work with the same intensity when the teacher asks the questions, no matter how brilliantly thought out. Instead of being able to answer one question, the students begin to learn the process of asking and answering questions. This process can be applied to any question they get asked or any reading they do.

Getting Started: Student-Led Book Clubs

1. Elect a leader. Rotate leadership each time.
2. Leader welcomes everybody by name.
3. Leader states the purpose for getting together.

	Today's purpose: Example: Practice asking questions that deepen our understanding of the reading.

4. Discussion of questions follows. (Leader decides whether he/she will call on participants of ask for volunteers.)
5. The group summarizes what went on in the circle - - - just the main ideas - - - and the leader records the ideas to report back to the class.
6. The leader compliments each participant and allows group members to share compliments as well.
7. The group writes in their response journals: What did you learn about reading today? How can you use what you learned?
8. The members say good-bye to one another, push their chairs back, and begin reading as a signal that their group is finished discussing.

Assessment: When all the groups are ready or when the time limit is up, the leaders report their summaries to the whole class. The teacher and/or students, if they have seen this modeled, can critique the summaries and discuss the ideas.