In my last blog post, I outlined the prep work we did leading up to our “birds of feather” topics reading club meetings to help students dig more deeply into their readings and to come prepared for the reading club discussion.
Prior to our club meetings, students brainstormed meeting etiquette and expectations:
We also incorporated these qualities into a self-assessment tool students completed the day after the reading clubs met.
I learned last spring with my juniors and seniors that some structure to meetings is helpful for students, especially those with little to no reading or book club experience. I planned for four rounds of discussion even though I expected we would probably only have time for three; I like to overplan just in case!
You can flip through the slideshow below to see how I helped “step” students through bursts of conversation that lasted about 10-12 minutes each. I would review the discussion frame for each round and then keep time with my phone while walking around and making notes on ideas I heard in conversation while noting with a check each time I heard or saw a student participating (or not) in the club meeting. I use a a blank roster spreadsheet from my gradebook in Infinite Campus and then use the columns to make notes and checks or minuses to help me remember what I’m seeing or hearing. Last but not least, I recorded videos as I walked around so I could go back and watch/listen when evaluating students participation, listening, and interaction in the reading club meetings.
One other recommendation I have, especially for middle school or inexperienced reading club learners, is to appoint a “conversation round” leader. This simply means you appoint someone from each club or group to lead each round of conversation; doing this prevents awkward pauses or lapses in getting a new round of discussion started.
One other new tool I used with the reading club was the conversation emoji talk stems from Ashley Bible. These were super helpful for students in finding wording to enter the conversation or to interact in a meaningful way if they were struggling to find words.
I was incredibly impressed by how well my students did in their meetings! Most groups had terrific energy and engagement in their meeting, and even those that may have struggled in the first round came on strong in the second and third rounds of conversation. The reading club work and conversations in their club meeting are definitely two of the highlights of this academic year—the caliber of work and the soft skills as well as reading/listening/speaking skills inherent in the club conversations are huge steps forward for my students as learners and individuals.
When we finished three rounds of discussions, we then worked on our post-club reflections to capture our thinking while it was fresh. The following two days, we did some self assessment and reflection using this tool I created based on student agreements on etiquette and expectations. In addition, we used these awesome standards-based self-assessment forms for four standards that were embedded in our reading club conversation work. The reflections and thinking students shared through these tools was quite revealing, and my fellow teachers and admin were quite impressed with the depth of student reflection as well.
Though I wish our instructional calendar would have permitted time for an additional club meeting, I am incredibly pleased with the quality of work my students completed and the quality of their reading club conversations. I am excited to see how we can grow these skills when we shift to nonfiction book clubs later this spring!