Chapter+2


 * __Chapter Two: How Reading Clubs Fit into the Day and Across the Year__**
 * 1) 1. Three varieties of reading clubs are described in Chapter Two: genre-based, reading power and healthy habits reading clubs. Comment on each variety and how it could fit in at your grade level.

Genre-based reading can be messed up. That is, children get caught in the genre of choice. I can take them on tours of books that have themes that are like their favorite. Moving them to adjust their lens. The Reading Power is looking at their reading in a specific mode. During their Reading Club they will they are in a "close-in" moving beyoun the surface. Healthy reading habits is sustaining a healthy lifelong readers. They can set goals and invent projects that affect their lives. Even though my plan is curricular specific I can see me using each in my book club.

Margaret Fox
 * Respond Here: The reading club that I would use most would be the genre based clubs since they are so embedded in the core curriculum. In third grade we focus on several genres so those types of clubs would be perfect. The other 2 types I am very interested in as I feel that are more I love reading and am getting good at it type of clubs! I like the idea of power clubs to enhance reading work that we will be doing with core comprehension strategies such as inferential thinking, comparing and contrasting and other in-depth reading/thinking skills! I can also see using these clubs as Bobbi said with series books, character studies, author based clubs and author as mentor text reading clubs. The first thought that comes into my mind about the healthy habit clubs are to try to steer kids that need some "beefing" up with their reading strategies or their reading intention. I can see me wanting to try to entice certain kids into a fun book club that would take them to a different level in their reading based upon books that are quality lit and can hold their interest. Time will tell what I can do with this idea once I read further in the book! SLG**

I love how the author breaks the reading clubs into 3 very different and distinct groups...this simplifies the concept even further! About 6 years ago, I really dove into working with different genres in my classroom with students...really looking deeply at a variety of 2nd grade appropriate genres like poetry, non-fiction, realistic fiction, legends, etc. It was eye-opening for me because some of my really great readers, struggled with unfamiliar genres. It was so useful for the kids to explore the different genre styles to build their confidence when tackling a new style of book. Now, as a principal...the way I try to support my teachers and students by making sure we spend our book money on a variety of genres so kids can have exposure to many different styles of books in the library and their classrooms. I especially love the Power Reading Clubs! This really hits home with me when I look at the way we try to meet the needs of every reader. We have a team at school who meets regularly to support students by helping brainstorm intervention ideas for their classroom teacher to use with the child...I am always amazed at the end of our brainstorming to see the ideas staff comes up with...there is always such a variety and they really acknowledge how important it is for kids to get stronger at their reading weaknesses. I love how the author talks about "...students use all of their reading skills to dig into their texts and to read and talk about their books with greater focus and deeper comprehension." When teachers zero in on building all of a child's reading skills...we see stronger readers! Finally, I love the Healthy Reading Habits Reading Clubs the MOST! This club style really promotes what it takes to be a "forever reader". It teaches kids to set their own goals and create their own projects...this is so motivating! I am constantly trying to use this concept with students as I wander the halls...I ask them about books they read or how they learned something they can do well...I encourage them to set personal goals and tell me about them. I tell them about my reading and my goals to model this concept. I recently decided that I would like to try to learn to play guitar so...I borrowed a guitar and a couple of books and I can't wait to take some time in the next few weeks to see what I can learn from this reading/learning project of my own. It doesn't matter if I am able to play the guitar in the end (although that would be cool), I just love that I am a "forever reader" and recognize that I can learn virtually anything from a book. Carol Dawson
 * I think having genre-based reading clubs would fit easily into our reading workshop units of study. Currently, when we take a closer look at the genres in first grade my goal is to give my studens a clear picture of what each area offers readers. After we have explored a specific genre, we move on. Unfortunately, I didn't think to take our studying to another level. Maybe about mid-year having genre-based reading clubs would be a nice way to review all we have been learning and allow students to revisit an area that might have been a favorite. Reading power clubs could be used in a similar way. As my are developing reading skills, bringing reading power clubs together would give them a chance to fine-tune their skills and talk with their peers about their reading. I see this type of reading club happening throughout our school year. As we gain knowledge as readers, our reading power clubs would also become more focused. The healthy reading habits reading clubs are ones that I see having the most impact on my students. We all talk about getting our students to be life-long learners and having reading clubs that help students become those active learners. Using healthy reading habit clubs will allow our students to become stronger and better at some aspect of reading they see as important to them. Deb McLeod, first grade**

Chapter 2 Question #1 from Bobbi Friend – The three types of reading clubs are described as genre-based reading clubs, reading power clubs, and healthy habits reading clubs. Genre based reading clubs will be the type of club I will use most often in sixth grade. They will be very powerful teaching tools due to the number of common core standards based on genre study in the upper grades. Some of the typical studies including nonfiction, poetry, fairy tales, mystery, biographies and concept books will all be applicable in sixth grade. The idea of teaching through book clubs for genre study is exciting. The biggest problem I can see will be finding enough material for each genre when we do our reading clubs. I foresee my students participating in genre based reading clubs several times over the course of the year, so I will need to work hard to ensure a large selection of books. The second type of reading club, power clubs, can be very useful to take everything they know a step farther. I can foresee using character clubs, series book clubs, author study clubs, and theme-based reading clubs at certain times in the school year depending on what my students are working on in their other content areas. The healthy habits reading clubs will be harder to implement because it is not used with the whole class. I think that using these at the end of the year will be a good idea to ensure that students set goals and are ready to read over the summer.


 * I'm glad the author broke down reading clubs into these 3 categories. Before reading this chapter, I basically was thinking only of genre or maybe author study clubs. This got me thinking outside the box a little more. I can see myself doing the genre clubs for sure and also probably somewhat the healthy reading habits clubs. I would probably spend less time on these though. I will be teaching 5th graders this year, and would love to do genre clubs in the following areas: **
 * Nonfiction, Poetry, and Biography. **
 * Of course, time-permitting, doing more would be great, but I think these are the 3 areas I will most likely focus on this year. I would like to sync these reading clubs with writing workshop as well, possibly doing each of these clubs just before or at the beginning of the Writing unit that it would reinforce. For example, it would be great for kids to do the poetry reading clubs and have all that exposure to poetry before they begin writing poetry in Writer's Workshop. Of course, I'll have to work to build up my collection of books in these areas, mostly with poetry and biography, as I do not have enough books specifically in these areas currently. **
 * I would also like to do a healthy reading habits club because it seems like it would allow students to really take control of their reading and explore for themselves how to make it relevant in their real lives. The author points out that she would do this near the end of the year so that can fully utilize all the reading skills they've been learning all year. I think this makes sense. I love the idea of kids setting reading goals with partners, and then creating their own way to present all of their learning from a reading club. They would get to design the project and how they would culminate their club. I think it would really show them how to practice being an independent reader for the upcoming summer. **
 * Kristy Weberg **

I really like Kristy's idea of syncing the reading clubs with the writing units. As you said they would have had all the exposure to that type of writing, reinforced with authentic talk, questions, and theories to reinforce their writing. I am the reading specialist / interventionist and hoping to introduce and assist a classroom teacher with a reading group cycle. I also work with a group of upper el students and wonder if I could have them work in a reading club? Thoughts? Fran Olesen

I teach 1st – 3rd graders. All of my students, but especially the youngest, are just beginning to really understand various genres. The genre clubs will help me teach about a genre and also allow children to really immerse themselves in it. When they are immersed in the genre and allowed to spend time they will build deeper and more personalized understandings. I’ve often felt my genre instruction has been too superficial. Genre clubs will definitely help. The Reading Power Clubs that I see myself using this year with my 1st – 3rd graders are character and author clubs. These seem accessible for my youngest but also meaty enough for my older students. I’m interested in the idea that these clubs can help students “move beyond surface-level comprehension, retelling, and plot summaries.” I’m excited to use the reading projects and reading goals club. I teach in a Montessori classroom where goal setting and individual projects are on-going. I’m excited about going deeper with both in reading clubs. Thanks to Fran and Kristy for reminding me to reflect on how my writer’s workshop units fit with Reader’s Workshop and Book Clubs. Fran, I think a club would be great for the support work you do. Which group you do would probably depend on the group and their specific needs. If inferring is an issue, maybe a character club. Or maybe a goal club would especially powerful for them.... Krista Raffenaud

Since student can get stuck in a genre. I might institute switch genre week/month, Have students self assess and determine with a partner what genre is 1st and 2nd in there individual boxes. This would help reinforce genre types. Then pick 2 other genre that is not usually choice with out the student’s original favorite.

Read Power Reading Clubs I might first try with benchmark students who need a challenge. These would be student who can get to the surface level comprehension, retelling and plot summaries—this would be expanding their reading bucket.

Healthy Reading Habits Reading Clubs had a great name for me, since I am into being healthy on so many levels. I like that students can set their own goals. I also liked that different students are on different topics. Kdn


 * 1) 2. Kathy shares a story with us about how her class one year was "fixated" on certain authors and would get so excited when a new book by that author came out. She shares the time one student brought in a copy of a book by a well-loved author. Hopefully we have all had something like this happen in our classrooms. Share a similar story here if you have one.

My students were hooked on The Magic Tree House series. Well in our building we have a teacher that has A magic Tree House in her room where chidren go on these journeys. Last year my class spent time with her third graders. Our school has developed a community of harmony there for this was a wonderful experience for my class. I want to create clubs that have the joy I experienced last year but on a smaller level. Margaret Fox


 * Respond Here: I had the same situation that Jodee had with Skippy Jon Jones. I love the Skippy Jon Jones books so in the beginning of the year I read them to my kids both with the CD and on my own via all the crazy doggie voices and my kids went nuts. From there we went to a Skippy Jon Jones Book Basket, and I had to buy all the new ones that came out, or buy more copies of the ones that we had. We had a few stuffed animals of Skippy as well so the kids liked to read with him also. To this day most of my classes really like Judy Schachner?? spelling the author of the Skippy books and they are always a favorite in my classroom :) SLG**

Deb Mcleod, first grade I was always amazed when I taught Kindergarten how many of the children would be excited when I shared a book with them and also talked about other books that the author had written. Often times the children were the ones to say to me, "I have that book at home....and I also have another book just like it-same author!" or the many times after reading a book to the class the children were able to find books written by the same author when they went to the library during school library time. They would come back to the classroom so excited to show me the books that they had found, "just like the one Mrs. Baker read!" I have even had children bring their books from home-the whole collection of them from one author and proudly share with the class. Jill Baker
 * Several years ago our elementary school had a visit from Jonathan Rand, the author of Michigan Chillers, American Chillers, and Freddy Fernortner. His personality and passion about reading and writing built a fire in my first graders. I purchased the first book in the Freddy Fernortner series to read to my students. I loved watching their faces and hearing their reactions to the story. When we had finished the book, The Fantastic Flying Bicycle, my students were so thrilled to know there was a book 2 and 3 and 4... They had made the characters their friends and were anxious to spend more time with them. That year my class and I read through the entire Freddy Fernortner series. I watched several of my students find the magic in reading.**

Two years ago I had a first grade student who would brought in a Skippy Jon Jones book that he begged to read to the class. He did a fantastic job and read very fluently and even did a great job with the main character’s Spanish accent! The kids were so in love with these books they were bringing them in from home, checking them out from the library and ordering them from book orders so that they could bring them in for Sebastian to read aloud. I loved how engaged they were and I am so glad I said "yes" when he asked to read aloud to the class even though it wasn’t in the schedule! He introduced a character that I never would have introduced because it wasn’t anything that caught my attention on the bookshelf. --Jodee Tuttle


 * My students seemed to feel this way about any author of a chapter book that I used as a read aloud in my classroom. We did Hatchet as a read aloud and spent a lot of time talking about all aspects of the story... the character's feelings and actions, what it must have felt like to be the character, how the author seemed to know so much about surviving in the wilderness, etc. As soon as we finished this book, the kids started looking for other books written by Gary Paulsen. Just after this the scholastic book order had another book by him (Woodsrunner) for only $1.00 and every student in the class got a copy of this book. Some of them chose to read it right away and noticed some similarities and differences between the 2 books. Several also read Brian's Winter, which gives an alternate ending to the original book Hatchet. Everyone got very excited about his writing. **
 * We were also enthusiastic about the book Chains by Laurie Halse Anderson. Because we had already spent so much time talking about Brian's feelings and empathizing with him in Hatchet, the kids began doing this on their own with Isabel in Chains. They talked a lot about everything she was going through and how she must have felt without much prompting from me. At the end of that book we found out that the author had written a sequel to the book called Forge. We finished this book in late May, so we did not have time to read the sequel, but one student went to Barnes & Noble, bought the book, and brought it into class to show us. Many kids were excited to read the sequel just after seeing it. Both of these books would be for older students (4th grade & up). **
 * Kristy Weberg **

Chapter 2 Question #2 from Bobbi Friend – I have had two similar instances in my teaching career. Both of the times my students have been very passionate about an author is because they have had the opportunity to meet the author. Patricia Polacco visited our school one time and my students could not get enough of her books. It is so amazing that once a child has a connection with an author, they instantly feel the connections with the characters and plots in the book. It is as if they have the text to self connection because they know the person who created the text. I will never doubt the power of connecting students to an author! I think every teacher has several stories to tell here but I really remember one of my 1st-3rd grade Multiage Classes and their crazy fixation on Junie B. Jones (admittedly, I became fixated too)! At the time I was teaching at Ross Park Elementary in Mona Shores and driving back and forth from my home in Fremont to work each day. I would check out books on tape from my local library for listening entertainment on my way to school. One of the books I listened too was Junie B. Jones and the Stupid Smelly School Bus...I listened and laughed through the entire book and new I had to share it with my class. So...I read it. I read it with so much enthusiasm that my students couldn't get enough! We plowed through book after book in the series...I would always read at the end of the day just before parents picked up their kids...it wasn't long before parents started to arrive early to pick their child up but instead they pulled up a chair to listen and later confessed to me that they came early because they wanted to hear me read. We read every single Junie B. Jones book that year...we were addicted! It taught me a valuable lesson as a teacher, reading with enthusiasm is contagious. My students were enthusiastic about reading that year...it was a wonderful thing! Carol Dawson

I was teaching middle school English and it was the year that Grand Rapids teacher got in trouble for reading a Chris Crutcher book in her class. It was also when he was in the area and schools were cancelling his talks left and right. He called our school and we accepted. It was the best thing that ever happened to my class of uninterested readers. Mr. Crutcher was so honest and upfront with the kids, it was phenomenal. Coming away from that talk my class was all about the banned book issues. They debated why society thought there was need for banning books and the legality of it. the research the title and author of banned books. They searched my library for banned books, and then other teachers' libraries. I guess you would say, we had a "banned book" club. Students chose different banned books and discussed the similarities of the books, and what might frighten certain groups. It was the best teaching experience I ever had bar none. It was all student generated, and they were so engaged. Fran Olesen

It seems that over the years this happens to one degree or another. One year students were so taken by the Ramona book I read to them that they had to read more by Beverly Cleary. Last year I had students negotiating with other students which partnership would get to read which Fudge book next. (There was some great conversation in those negotiations.) What I love about Kathy’s story in Reading for Real is that she used this “teachable moment”. The students were excited about Ezra Jack Keats and other authors, so she switched from planning a poetry club to an authors club. My best teaching is when I can follow my students’ lead like this. I always hope I can hold on to that flexibility. Krista Raffenaud

Good old Frog and Toad. One of the stories was in the basal. I had various other stories with Frog and Toad. They loved it. They are in the mid range of most of my reader. So some practiced an easier read and others stretched to be in the in book crowd. KDN

Thanks for sharing all of these wonderful stories. It is so gratifying when we see our students excited about reading. ....Linda


 * 1) 3. It is important to note that reading clubs are not one more thing to fit into your already jammed-packed schedules. Simply replace your existing partner reading time with reading club time. On page 26, several options for scheduling reading clubs are described. Comment on how you see reading clubs fitting into your schedule.
 * Respond Here:I really like the fact that she states this is not another thing to add into your day, but rather replace partner reading at times with the clubs. I do want to keep independent reading going and as Jodee and Bobbi both mentioned when kids seems to fizzle out at times with their reading stamina on their own, I think that they can re-energize with clubs and being with new partners. I know that I get bored doing the same routine over and over again, so I would really think that the kids would like a change once in a while and do something different! I will try Option B first and see how it works for the class. I am not truly sure what will happen until I meet the kids and we get grooving with our reading workshop. I predict that there will be changes and bumps along the way as there always is with a room full of 30 kids and a teacher trying out new ideas! SLG**

When I taught first grade before, my kids loved having partner reading. I usually tried to have partner reading time at least three times a week. I can see by looking at the schedule on pg. 26 how this could replace partner reading for different cycles throughout the year. As stated on page r8, Reading clubs enhance or complement the reading, thinking and talking work that students do in certain studies or units. It would be natural to incorporate reading clubs in the work students do and do this when your children already have partner reading time. This little twist...will add excitiment for the children and also for us as teachers to incorporate reading clubs.Jill Baker
 * I liked Kathy Collins' suggestions to implement reading clubs. I know my students" hit a wall " with partner reading. Their time together becomes less productive. By replacing partner reading with reading clubs throughout the school year will keep things fresh. When we return to partner reading after a reading club break I think the students will feel excited to be working together again.Deb McLeod, First grade**

I think I will try Option B where a mini-lesson would be followed by individual reading, then a mini-lesson for club work, followed by reading clubs and then teaching share time. I think I would want to do independent reading first while we build our stamina for reading. Then as they tire or slow down they will have a partner who will hopefully encourage and re-energize each other. Having someone to work with and think with would probably. If this didn’t seem to work out as I hoped I wouldn’t be opposed to trying the other schedules, I do a lot of schedule tweaking and adjusting the first few weeks until things have everything flowing smoothly. I also like Kathy’s on page 27 where she states that "...reading clubs are not ongoing . . . but more of a seasonal offering." –Jodee Tuttle Chapter 2 Question #3 from Bobbi Friend – Reading clubs will fit into my schedule as Kathy suggests taking the place of partner work at various times in the year. I plan to set up my reading workshop time similar to the schedule described in figure 2-2 as a typical reading workshop schedule. I can see option B working well for me because I will not want to eliminate individual reading workshop time. Simply abbreviating the min-lesson and individual reading time will allow me to continue to work on fluency, skills, and strategies during independent time, and then replacing partner work with reading clubs will work well for my planning. Reading clubs will be used intermittently depending on what my students are doing in the other core classes. They can enhance or complement the reading, thinking, and talking work that students do in certain studies or units. Reading clubs can energize the reading workshop and because the work readers do in reading clubs tends to be purpose driven it makes it easier to schedule certain reading clubs to parallel work in other academic areas. One big reason I am enjoying this book so much is that Collins really know what it is like teaching kids. She has down when they need a boost or reinforcement. I am wondering if I could form one with the students are work with that will compliment what the classroom teachers are doing in their classroom? I use the LLI intervention system, but since the reading groups are 2-3 weeks it might be a nice break? Fran Olesen

My first thought is to use option B because it matches the format we already use in Reading Workshop and students will already be comfortable with the format. However, it could be good to try option A on one of the clubs later in the year and see if it energizes the students to have a change. As always it depends on the group and what is going on for them. Krista Raffenaud


 * 1) 4. Several suggestions were made as to how you find the right time for reading clubs. As you read over these guiding factors and considered your grade level, what times would make sense for you? Explain.
 * Respond Here: I do not get to pick the times entirely that I would like to do clubs and the workshop as I am guided by interventions in both Tier 2/3 with reading/math and then Delta math groups and also my special ed gang. We are to teach 90 minutes in the morning for our LA block. I will need to find the time and the adequate/appropriate section of time so kids that need this are not missing it. It was very hard to do this last year as I did not have my kids in the room together as a whole group for more than 60 minutes and to think about all the curriculum we have and how everything does seem to be important esp. with math and reading this is going to be tricky. I will have to wait and see what my schedule will be like in the fall! SLG**
 * Respond Here: I do not get to pick the times entirely that I would like to do clubs and the workshop as I am guided by interventions in both Tier 2/3 with reading/math and then Delta math groups and also my special ed gang. We are to teach 90 minutes in the morning for our LA block. I will need to find the time and the adequate/appropriate section of time so kids that need this are not missing it. It was very hard to do this last year as I did not have my kids in the room together as a whole group for more than 60 minutes and to think about all the curriculum we have and how everything does seem to be important esp. with math and reading this is going to be tricky. I will have to wait and see what my schedule will be like in the fall! SLG**


 * By replacing partner reading time with reading clubs, I can make reading clubs a part of our reading workshop. With first graders I would wait a few months before trying a reading club. We spend quite a bit of time learning procedures and routines and I want to make sure my reading workshop time is well grounded. I also liked the suggestion of breaking reading workshop time into two seperate parts in the day. I like the idea of a mini-lesson to support the work being done in reading clubs. I'm anxious to try this approach. Deb McLeod first grade**

**I like Deb's ideas regarding replacing partner reading time with reading clubs. Like the author said..."Reading clubs are not a daily structure..." so, this would be a nice way to spice up partner reading time over the year. It would be an easy, non-interruptive way to keep a variety of reading going on in the classroom. Carol Dawson**
 * As I was reading I was wondering could you incorporate the reading clubs into your social studies or science curricula? Could you do a "biography club" or a "rock club?" It seems like it would tie in nicely with the CCSS and literacy integration component. Do you think it could work? **
 * Fran Olesen **

I’m taking this question as what is the right time during the year not specifically during the day. It certainly makes sense to me to plan a genre club when I am teaching a specific genre. Like Deb, I don't want it to be too soon since getting Reading Workshop routines well grounded is important. So, maybe November? It makes sense to me that the goals/projects clubs are often near the end of the year. With other clubs I think I’ll need to have a general idea of when I might use them but know that it won’t necessarily be at an exact time. I’ll need to be watching for that time we need a boost. I think this first year I see myself trying one in the fall and then one or two in the winter/spring and one near the end of the year. Krista Raffenaud

**I really like how Kathy points out on page 27 that Reading Clubs can fit well with various studies. Knowing that much of this could work during a science or social studies unit, especially if it was a time we were focusing on nonfiction reading, I could implement reading clubs focused on the topics we are already studying. Science and social studies are often cut short as it is, so why not allow kids to do some authentic reading around these topics, as opposed to using the textbooks provided by the district. This is the first way I see myself implementing a nonfiction reading club. I also plan to do a poetry reading club, and I believe the best time to do this would be right before we start the poetry unit in Writing Workshop. Kids need to have exposure to poems anyway before they begin writing, so this would be a great chance for them to read poems before they begin writing their own. As far as other reading clubs, based on other topics, strategies, or genres, I'll have to keep my eyes peeled as I go through the year to think about where they would best fit. But I plan to do these 2 for sure.** **--Kristy Weberg--**