Late into the night, and again early this morning, I’ve been reading my students’ nonfiction book club presentations – the culminating project of our nonfiction genre study. As I’ve written about here, and here, we spend a lot of time working our way through this unit of study; we begin with a great deal of scaffolded think alouds and read alouds, then move into book clubs reading the same books, and end with topic based book clubs – where each member of a group reads a different book about the same general topic. We spend so much time on nonfiction because my alumni (now either in high school or college) tell me that the bulk of their current assigned reading is nonfiction, and they need to feel prepared to read it in volume and with efficiency.
This year’s nonfiction unit was driven by another angle – the nonfiction work in progress by Kylene Beers and Bob Probst that I’ve been following through Twitter chats, webinars, and (most recently) Kylene’s sessions at the Rutger’s Literacy Conference (where I managed to summon up the nerve to ask for a picture!
Kylene’s blog posts and Tweets led me to reevaluate the way I had structured this unit, which I wrote about here, especially because my initial student survey yielded these answers to the question: why do we read nonfiction?:
- to collect facts about a topic
- to find out facts that are important about something
- to take notes and copy down facts about stuff
…you get the picture. To my kids, the whole point of reading nonfiction was to collect facts. How boring. No wonder they didn’t like reading nonfiction! How much better to have kids read nonfiction because, as Kylene and Bob suggest, this was the way to :
in other words, to engage with a text in a meaningful way, to take a Really? stance. So, for every book club meeting or note taking, my kids tried to approach their texts with the above questions in mind: where did the information surprise you? why? what made your thinking change? what questions remain?
As a result, book group discussions were much more question and surprise centric, too (also, they were more animated and just plain “fun”). Often, group member pushed each others’ thinking about their “reallys?”, leading to richer conversations and connections. And now that I am reading my kids’ final presentations (on Google Classroom, so that we can continue to share the learning and comment on each others’ topics), I am seeing the fruits of all that labor:
We have, I believe, I found our way to reading nonfiction like residents: