Teaching remotely has really made me think long and hard about whether assigning books is still valuable. Considering the many logistical obstacles required to get the book (digitally purchased or hard copy), I have to be really committed to it. So, for this month’s newsletter, I would like to highlight some of the most important reasons for assigning books to our students.
For starters, it is perhaps good to explain that “assigning books” means something a little different today. On occasion, we still choose one common text that the entire class will read, analyze, and discuss (e.g. Romeo and Juliet, Flight, Raisin in the Sun). However, most of the books assigned to students today allow for students to choose a title from a short list-- usually 5-7 books. Each of these books will come at a given topic or theme from different angles, allowing students to have similar – though not identical -- experiences. Choice book units have the advantage of reaching more students. They offer more flexibility in the types of texts we offer and in the readability levels. Of course, the price we pay is that we cannot offer the same universal experience that a whole class book will afford. Additionally, it is often harder to gauge whether students are reading their books when working with multiple titles, and it is much harder to work through a close reading of passages when not everyone is holding the same text. Finally, teachers can more specifically take on an issue or concept when students are not allowed a choice.
Conventional wisdom today suggests that (especially in our Language Arts classes) we do a little of both, with at least one whole class book a term and one or two choice books per term. Regardless of the type (whole class or choice), assigning books in our classes today is still an immensely valuable practice. In recent years, district money has been shifted slightly from purchasing the traditional textbooks into more of these book choice units, so there are more opportunities for us to revisit the use of books (both fiction and non-fiction) within our classes.
To begin with, books offer students deeper and more engaging avenues into relevant topics, issues and concepts of our day. They demand a different set of reading tools than those that are required of reading textoids, articles, or shorter pieces, thus preparing students for the more rigorous reading of standardized tests and upper level and post secondary classes. Beyond that , reading full books allows students to explore topics and concepts more deeply. Whereas a textbook might have a generic section or chapter on depression or trauma, a recently published book on anxiety or trauma allows the student access to a more meaningful discussion of that concept or idea, to more fully see its relationship to other related topics and concepts, and to get a better understanding of how this topic or concept works. On the whole, books are less intimidating, less institutional, and less sterile than their textbook counterparts. With any given title, we also have a little more flexibility to pick up or drop a book, as opposed to textbooks which typically require a long term commitment. They are less responsive to timely matters and issues and are written specifically to have long shelf lives.
Across all of our disciplines, there are so many amazing options. If you are considering a book (or a choice book unit), here are some tips.
Create the Infrastructure. In the back of my head, I always fear that I will go through all of this trouble of designing a unit, purchasing books and materials, and then discover that no one has read the texts. But I have come to realize that if I create an infrastructure that allows for students to succeed, I can get higher levels of involvement and participation. When it comes to infrastructure, I mean giving students enough time to read the books, setting aside some time in class for students to actually read, a reading schedule with some type of reading checks, mini-lessons or tips for how to read their books, offering a variety of interesting and timely titles, and having texts for various reading levels.
Jump Ahead. If you are doing a whole class book, you will need strategies for your slower reading or lower ability reading students. One of which is the “jump ahead.” For this, I might say to the class, “Ok, let’s say that you are still on chapter 1, and you feel a little overwhelmed with the text. Here’s what I am going to do. I’m going to give you enough information to ‘jump ahead’ to chapter 7 because I want you to specifically read that section today. I want you to be a part of our conversation on chapter 7, but I need to get you a little further along so that you can read that section. Here is what you need to know. . .”
Audio Versions. For the whole class books, I typically purchase the audio version of the text. In fact, I will likely play the audio version for the first twenty minutes of the book on the first day of the unit. It helps to get students jump started on the book and gives them a feel for the “voice” of the text. I will also allow a student to use my iPad during silent reading time to listen to the text if they are interested. Additionally, for those who are interested or able, I encourage them to either purchase the audio version or download it from the library. A handful of students will actually have access to the audio version through their IEP resources.
Read the full newsletter here.
