rochelle grossbier—classroom teacher wisconsin rapids dawn ... · rochelle grossbier—classroom...

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