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Real Books, Real Readers

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Real Books, Real Readers

Harvey "Smokey" Daniels, Nancy Stieneke, Steven Zemelman

Harvey Daniels

What's one thing you really want for students? Most teachers want their students to be lifelong readers. The question then becomes one of how we as educators go about making that happen. One way to do that is through literature circles or book discussion groups, where student selection of the reading material makes a big difference. But, how do we know if students are going deep enough in understanding what the book is about? How do we know if they're having substantive discussions? How do we help them learn to disagree agreeably?

Activity:

Complete the following statements:

  • I thought most deeply about...?
  • Something new to me was...?
  • I disagree with...?

Completing these types of open-ended statements gives students a "jumping-off" place to base their discussions on.

Steven Zemelman:

We must build classroom communities that support reading, and we some times need to define for students why they are reading. What do students see reading as doing? Are they just doing something or are they reading for information because they are going to be sharing with their learning communities?

Anticipation guides:

Questions that generate controversy, designed to relate reading to student thought. Give students two anticipation guides and then have them reading. Once students have read, have them do A/B Partners to generate Academic Controversy.

 

A/B Partners

  1. Divide students into As and Bs.
  2. Designate who is for an issue (A) and who is against it.(B)
  3. Have students prepare their position with some one who has the same position.
  4. Students return to their A/B partners and share. One person speaks and the other cannot interrupt.
  5. Once both partners have presented their position, the pair can have open discussion and ask questions.
  6. Reverse perspectives and have students prepare for the new position.
  7. Advocate for the new position (understanding both sides of the issue).
  8. The final step is synthesis where students drop their advocacy and discuss what the real solution is.

  1. This can be done with almost any reading. By having students take positions that perhaps aren't in alignment with their feelings on the subject creates inherent controversy.

    This can be a ten minute, animated closing activity for a class. It moves quickly. The next step is to lead students to further research on the issue.

    Do not forget that structuring and teaching students how to use that structure is key...as is allowing students to become comfortable with that structure and each other.

    Click here for a link to resources for reading in the content areas.

For copies of handouts, see the Walloon Institute.

To create life-long readers:

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Last Updated April 11, 2011

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