© 2002 Taffy E. Raphael, © 2002 Taffy E. Raphael, University of Illinois at ChicagoUniversity of Illinois at Chicago

A Look at Book Club and A Look at Book Club and Discussion ComponentsDiscussion Components

1. Opening: Teacher Modeling1. Opening: Teacher Modeling

Teacher modeling and Teacher modeling and thinking aloud about thinking aloud about core strategiescore strategies

Introduce new Introduce new strategystrategy

Present examples Present examples and nonexamplesand nonexamples

What can you model? (more about this later)

How to Read How to Read and comprehendand comprehend

How to Write a How to Write a responseresponse

How to DiscussHow to Discuss

Model metal processes, strategies & Language

Strategies Ss can use Establish purpose Connect to experience Activate background

knowledge Make and check predictions Find the story parts Summarize & paraphrase Verbalize confusion & use

fix-up strategies

Language students can useLanguage students can use What is my purpose? What What is my purpose? What

am I supposed to do…?am I supposed to do…? Something like this happened Something like this happened

to me … so I know that ____to me … so I know that ____ I predict that the next part willI predict that the next part will I found the setting ...I found the setting ... My summary is …. My summary is ….

I’m confused about ….I’m confused about ….

Strategies listed on cuecard Put language (prompt) on cuecard by strategy

3. (Collaborative) or Individual Reading

Students use the strategy cuecard, thinksheet(s), or post-it notes

They read and apply the strategy

They can read with a partner. They stop at end of (paragraph/ page) to report thoughts, comprehension & strategy to partner or class

4. Writing: Interpretive response & Application of Strategies in a log

Students use the strategy(ies) Students use the strategy(ies) to respond or interpret the textto respond or interpret the text

Students use the cue- card Students use the cue- card and think-sheet to prompt and think-sheet to prompt them as to how to respondthem as to how to respond

Students write in the logStudents write in the log Students use their the log to Students use their the log to

discuss the book with discuss the book with peers/teacherpeers/teacher

Cycle of read – write Cycle of read – write interpretation or extended interpretation or extended responseresponse

5. Book Club: Students Discuss Strategies, Responses, & Interpretations

Students talk about Students talk about the book using the the book using the strategy cuecard and strategy cuecard and think-sheetthink-sheet

Students evaluate Students evaluate their discussion their discussion performance performance

6. Closing: Community Share Teacher reviews Teacher reviews

performance of pairs and performance of pairs and groups (reading, writing, groups (reading, writing, discussing)discussing)

Teacher reviews strategy useTeacher reviews strategy use Teacher selects examples to Teacher selects examples to

share with classshare with class Students discuss their Students discuss their

thinking and strategythinking and strategy Final rehearsal – strategy Final rehearsal – strategy

stepssteps

Provide Reading Log for Book: Written Response & Discussion

What’s do you put in the Folder – Reading Log?1.Think-sheet: What can I do in my reading log?2.Cuecard with strategies that have been taught or will be taught3.Think-sheets that students can use to record what they have learned and their thoughts4.Discussion rules and guidelines5.Roles and responsibilities

Response Log