Each starts with some sort of graphic organizer to look at the text as a whole. For example, here is one Kylene Beers suggests in When Kids Can't Read, the Most Important Word:



The next piece is the Somebody, Wanted, But, So chart, where students look at characters, motivations, conflicts, and resolutions all in one table (Beers 144). For example:

Sombody
Wanted
But
So
Goldilocks
Porridge
Mama Bear's was too cold
She at Baby Bear's

Then they are asked to complete the Save the Last Word for Me activity. Each student has brought a notecard to class. On the front, they've written what they feel is the most important quote from the section of text assigned. On the back, students write why they think it is important. The first student reads their quote, and then other group members say why they think it is important. The student who brought the quote, and is in a sense the resident expert on the quote, has the last word on it. Then the next student reads their's and so on (Beers 172).

Students then discuss any additional points from their double entry journals, which they complete for homework. The double entry journal consists of one column labeled "Quotes," consisting of quotations from the book along with page numbers, and the other column labeled "Responses," consisting of any sort of response to that quote (asking a question, clarifying confusion, agreeing or disagreeing with a statement or character's actions, and so on).

Finally, students complete a Prediction and Reason table, with a column for each. This can also be used as a before reading activity using the book cover.



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