Book Studies: They Learn, You Assess

Looking for a way to expand upon what you’re able to teach in your limited time in the classroom? Wondering about how to assess your students’ learning at the end of a unit? Book studies can help you do both.

Book studies can be used for a variety of topics: conflict resolution, bullying, responsibility, differences/diversity, friendship, emotional literacy, etc. All you need is a selection of books; a report form; and (depending on your school’s technology) an overhead projector, SmartBoard, or if all else fails, large copy of the report form on chart paper.) A book study can take anywhere from one to three classroom sessions — your choice.They are also great for groups.

1. Gather books on your chosen topic. Choose a variety of reading levels so that you can be sure that all students in the class have access to books that they can easily read, comprehend, and report on. Sometimes books for younger readers have messages and information that can be just as powerful as (or even more than) a grade level book.  Try to gather enough books so that everyone, individually or partnered, can find a book that interests them.  I generally clean out my shelves and visit the school and public library if I need more. A great resource for finding books by topic is Books That Heal Kids.

2. Create a grade-appropriate report form that will help the students think about what they have read and link it to what they have been learning in your unit. Include a place for the student’s name, the book title, and several questions (3-4 for 2nd and 3rd grade, 5-6 for 4th and 5th grades, not much more than that for upper grades). Your questions should elicit three things: (1) information from the book (2) knowledge gained from previous lessons, and (3) student thinking about the topic. Here are some question examples:

• What was the conflct in the story? (information)
• What strategy did the characters use to solve their conflict? (knowledge) 
• What could the characters have done to keep this conflict from escalating? (student thinking)

• How could you tell that what was happening was bullying and not just mean behavior? (information)
  
• What type of bullying occurred? (knowledge)
• What do you think could have been done to prevent this bullying from ever happening? (student thinking)
  

• What uncomfortable feelings did the character have? (information)
• How did the character help him/herself feel better? (knowledge)
  
• Name an uncomfortable feeling you sometimes have and tell how you help yourself feel better. (student thinking)

3. For the lesson (this will take one or two sessions, your choice):

1. Use the overhead projector, SmartBoard, or chart paper to model how to fill out the report form. Refer to a book you have already read with the class, a fairy tale or other story everyone is familiar with. If you have plenty of classroom sessions to do the book study, you could read a short book on the topic aloud.
   
2. Give a brief overview of each book, asking the students to get an idea of several books that they would be interested in reading. Explain that they may not get their first choice of book, but that they will have an opportunity to read it later. Spread the books out on a table or the floor.
3. Have students select books to read independently or with a partner. I like to give them the option of reading alone or with a friend. This helps less able readers and writers, allows students who are interested in the same book to get a chance to read it, and accounts for preferred learning and thinking styles.
4. When they have finished with the book, students fill in the report form. I have each student fill in their own report form, even if they are working with a partner. Be aware that some students may need a scribe. (Yes, it’s possible to scribe and run a class when no one else is available to help a student. A little crazy-making, but possible.) Direct students who finish before the end of class to chose another book. I tell them they can choose whether or not to fill out a report form for additional books read. (Have enough report forms available to allow for those who want to complete additional forms — you’d be surprised how many actually do!)

You can use the completed report form to assess how well your students have understood the topic. Could they recognize unfriendly behavior, prejudice, feelings, etc.? How well could they identify strategies to address the problem?  Are they able to relate the topic, and skills to address it, to their own lives? If assessing is all you want to do, you’re done.

However, you can also use book study presentations to share more information with students (e.g. greater number of examples of ethnicity/culture) or to reinforce learning to the group (e.g. providing multiple examples of how to respond to bullying) and to themselves (teaching what they have learned). This will need to be a separate lesson:

1. Talk about what makes a good presentation (voice that carries to the back of the room, holding still, looking up at the audience from time to time, taking it seriously, etc.) It also helps to tell them that the reason to use these skills is so that people don’t think you’re boring or distracting.  I usually model poor presentation skills and have them correct me into using good presentation skills. Explain the non-verbal signs you will use to let them know that they need to be louder, keep their bodies still, or hold the book in a way that the audience can see it. Depending on the group, you may also need to go over expected audience skills.
2. Have the student/s come to the front of the room to present. One of the students or a volunteer should display the book. I have them give the title of the book and then I ask them the questions from the report form, to which they respond. This provides structure and momentum. If anyone else has read the book that is being presented, ask them to comment.
   
3. The reporters then respond to questions from the class. 
4. Some students may want to read more of the books. Arrange to loan them to the classroom (after you’ve used them in any other classrooms) or set up a display in the library.

I think you’ll like book studies. They are engaging, informative, and give the students a feeling of mastery about the topic. Also, your street cred with the literacy teachers will rocket!