1. Sam Northern LME 590—PPD Standard 2.1 – This artifact is aligned with Standard 2.1 because instruction demonstrates my ability to integrate a wide range of young adult literature in the classroom that meets varying interests and reading ranges. This activity also demonstrates my ability to promote reading for pleasure since implementation of book clubs made reading a social experience as well as a private one.

2. Day 1

4. In the first column, list books you have read with others or connected with them about. – Think about times when being in class helped you understand a book better or when you talked with friends about it. In the second column, list your private reading experiences (broadly defined, including books, magazines, online blogs, etc.) – What titles have you preferred to read alone – and perhaps preferred to keep to yourselves and avoid even telling others about?

5. Please share any tidbit your like from your lists – a title, an experience, a reflection.

6. Put your heads together! Each group will have a question relative to the Power Work. These questions require high-levels of thinking and good conversations skills are critical. One student from each group will be randomly selected to share their group’s response with the entire class.

7. 1.Is reading a book mostly a private activity or an activity shared among people? Why do you think so? 2.What are the benefits to reading privately? 3.What are the benefits of sharing a reading experience and discussing a book with others? 4.What are the drawbacks of reading alone? 5.What are the drawbacks of reading with a group? While many of us may prefer one method over the other, there is room for both in your reading life!

8. A Shared Reading Experience Online news article: – “The Book Club With Just One Member”

9. Day 2

10. What are your thoughts and comments on the topic of yesterday’s lesson? If you have any questions, please write them down, too.

11. What’s our PURPOSE? We will form book clubs to delve further into both private reading and group reading. You will have the opportunity to choose the book you would like to read with the integration of strategies from reading groups, book clubs, and literature circles. These approaches encourage choice and independence while at the same time providing the benefits of a shared experience.

12. I CAN apply different reading comprehension strategies to better understand what I am reading and share my reading experience with others.

14. Due: Two thoughtful connections about what you read in your R.C. Book yesterday. Please have your connections ready for use during our shared reading experience.

15. Day 3

16. You will be learning how to write and answer questions so that you can have meaningful and interesting book discussions.

17. BiblioNasium is a free, protected social network for students designed to engage, encourage and excite young adults about reading. Keep organized in your independent reading with BiblioNasium’s virtual bookshelves. This allows you to keep track of what you’ve read, what you like, and what you plan to read. Fosters peer-to-peer support. Students are encouraged to share book recommendations and share books, building conversation and connections around reading.

18. Based on your Lexile Reading Range, you will form a reading group with at least one other student in the class. Reading groups cannot exceed four students.

19. "Big Swim" “Big Swim” is about a special second grader named Braxton Bilbrey. He is one of the youngest people to ever swim from Alcatraz to San Francisco.

21. Spend 10-15 minutes to read the article at least two times with your partner. For the first reading, read all the way through the article for meaning. During the second reading, underline any parts that they find particularly interesting. If you have a question about a word or the content, make note of this also in the margin.

22. Share your thoughts about the article. – You can mention interesting points, ask questions, or offer facts from the article.

23. Question Chart Right There QuestionsThink and Search Questions Author and Me QuestionsOn My Own Questions

26. "Robots in Class." This article tells about a new program that helps children in hospitals go to school. The interesting thing about this program is that the children go to school through a robot.

27. Spend 10 to 15 minutes to read through "Robots in Class." As in yesterday’s activity, read the article together twice and underline any parts you find interesting.

28. Question Chart Right There QuestionsThink and Search Questions Author and Me QuestionsOn My Own Questions

29. Day 4

30. bibionasium.com Use this online program to learn about the titles available for our book studies.

31. Book Study The Chronicles of Narnia Tuck Everlasting Canyons Charlie and the Chocolate Factory The Egypt Games A Child Called It The Lost Boy

32.  Be an ACTIVE READER! exclamation point for something surprising chain links for connection question mark for question

34. Day 5

35. Group Discussions Students will get in their groups and begin with the Right There questions. One person will start by asking his or her question. The questioner is the discussion leader and can call on students to answer or can choose to have the group go around the circle to give everyone a chance to answer. You need to keep each other accountable and challenge others to "prove" their answer with the text or ask "why" or "how" if students answer with a "yes" or "no." When the first question has been answered, the person to the left asks the next question and becomes the discussion leader. Be ready to evaluate their discussion group at the end.

36. Elements of Desired Results: To develop an appreciation for reading that is both private and shared. To have a successful group discussion about the reading. Guidelines: Level 0, Do Not Distract Others, Be On-Task. Resources: Question Starter Reference Sheet Accountability: By comparing your questions to the examples on the reference sheet. Consequences: I can communicate and respond to ideas from my reading during a discussion.

38. Group Discussions Each student is to reflect on his or her participation using the Literature Circles: Self-Assessment Form.Literature Circles: Self-Assessment Form Discussion: – Positives: What went well, what did you like? – Challenges and ideas for how discussion could go better next time.