![]() ![]() Also list the page number on which you found yourself asking these questions.ģ. statements that you are thinking about this book. Be specific: What/how are you connecting and why?Ģ. Share one connection that you have made with this book. Write a quote or bit of text that exemplifies this and the page on which it is written.ġ. What do you like BEST about this book so far and why? They have been expected to form opinions, back them up, and share them with the class since the first week of school.īook Title:_īook Author:_ ![]() But it’s also important to recall that my students are used to talking about books. It eases my stress level to know that each student has some thinking written out to share. Offering it to everyone at the start of this new process helps us all begin on the same page in terms of preparedness and accountability, and I can easily check up on the brain work my students are doing, which can help avoid a tenuous first round of book clubs. When we are just beginning book clubs, I like to start with a form I originally made for struggling clubs. Keeping this in mind brings about the most meaningful lessons and discussions between my students and me. A balance of gathering information, providing scaffolds, and trusting students to read and think is crucial. My goal is to understand what my students need and how they are accessing their own thinking, but I don’t want these readers to feel like they are jumping through hoops to get into good books. But a word of caution here: thinking sheets can quickly turn into just another assignment or “worksheet” that the students think they have to complete to get a good grade. Thinking sheets are easy to come up with, and I find myself creating more and more each year to suit whatever I want to know about my students’ thinking and learning processes, and to nudge them a bit further. Some have questions that are very open ended, asking students to share what they are enjoying, what is confusing them, and what they are wondering, whereas others have questions that are aimed toward specific strategy work, lessons, or even book titles. I have created a variety of “thinking sheets” for my students that allow them to hold on to their thinking for book clubs and allow me to see their thought processes and inform my instruction. I need to know that my students are going beyond the literal, that they are challenging themselves with difficult text (otherwise how do we become better readers?), and that they are enjoying good literature. ![]() The point is to increase the rigor and accountability of each student through the choice and freedom of book clubs. My most important job during book clubs is to know what my sixth-grade students are thinking. ![]()
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