Chapter+20


 * Chapter 20 **

On pages 405 and 406, we can see the differences between Centers and Clubs. For example, in Centers, groups stay together for 1-2 weeks instead of 2-3 months in a Club. In Centers, groups meet 4x’s a week for 30min. vs. 2x’s a week for 30-45 min. In Centers, most of the reading and writing happen during the Center meetings. Whereas, the reading and writing occur at home and they use club time to talk. In Centers, the talk is between partners as they may cover pages or chapters of the books. Whereas, in Clubs there are fewer times to talk, and longer sections of the text are covered. In Centers, children read shorter books that can be read in a day. Whereas, In Clubs, they tend to read chapter books and might talk about the same book for six club meetings. One similarity between Centers and Clubs is that they both usually have four members, but can have two or six also. Because my readers are so low, I would probably choose to stay with Centers, find short, easy to read books, and spend approximately 1-2 weeks in group instead of 2-3 months. M.J.
 * #1 Conferring with book clubs **// Where do you notice the similarities and differences between conferring with individual readers and conferring with book clubs? What might you need to do to prepare yourself before launching book clubs in your environment, specifically in light of how you might confer differently. //

Some similarities between conferring with individual readers and book clubs are that you can compliment them at the beginning of the conference. This sets the tone that their teacher will notice their strengths. Students might be apt to try taking more risks. Another similarity is that the conversation or main points during the conferences should be written down to remember. Also a teacher acts like a coach to the club and the individual. They only get as involved as they are needed. A difference would be that the teacher is the main coach or mentor in an individual conference and the teacher and the rest of the book club can be the coach or mentor during the club conference. Ronda

How do I know if my students are ready for book clubs? The list on pages 404-405 helped to clarify, though I’m still a bit uncertain as to how book clubs might go in first grade. It’s definitely more feasible that book clubs begin in February or so vs. September like Lucy and Kathy tried (page 403). By then I envision my students will be able to choose just-right books, use Post-its to mark the text, jot some notes, and have more accountable talk because I plan to model and have kids do this work during read-aloud and independent reading time. Before jumping into book clubs, though, I’d like to implement the idea that Sharon Hill was cited as trying in her classroom on page 399. I could see the structure of “read-aloud clubs” fitting in much more easily into my first grade classroom. If I began this type of club in February, then I could see how it would be more manageable to lead into book clubs during the last few months of school. After reading the list on pages 405-406 that compares reading centers and book clubs, I can see now that I would stick to reading centers vs. book clubs for my primary classroom. Stephanie, I think the list on page 411 is a good one, too. I see many ideas in this chapter that I can modify into our work in reading centers. Sara Sabourin
 * 1) 2 (Still having trouble, only a blank screen shows up...)

Still blank but here goes—Book Club readiness.

The permission to start in Feb. helps all teachers have relief. Always giving the students and the teacher time to get a base no matter the subject—it feels like in December oh I’m am (our class) is so behind the other rooms but when Feb, Mar and April hit the room is flying and you would to permanently loop with the student until 12 grade.

P405 lays out Book clubs vs. Reading Centers this helps tell the difference. It helps teachers see the advantages and need for both. The dialogue of the students on p 409 is priceless. It is regarding not doing the same thing. KDN

OTHER

I like how Erica Leif uses “snippets of a book talk” to use in her mini-lessons (pages 412-413). I could see using an audio recorder to capture some whole class and small-group book talks and then transcribing them for future use. I envision that pulling out and looking over transcripts during the year would be a helpful tool. Also, on page 414, Calkins mentioned that when it’s too much for us teachers to transcribe a book talk, to instead “reflect on a live transcript” as the class observes another group’s discussion. Using this “fishbowl” format in addition to some transcribed talks seems like an appropriate and manageable way to help first grade reflect on book talks.

Sara Sabourin

Ok. all I have is a blank screen from this chapter as well. AND the only comments I see are from Sara. I agree with Sara, that the bulleted points on pages 404 and 405 are a great reference to see if your students are ready for Book Clubs. In the past, I have only let the children who were reading above grade level do book clubs. However, I see a HUGE value in having all the kids be included in a book club no matter what level they are reading at. I'm excited to try it this year. A couple of notes: 1) I like the examples given on how to introduce the book clubs on page 399. One teacher started one group. Got them going with support. Then the next day he started another group. And then another. Once half the class was doing book clubs, he pulled the whole group together and launched it "whole class." Another teacher started the groups all at once using the read aloud as a way to practice their discussions. I can see myself combining the two ways. I would start with the read aloud and having groups talk. Then call them together to launch it whole group, explaining that they will be doing their own book clubs. Then I would start during independent reading time, by pulling a group of kids a day as the first teacher did. 2) Practice growing ideas by laying out cards. (From another chapter but it would be a great time to review this strategy). 3) Refer to page 404 as a GREAT IDEA! Having students come and watch teachers have a book club. "You talked the whole time!" was a comment shared on page 404 of a student who watched teachers involved in a book club. I can see the power in having teachers model this. Keri Cooper

I love all the bulleted ideas and comparison charts in this chapter. There is so much information that I'm a bit overwhelmed right now thinking about Book Clubs. I have a ways to go before my second graders will get there. This is definitely a chapter I will have to revisit before I launch Book Clubs in my classroom. However, scaffolding the conversations and using Read Alouds as practice will be fabulous. So when we get there it will be a smoother transition for me and the kids as they will have been practicing the "talk" already. Keri Cooper

Like Kari said this subject can be overwhelming. I think a group of teacher interested in the subject could read this chapter only. Then lay out cards. Have 3-4 sessions. At each session discuss one topic fully. At the finally session summary and plan book clubs for their building. Discuss the progression through the grades and then beginning later in the school year that give time to discuss the idea and implement—this is generally tricky on an improvement progress. KDN

I really like the idea of Book Clubs, but with Kindergarteners, I will stick with centers, especially for the beginning of the year. However, each year, I do have several students who are reading or learn to read as the year progresses. If there are a few students who could benefit from a Book Club, I might just have them in their own little group (or partnership). I also loved the tips on the bottom of p. 405-406, because I will definitely come back to those for a quick reference. Kari Bonnema


 * #3 Tips and suggestions **// I noticed as I read this chapter that there are many tips that can be pulled out that give suggestions and options for the management and details of launching book clubs well. (SO many, in fact, that in the past I've pulled them into a Powerpoint just to capture them all.) //// There are multiple decisions teachers make as they prepare to begin book clubs that this chapter speaks about. What are some choices you are making right now about how you might implement book clubs in light of this information? What will you save to decide until you know your students as readers and thinkers? //

=﻿I liked this chapter a lot and I read Kathy Collins book Reading For Real about implementing book clubs in classrooms. I thought Kathy's book did a good job at giving a plan that even someone who is new to Readers Workshop (me!) could manage. In my pacing guide I have put in 3 book clubs. I plan to do one each trimester. I think it will be a nice break for the kids and I think it will keep it exciting since they will only do them 3 times a year. I also plan to let the partnerships plan a project around their reading and present it to the class to give them opportunities to work on their speaking skills. --Jodee Tuttle=

// I am envisioning my readers choosing ‘Just Right Books’ that can be read in one day. We can still call ourselves a Book Club, but I believe it will be more beneficial for my readers to start in a place where they can be successful. I know we will use Post-It notes and have readers talk about the text/story. My big goal will be to eventually move on to chapter books. My question to colleagues, “Should I have my higher readers start with chapter books?” // // M.J. // // Like M.J. I will hope my students, by year end, can choose "just right books" and read them by themselves. I want to build on their previous reading knowledge and we will do a lot of reading and talking about books together. I still am unsure if I will do Book Clubs with my whole class. I will have to see as the year progresses. // // Kari Bonnema // // I am leaning towards staying with reading centers in my first grade class. It supports my readers as they develop ideas about their books. It helps my students "think, talk, and write about a whole book and between related books." It also helps them "think, talk, plan and pursue their own important projects involving texts" I feel it is more beneficial to change the make up of the groups every few weeks. They tend to have smaller groups and read shorter books that they can usually finish in a single day as opposed to a chapter book that they need to build on their retained information. Ronda //