My favorite part of a whole novel study is the week we hold student-driven discussions of the book. Students have completed reading the whole novel and are eager to share and investigate what they experienced. These inquiry-oriented tips have can also be used with other kinds of texts.
Recently in whole novels Category
November 08, 2017
October 11, 2017
There are two dilemmas I have around the Do Now activity; the first is about silence, and the second is about time. The one simple solution for both problems: reading.
September 14, 2017
For teachers looking to build students' confidence and love of reading, especially in the case of reluctant and struggling readers, short stories may not be a great place to start.
June 12, 2017
In this post, I share some examples of teachers explaining how lack of books impacts their planning, and a checklist and suggestions for administrators who want to build a culture of authentic reading in their schools.
April 05, 2017
In my previous post, I discussed the debate around whether to teach whole class novels. In the field, this conversation can get quite polarized, but we shouldn't be limited to this either/or scenario. As a profession we can do better than a decades old stalemate. I believe we must revolutionize, not drop, the whole class novel. The five strategies below are steps toward that end.
March 15, 2017
The debate around the use of novels in English classes of all age groups is at least twenty years old, but it remains unresolved, continually bubbling up in blog posts and conversations among a wide range of concerned educators: what do we do about the whole class novel? In this post, I analyze the state of current teaching trends with regard to novels, and offer two propositions for moving the debate forward.
January 17, 2017
Many of our struggling readers did not grow up with a consistent reading ritual at home; instead, they were exposed to books mostly in school. What was that context like for them?
December 28, 2016
One of the most fundamental routines in an English or any literacy-based classroom is the practice of reading. So what do we do when we give students a reading task, but we see that real reading is not happening? I'm talking about those moments when it seems like we're stuck repeating directions, redirecting off task behavior, and even struggling to stay focused ourselves. Maybe it's just a wonky moment--or maybe it's time to step back, evaluate what's really going on, and change course.
October 18, 2016
How exactly do we help students to be able to read complex texts on their own? Do we give them texts that are well above their reading levels and apply as much scaffolding as we need to get students through it? Or do we meet readers where they are with more accessible text selections first and build their independent reading skills?
October 12, 2016
In the launch of her new blog, Ariel Sacks explains what she means by teaching for the whole story and why she's doing it.