Jenna Bronson Seattle Pacific University Winter 2014 Novel Studies Jenna Bronson Seattle Pacific University Winter 2014

Initial Questions How is literacy instruction defined in a predominantly novel studies focus? How well do students achieve in a more student- directed environment? What happens to the reading comprehension of students in the fourth grade classroom when they work together in groups to study and respond to a novel?

Focus Statement Rather than relying on the provided reading curriculum, I want to bolster my students' approaches to reading by giving them opportunities to critically examine, discuss, and comprehend texts through the use of novel or literature studies.

Classroom Information Eastside Christian School-Bellevue 13 total students (7 boys & 6 girls) Range of reading levels 3rd grade-9/10th grade abilities Hope to improve comprehension and literacy skills Supplement A Beka Book with more engaging text

Reading Comprehension Averages

Common Core Changes Student expectations: reading a wide range of increasingly complex text as well as ability to analyze, discuss, and reflect on those texts. Teacher expectations: providing authentic and worthwhile opportunities. Varying reading instruction with longer text through Read-aloud Small group reading Whole group reading

Goals of Novel Studies Help students set high academic expectations Providing a supportive learning environment Providing a challenging unit Promoting an atmosphere supporting creativity and excellence (Smith, K., & Weitz, M. 2003)

Benefits of Novel Studies Book studies and literature circles provide students the skills they need to identify plot, theme, and characterization. (Knickerbocker, J. L., & Rycik, J. A. 2006). Shared reading strategies are used and students are held accountable for keeping up with the reading. Increase in success, vocabulary development, standardized-test scores, and feelings towards reading

Novel Studies Calendar Day 1: R&R Ch.1-7, vocab Day 2: Discuss assignment from previous day, “After Ch. 7” prompt Day 3: R&R Ch. 8-14, vocab Day 4: Discuss previous day’s work, “After Ch. 14” prompt Day 5: R&R Ch. 15-20, vocab Day 6: Discuss previous day’s work, “After Ch. 20” prompt Day 7: R&R Ch. 21-26, vocab. Day 8: Discuss previous day’s work, “After Ch. 28” prompt Day 9: R&R Ch. 27-31, vocab Day 10: Discuss previous day’s work Day 11: R&R Ch. 32-35, Character Analysis Day 12: Vocab & Character Analysis Day 13: Finish Character Analysis Day 14: R&R Ch. 36-39, vocab. Day 15: Catch up and quizzes

Sample Portfolio Pages

Character Analysis Poster Working within their groups, students needed to… Describe physical traits of their character List unique character traits Discuss why the character was important to the story Provide a quote from the text that describes the character

Character Analysis Poster Rubric   1 2 3 4 Description of physical/character traits Does not describe physical or character traits Describes in brief detail physical and/or character traits Describes physical and character traits Describes in great detail physical and character traits Importance of character Does not explain the importance of the character to the story Describes in little detail the importance of the character to the story Describes the importance of the character to the story Describes the importance of character to the story with specific examples Connection to text Does not connect the text to the character Connection to text needs more detail Uses a quote from the text to connect to the character Chooses an excellent quote from the text to describe the character Overall Comprehension Does not seem to understand the text Shows some understanding of the story Is able to comprehend the text Shows great comprehension and application of the story Total:

Student Examples!

Let’s look at the data…

Reading & Answering Questions in Groups (Jan. 23) Engagement: 4-On task the entire period and put forth maximum effort, 3-Completed all of the assigned work, was on task for the entire class period, 2-Did some of the assigned work, and worked productively for much of the period, 1-Didn’t put forth effort and may have disrupted or interfered with others’ learning Group Work: 4-The student collaborated exceptionally well with group members, 3-The student collaborated with group members, 2-The student did some collaboration with group members, 1-The student didn’t collaborate with group members. Time Management: 4-The student used the time given to successfully complete their assignment with maximum effort, 3-The student used the class time in order to complete the assignment, 2-The student finished much of the assignment and was using class time wisely, 1-The student did not accomplish the assignment in the time period.

Reading in Groups and Character Analysis Poster (Feb.10)

Student Survey: Are you enjoying the novel study?

Is the work easy(1), just right(2), or challenging(3)?

What is something you would change about our novel study? Survey 1 Survey 2

Reading Comprehension Scores (out of 55 points possible)

Reading Comprehension Averages

Analysis of Data Students showed significant engagement, group work, and time management. All students were answering questions and collaborating within their groups. Groups managed the one-hour reading periods and completed what they needed to. Reading comprehension improved tremendously from January to February.

Analysis of Data (cont.) Survey: positive results Students enjoyed the novel study The majority of students believed the work to be “just right” Less reading->more reading More group time->less group time

Final Thoughts & Next Steps Great addition to reading instruction More collaboration and discussion Greater interest in reading Changes needed More opportunities for synthesizing and analyzing text Balance between group and individual work

References Knickerbocker, J. L., & Rycik, J. A. (2006). Reexamining literature study in the middle grades:A critical response framework. American Secondary Education, 34(3), 43-56. Retrieved January 12, 2014 from http://exproxy.spu/edu/login?url=http://search.ebscohost.com/login.a spx?direct=true&AuthType=ip&db=eric&AN=EJ746328&site=ehost- live;http://www3.ashland.edu/academics/education/ase/links.html Smith, K., & Weitz, M. (2003). Problem solving and gifted education: A differentiated fifth-grade fantasy unit. Gifted Child Today, 26(3), 56-60. Retrieved January 15, 2014 from http://ezproxy.spu.edu/login?url=http://search.ebscohost.com/login.as px?direct=true&AuthType=ip&db=eric&AN=EJ673075&site=ehost-live