All You Need To Teach Comprehension 10+

H ow to ru n a bo o k clu b
You need:
@ small groups of students (about six)
@ multiple copies of texts (literary and non-literary texts are suitable)
@ a selection of roles to support comprehension and discussion (see pages 30 to 34)
Step 1: Choosing texts
1 Introduce a selection of texts (five or six) to students.
2 Distribute the texts so students can preview them.
3 Have students write their name and first three preferences on a piece of paper.
4 Collect these and sort students into workable groups. Attempt to meet students’ preferences.
5 Explain the groups and distribute the texts (each student will require his or her own copy).
Step 2: Preparing for the meeting
1 Select the roles you want to use (see BLMs 17 to 21).
2 Set up a roster (a meeting schedule for each group); once a week, or more regularly if desired.
3 Have students sit in a circle with their group to discuss how much of the text they will read before
their meeting. Encourage students to be conservative, as they must also complete a short task for
the meeting.
4 Introduce the role tasks and assign a different task to each student in a group. Explain that the
book and the role task must be brought to each meeting.
5 Allow time for students to complete the reading and the role task. This may become one of the
independent learning tasks you use to support your reading program.
Step 3: Timetabling the meeting
You may decide, at least initially, to use your guided reading time to schedule the meetings. This
allows you to be involved in every group meeting while students develop increased independence
and control of the book club. Once students are able to implement a book club successfully, guided
reading groups can resume. All book club meetings can then occur at the same time each week.
Step 4: The meeting
Assume the director’s role (to model and demonstrate) for a number of meetings and then assign
this to a student. Once a student takes on the role, you should become an independent observer,
providing support only if required.
1 Welcome the group to the circle.
2 Introduce the text.
3 Invite each person to explain his or her role (until roles are well understood) and share his or her
responses.
4 Invite others to comment or build upon the responses given, and let students know that as this is
a discussion group, they don’t need to raise hands to talk.
5 At the end of each meeting, guide the group in negotiating how much of the text they will read
for the next meeting, and distribute new role cards.
On the final meeting, the group works together to decide on a way to present their text to the
whole class. For example, act out a short section, design an advertisement or make a poster. They
must not give away the story, or else the text cannot be used by other groups. As students develop
greater control of the book club, your role should change to that of rotating observer. Move away
from the group to allow students greater independence, but check on them regularly.
Note: While book clubs are an instructional approach for teaching reading, they are not intended
to replace other instructional approaches. Read aloud reading, shared reading and guided reading
should still occur. The book club should complement and support a balanced reading program.
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