1. Using Pics4Learning Summarizing verses Reflecting
How does this picture represent your story?

2. See Think . . Teach

3. So how do we teach kids to do that?
Video View
CD Rom with Calkins
Fishbowl . . .invite the class to watch a group, perhaps take notes, discuss what they saw and set a goal based on their observations
You can join the group
Active Member
Ghost Partner
Spy on a book club . . .invite a struggling group to watch, take notes and set a goal in response
Set Up I-pads to Record
Set group goals
Follow up with teacher feedback

4. Encourage Independence
Independent---Partnership-Partnerships marry
Who sets the number of pages per night?

5. Role of Response in Book Club Work
Graphic Organizers
Fast
Feedback
Constitution
Group Conferences
Discussion Prompts to, with, by
Response journals
Watch out for book specific packets . . .they sometimes take the place of teaching
Beware of The TPT packet . . .
Exit Slips

6. Constitution

8. Fast Characterization

9. Use conversation prompts to support conversation

10. Charts

12. Flexibility in Reader’s Response
Timeline
Blog
Story Mountain
Journal Entries
Essay on the book

13. Sticky Quiz/Exit Slips (era specific)
Looking at the picture on the left, how can you relate it to the book depression era book
______________________________________

14. Exit Slip/Quick Check (whole class)
Compare an article from your nonfiction bin, (picture, timeline, article), to your fictional book. List here what your nonfiction item is: ______________________ _____________________________
Write comparison here: _____________________________ _____________________________ Use back to continue….

15. Timeline for Building Student Knowledge of a Time Period . . .
Immersion 2 days at the beginning of the unit
Mid-Unit 2 days whole class
Mini-Lesson Series or Conferences on Additional Research Needed
When we have questions about a place, event or person in our book clubs, we can scan the T of C or index of a NF book to see if it will support our understanding.
When we hit a roadblock and having a difficult time visualizing, we should try a video, audio clip or a photo.
When we are confused about a class or social issue we need to recognize that we need more information from a NF source.
When we are confused about a characters motivations or behaviors me need to recognize that we need more information from a NF source. 10

16. Gallery Walk
Post images of children, men and women. Make sure to include people in positions of power and those who were oppressed. Have students annotate with stickies, thoughts on people of the time period. Bind these images into a book to make the walk a small group experience.

17. Annotating Images
Students view and observe closely, leave tracks of their thinking, and discuss their questions, inferences and interpretations. Often we pose a question or two to focus their thinking and guide their observations:
Who created this? Why and when was it created? What do you think is the author/artist’s purpose or perspective?

18. Comparing Perspectives
Provide groups of articles organized to highlight different view- points and perspectives on the same time period and engage students in comparing and contrasting different views.
Try ToolKit Texts by Goudvis and Harvey
Short Nonfiction for American History
Library of Congress: National Archives:

19. Graffiti Wall
Set black paper and metallic markers, allow students to choose only one quote from the book that best captures the text. Clubs can choose only one line from each book to add to the graffiti wall.

20. Chalk Talk
Chose a passage from the book to have students repond to via a silent conversation..

21. Bookclubs are worth the effort b/c they have the power to energize reading lives, what good is a book if you don’t talk about it #TCRWP
Ryan Scala Twitter
Off you go . . .