I just published an article with Edweek's PD Sourcebook called Reading Fiction Whole. It's about the Whole Novels Program, a framework for working with students in reading and studying whole novels. Since I'm also writing a manuscript about this, and have already written several long chapters, it was difficult to boil the methology and argument for it down to article size. I'm happy with how it turned out, though. It explains a lot about the method, and I'm sure, opens up lots more questions. This program is really at the heart of my teaching practice. I'm interested in your feedback!
Ariel
Ariel,
What a great post with some great ideas. I would love to implement some. What are some novels you use? Right now, I share read Freak the Mighty with my sixth graders. What do you think-good one to do? I'm concerned about students who aren't complete with the reading when they should be? Thoughts?
Posted by: Erin | March 01, 2012 at 09:04 PM
Hi Ariel,
I am a bibliophilian teacher of urban elementary-aged English language learners with special needs. I really enjoyed reading your article. It sounds like you and your students enjoy your class.
You mentioned that you work with a group of students with a wide range of reading ability. What do you do when your seventh graders are reading three, four or five grades below level? Do all the students read the same book? How do you choose the books they will be reading? Do you use any text-to-voice technology? Do you use any of the Literature Circle concepts, materials and/or strategies?
Your article reminded me how much fun teaching can be ... when you're not constantly doing standardized tests or forced to work from a basal reader!
Thanks for sharing!
Sasha
www.maestrasasha.com
Posted by: Maestrasasha | March 01, 2012 at 09:09 PM
Erin, thanks for your comments. Great that you want to try out the whole novels method! I'd say any text you think is accessible and interesting to your students makes a good whole novel study. Freak the Mighty is a classic for 6th grade. I;d say yes.
To make sure students are reading along with the schedule, give them time to read in class. While they read, walk around and read students' post-it notes. Depending how large your class is, you might be able to record a grade right there, so that students see they are accountable for each day/night of reading. Or you can spot check, making sure to get to students you think might need the extra push to keep up. When they are not up to date, make contact with the family. This does wonders.
Posted by: Ariel Sacks | March 11, 2012 at 04:11 PM
@Maestrasasha I began this program working with transitional ELL's and still have a huge range of readers in my classroom (some 4 or 5 grades below level.) To answer your question, I sometimes have two different books going at the same time of differing reading levels. They need to be related in some way, thematically, or structurally, (eg. both about social cliques, or both journey stories.) so that the study feels cohesive. Tie them together with a film the whole class can watch that has the same common aspect, and will help build background knowledge.
I also use audio recordings for students who need it, when I want to have just one novel. My school purchased mp3 players that students can sign out (they are pretty cheap now). We load the audio recordings of the book--available for most children's lit--onto the mp3's and students are allowed to listen/read during class and at home. This has been a great support and many students are now transitioning out of using the audio.
Hope that helps!
Posted by: Ariel Sacks | March 11, 2012 at 04:17 PM
Excellent article and super helpful tips! Thank you for sharing your wisdom.
Posted by: Genevieve | March 21, 2012 at 11:30 AM