Hello Darlings! I’ve had a lot of questions about how to start Book Club Groups. Here are a few tips to help you get started.
reading level. I group them by DRA
level. I also use Running Records from The Reading and Writing Project here. Ex. All my 28 M’s might be reading Magic
Tree House and
all my 38 P’s might be reading Tales
of a 4th
groups. You may need to combine some
levels. For example if you have 3 kids
at a level 28 M and 3 at a level 30 N, put them all in the 28 level. It is ok to take kiddos down a level to do
the work, just not up.
in Book Clubs, you need to spend a day or two explaining your expectations and
explaining how to participate in Book
Clubs. Use the following anchor charts
to help you.
realize that each member has a responsibility to the group. Each member will also have new or similar
ideas to share. How will they share
those ideas with their group? Will they
be a hog and
hog the conversation and be the only one who talks? Will they be a log, and just sit there like a bump on a log
and not participate? How will they be
talking about what I expect in clubs.
This is not SHOW and TELL or a sharing circle. Kiddos need to work on RESPONDING to each others’
or asking a clarifying question. This is
where the Conversation Starter Bookmarks
in handy. Practice using these during a Read Aloud so
that you can model your expectations. You can get the Conversation Starter Bookmarks free here.
Log to record the amount of pages read.
Students should be able to read about 15 pages in 20 minutes or 30 pages in 40
minutes. This also depends on how much
you are asking them to Stop and Jot their thinking. Stop and Jots can be done in a journal or
composition notebook or written on sticky notes and placed in the book. If you need something more formal, you can find response log sheets in this pack.
Teacher’s Role in Book Clubs
actively monitoring your students. This
means you will listen in on their conversations and record your observations in
your Conference Sheet. You will then be
able to keep track of how far along students are in their books. You need to be prepared to have a new set of books on hand for their
group when they are ready.
Your lower groups will obviously get through more books than your higher
notice which groups are successful and which groups, or certain students, need
extra support. Groups that need extra
support may need small group teaching and modeling from
you. You will not need to read each book
as in Guided Reading Groups because you will be able to talk to your students
about the general reading strategies.
may also need to confer with students individually. The following is a
suggestion for conferring.
to understand what a child is already doing, trying to do, and cannot quite do
as a reader. Ask yourself “What
is the most important lesson for this child on this day?”
a choice on what you will focus on today.
What skill will the reader be able to use today that will help him in
the future to become a stronger reader?
This is done in your head. You
haven’t said anything to the child yet.
can I gush over?” Pick
something to compliment the child on.
They are vulnerable to you right now and your words will stick with them
and affect how they approach reading.
Ex. Sally, I love how you have recorded your thinking in your reading
journal. I can look through here and see
tracks of your thinking. I see you had a
question here and you thought this part here was really funny. Good readers track their thinking!”
Explicitly teach what you want the child to do either through guided practice,
demonstration, or giving an example.
what was learned in this conference to students’ ongoing work. You want them to understand that everything
they just learned here can be used for the rest of their lives in different
I hope this was helpful!