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Rochelle Grossbier—Classroom Teacher Wisconsin Rapids
Dawn Lobner—Special Education Teacher
Wisconsin Rapids
Dr. Lisa Bardon—Special Education Professor
UW—Stevens Point
¢ This presentation will describe the implementation of Book Club (Raphael and McMahon) in an inclusive 4th/5th grade classroom for meeting the common core standards for all learners.
¢ The main purpose of
is to guide students to engage in meaningful literate conversations about self-selected literature.
…if there
were other
students at
the school who
didn’t know
they were
magic, too.
…who was the other person that had the same wand as Harry.
…which animal I would choose?
I’m wondering…
ELA C C S B C
���¢ Reading Standards � RL – Literacy
¢ RL2 – summarize a text, determine a theme ¢ RL3 – describe character, setting, or event; compare/
contrast two or more characters, settings, events using specific details
¢ RL7 – make connections between text and visual or oral presentation
� RI – Informational Texts ¢ RI1 – refer to details/examples in a text ¢ RI9 – integrate information from two texts on the same
topic in order to write or speak about it
� RF – Foundational Skills ¢ RF3,4 – use decoding skills, read fluently to support
comprehension, and read on-level text with purpose
ELA C C S B C
¢ Writing Standards � W1 – write opinion pieces with support � W7 – conduct research projects after reading on a topic � W8 – recall events, take notes, list sources � W9 – draw evidence from informational texts � W10 – write routinely to research, reflect, revise
¢ Speaking and Listening (SL) � SL1 – engage effectively in a range of collaborative discussions
with diverse partners with on grade-level topics, building on each others’ ideas and expressing their own clearly ¢ Rules of Book Club
� SL2 – paraphrase or summarize written text read aloud or information presented
� SL6 – Differentiate between contexts that call for formal and informal discourse appropriate to task and situation
D S���
(Raphael & McMahon, 1997; Raphael, Floria-Ruane & George, 2001)
“Book Club Program has
documented supporting
research that
demonstrates significant
growth in many reading
areas as well enhanced
pro-social skill development.”
L T���
¢ individuals ¢ small peer-led groups ¢ In whole-class settings ¢ For use in reading and
writing experiences
T���
¢ The role of language in the development of
thought ¢ Awareness and use of the zone of proximal
development for each child ¢ The process of internalization of newly
learned concepts. (Vygotsky, 1978)
For Book Club in particular, three of Vygotsky’s key
theories apply:
K
:���
¢ Through language interactions, we develop “identity kits” for being a member of the group.
¢ We learn “rules” about membership and conduct. (Gee, 1990)
F K P��� B C ���
¢ Oral language develops thinking and learners construct meanings.
¢ Language is best facilitated as more knowledgeable” others” guide the learner in appropriate tasks.
¢ Individuals construct a sense of self as they participate in social contexts.
¢ Individuals construct meanings for language within their experiences and develop speech genres particular to given social contexts.
(McMahan & Raphael, 1997)
5 C B C ���
¢ Opening and closing community share for literacy and discussion skill instruction
¢ Reading
¢ Writing
¢ Book Club discussion
¢ Closing community share for literacy skill instruction
G Q���
Will par(icipating in the Book Club prog5am increase the reading and pro-‐social skills of four(h and fisth g5ade st=dents identified with or at risk for refer5al to special education for behavioral and/or academic difficulties?
D ���
¢ Rural Wisconsin School ¢ ~ 120 students ¢ SAGE school ¢ 4th/5th grade class, 19
students ¢ School Pillars:
� Responsive Classroom/Conscious Discipline
� Brain-Based Learning � Project-Based Learning � Professional Learning
Communities
¢ 2012/13 target students � 3 boys, 1 girl � Struggling readers � Below grade-level � 2 boys; identified ADD/
ADHD
S C: ���
G R B C���
Book Club Schedule ¢ 15 minutes mini lesson ¢ 20 minutes reading ¢ 10 minutes written
response
¢ 15 minutes discussion ¢ *Times will vary for
each schedule
C���¢ Discuss Conversations
� Types of Conversations ¢ Formal ¢ Informal
� Characteristics
¢ Introduce Goal of Book Club � To have meaningful
conversations about literature � To demonstrate desired
behaviors during discussions
¢ Discussion Behaviors � Necessary for
successful conversations
T D B���
¢ A “Y” chart is used to brainstorm desired behaviors
� Looks like � Sounds like � Feels like
¢ Charts become reference
tools � Students reflect on
discussions � What went well � What needs improvement � How did each member
feel
Looks like:
Sounds like:
Feels like:
I���¢ Model 4 discussions with other
professionals � Students observe/give feedback
¢ Use a “T” chart to record observations ¢ What went well ¢ What needs improvement
¢ Each discussion modeled moves toward desired behaviors
¢ Videotape each discussion for review with students
R I���
¢ Model reader’s responses � Shared reading/large group � Use response bookmark � Model how to write ideas in response journal � Use meta-cognition sentence starters
¢ I’m thinking… ¢ I’m Feeling… ¢ I’m wondering… ¢ I’m noticing…
¢ Journal response
� Use response bookmark � Practice social behaviors during small group
instruction ¢ Teacher makes observations ¢ Students reflect on behaviors
F & N-F���J P���
¢ Fiction � Tell about what
happened in the story. � Ask questions about
what confuses you. � Describe your feelings
about the character, settings, or events.
� Make a prediction about what will happen.
� Tell how you would react if you were a character in the story.
¢ Non-Fiction ¢ Before you read the book:
� What do you know about the topic before you start reading?
� What do you want to learn?
� Why did you choose this book?
¢ What information surprised you?
¢ What techniques does the author use to make the text easy to understand?
Adapted from: Classroom Book Clubs Mini Pack© 2012 by Laura Candler, NBCT Classroom Book Clubs eLearning Course available from Teaching Resources @ www.lauracandler.com
S D���
¢ Guided reading format � Ability small group instruction � Variety of literature
¢ Poetry ¢ Picture Books ¢ Topic books
¢ Teach desired social behaviors
¢ Listening ¢ Eye contact ¢ Body language ¢ Tone of voice
J J���¢ Teach students how
to:
� Record in response journal ¢ Use a rubric ¢ Use response bookmark ¢ Thick questioning ¢ Ways to respond to
reading
� Use Piggybacking during discussions ¢ Refer back to
conversation model #4
� Self-reflect on discussion ¢ Refer to “Y” chart
behaviors ¢ What went well ¢ What could I improve
2 S��� S Y���
¢ Teacher provides multiple texts based on student interests: � Book orders � Classroom titles � Magazine
subscriptions � Science / Social
studies topics
¢ Students form book clubs � Conduct discussions
including: ¢ Response journal ¢ Piggybacking during
discussion ¢ Desired social
behaviors ¢ Meaningful literate
conversations occurring
¢ Teacher records observations
¢ Students self-reflect ¢ Reading and writing
scores improve ¢ Social skills improve
A���¢ District Benchmark books
� Leveled using Reading Recovery System
¢ Star Reading � Renaissance Learning � Computer test – 3x per year
¢ Behavioral Observations ¢ Blog Responses
� http://kidblog.org/MsGrossbiersTHINKsters/
¢ Reading Survey
2009-2010 READING DATA Target Students DIBELS (oral reading
fluency) Fall / Spring
STAR Reading (grade equivalent) Fall / Spring
District Benchmark Book (Reading Recovery Level) Fall / Spring
Student #1 122 / 158 (4th grade)
6.0 / 6.3 28 / 34
Student #2 88 / 116 (4th grade)
5.5 / 5.8 24 /34
Student #3 56 / 65 1.5 / 2.4 18 / 28
Student #4 49 / 72 2.6 / 4.2 20 / 28
2010-2011 O���¢ Pre-Book Club:
� Rote reading from response journals
� Formal turn-taking; boring
� Bossy, interrupting, withdrawal, distracted
� Negative expressions � Limited eye contact � Not listening to
speaker
¢ Post-Book Club: � Relaxed � Piggy-backing and
quality connections � Depth and predictions � Use of eye contact � Giggling and fun � Animated
conversation � Response journal was
a guide to conversation
2012-2013 O���¢ Pre-Book Club:
� ‘Stiff’ and boring conversation
� No piggy-backing � Formal turn-taking � Limited participation � No eye contact � Flat expression
¢ Current Book Club: � Student interaction � Piggybacking � Meta-cognition
¢ I’m thinking… ¢ I’m feeling… ¢ I’m noticing… ¢ I’m wondering…
B C S: 2009-2010���
� Self-developed survey of overall understanding literacy (based on work of Gee, 1990)
� Dramatic change – fall to spring ¢ talk about books helps learning ¢ Reading transfers across all disciplines ¢ Children have some charge in their learning
B C S: 2010-2011���
¢ Pre-survey ¢ Low ratings that talking about books helps
learning ¢ Not sure who in charge of their learning
¢ Post-survey ¢ High ratings talking about books helps with
learning. ¢ Now aware now in charge of own learning
J R���
¢ Fall � Required considerable teacher guidance � Wrote brief summaries of the reading � Wrote broad, non-specific connections
¢ Spring � Independence in journaling � Wrote with thought and depth � Demonstrated connections and interactions with
the text
W S A S��� A B C���
¢ "I would pick Book Club because text books are boring. In Book Club you can participate with your own group, it' is good for meta-cognition, and it is fun for kids." –BK
¢ "I like Book Club because…
1. You don't have to take test [after every story like you do in the textbook] when you are done reading. 2. You don't read the same thing that everybody else does. 3. You get to pick your own book to read." –LD
W S A S��� A B C���
¢ "I like Book Club because… 1. We pick the book in Book Club. 2. In Book Club you can share the book [during book share] because not everyone reads the same book. 3. There are only 3-4 people in each book club." –BH
¢ "I don't like textbooks because of all the extra
reading and harder work it makes. I would pick Book Club because its easier and you get to meet with other people you might not ever have talked to." –CB
W S A S��� A B C���
¢ "Book Club: 1. Is fun. 2. I get to pick my book 3. I get to read a lot!" –ES
¢ "I like book club because it is fun to read [the same
books] with other people. If you don’t understand something about the book, the other people can help you understand what you don’t get. With book club you only have 1-4 people in a group; with a text book, the whole class is reading it, so it's not as fun." –MF
References Gee, J. P. (1990). Social linguis,cs and literacy: Idealogies in discourses. London: Falmer. Masten, A.S. & Coatsworth. J.D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-‐220. McMahon, S.I, & Raphael, T.E. (1997). The book club connec,on: Literacy learning and classroom talk. New York, NY: Teachers College Press. Raphael, T.E., Florio-‐Ruane, S. & George, M. (2010). Book club plus: A conceptual framework to organize literacy instrucYon. Language Arts, 79, 159-‐169. Vygotsky, L.S. (1978). Mind in society: The development of higher mental psychological processes. Cambridge, MA: Harvard University Press. Walker, H., Ramsey, E. & Gresham, F.M. (2004) An,social behavior in school: Evidence-‐based prac,ce., 2nd ed. Belmont, CA: Wadsworth. Classroom Book Clubs Mini Pack © 2012 by Laura Candler, NBCT Classroom Book Clubs eLearning Course available from Teaching Resources @ www.lauracandler.com Reader’s Response bookmark @ hcp://reading.ecb.org Into the Book
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