Book+clubs+for+gr.+4+-+8


 * Book clubs for students ages 9 - 14, grades 4 - 8.**

__**Rationale**__

From an educator's standpoint "book clubs…have the potential to enhance reading as a social event without negating the personal space that, for many people, is an essential aspect of what has led them to choose lives that include reading." (Faust, et al, 2005, p. vii). Before offering a book club, teachers have to take a step back from delivering and assessing curriculum and realize that "book clubs are designed for the children, not for the book" (Marriott, 2002, p. 13). From the child's perspective there are many reasons for taking part in a book club. For many, book clubs are the first club they have ever joined a club. O'Donnell-Allen (2006) points out that students are drawn to book clubs because it gives them "access to books and time to read them; opportunities for self-expression and social interaction, physical comfort and emotional safety (p. 19) ". Students point out that they like to be able to read the whole book not just assigned chunks as in literature circles. They like that they can direct the discussion and are not confined to literature circle roles. They like that they can take a leadership role and help to organize and direct the book club. For many, they discover that the book club stays together long after the book or the school year has finished (O'Donnell-Allen, 2006).

__**How to set up a book club:**__

1. Plan: if your club is to be student-centred involve them in the planning right from the start. Define the purpose of the club. Listen to your students needs. Consider the guidelines for your club as well as the format.

2. Prepare: your club will need funding for books and snacks, support from colleagues (e.g. the club should run even when you're away), time to prepare and time for meetings, a space to meet and support from administrators. Select a range of books that will meet your clubs needs.

3. Promote your club: advertise. Make announcements. Hang posters. Hand out invitations, flyers, bookmarks. Be clear and specific about the purpose and format as well as the time and location of the first meeting.

4. The first meeting: be prepared to establish the atmosphere for the club. Encourage interaction. Model discussion norms. Engage students with book talks. Let students talk and select their first book. Socialize.

5. Meet: depending on the age and experience of you students, model book club talk and have non-threatening questions ready, e.g. What did you like about this book? Model, everyone taking a turn. Be prepared to moderate disagreements. Model how to talk about a book you didn't like. Insist that everyone's point of view is valid.

6. Reflect and Revise: as your club evolves observe and reflect on what is working and where your coaching is needed. Seek feedback from your students. Let students run the club. (Kunzel & Hardesty, 2006)

__**Examples:**__


 * 1. Provincial Programs**

Many provincial library associations organize reading programs, e.g. The Ontario Library Association’s [|Forest of Reading program]. These programs provide great opportunities for both public and school libraries to run clubs. In Ontario there are five programs offered to grade three to eight students, Silver Birch Express for grades three and four, Silver Birch Fiction and Silver Birch Non-Fiction for grades five and six and Red Maple fiction and Red Maple non-fiction for grades seven and eight. Students read the top ten, Canadian written nominees in their program. At my school I run three clubs for grades four and five. All students are invited to join the club. They must read five of the ten nominees in order to vote at the end of April. Students are highly motivated to share their views of the books on a wiki. Take a look at this year's grade four wiki to see the first steps of an on-line book club for young students, [|Gr. 4 wiki book club].

Another example of a provincial program which can easily be run as a club is Saskatchewan's [|Willow Awards]. Like Ontario's program, "the mission of The Willow Awards is to promote reading by granting a "Willow Award" to the Canadian and/or Saskatchewan book(s) voted by Saskatchewan students to be the best of those [|nominated] in designated categories for a specific year" (SYCRA, 2012, para. 2). Similarly, [|The Rocky Mountain Book Award] "invites students and educators to participate in our readers' choice program. This program is designed to stimulate the reading interests of students in grades 4 - 7. The Rocky Mountain Book Award is an Alberta based program designed to connect young readers with exemplary Canadian literature (Rocky Mountain Book Award, 2012, para. 2).


 * 2. National Programs **

Since most schools are not in session during the summer national book clubs are usually promoted through public libraries, e.g. [|The TD Summer Reading Program](link) “The goals of the TD Summer Reading Club are to encourage and strengthen the habit of reading for pleasure to create life-long learners, to increase children's reading skills and reduce summer learning loss” (Splash! Celebrate summer, 2012, para. 4). Like other provincial programs a team of librarians select a theme and develop materials aimed for children twelve and under. Free promotional material, regular visits to the library and a club atmosphere help to engage children in summer reading.


 * 3. Public Library Clubs**

Book clubs are conducted in many libraries for broad audiences of readers or in some cases around specific themes or demographics. An example from the Fraser Valley Regional Library is the Chick-Lit: Mother Daughter Book Club for girls grades 4 - 7 and their mothers or any adult female friend or relative. Book discussion, snacks, new friends are appealing components of these programs. Summer clubs are most prominent. In addition to the TD club noted above many pulbic libraries offer reading clubs for all ages, e.g. [|Kids Summer Reading Club], [|Teen Summer Reading Club].

Not only do many public libraries run clubs, but they often provide assistance when you are starting your own book club. The Toronto Public Library, under the heading [|Book Club] provide information about clubs at your local branch, information on how to borrow multiple copies for your club, ideas for running your club and tips for hosting a successful book club. They even invite you to join their virtual book club, [|Book Buzz].


 * 4. On-line Clubs**

As we learn about how reading is evolving, it is only to be expected that on-line book clubs will surface. While there is a commercial side to some of these, they understand that students want to be on-line, they want to connect with others, they want to chat and they want to play games. Scholastic's [|The Stacks] provides all of this and more. Building on their success with [|39 Clues] (a club that surpassed my expectations - see below) they have expanded the club to feature a wide range of children's books, authors and favourite characters.

The U.K. Guardian has understood that the clubs are for the children. They host numerous children's book clubs including [|Children's books: 8 - 12]. This club allows children to write a brief profile and select an avatar, they can review books, read reviews, join a discussion or start a discussion. They can watch video interviews of their favourite authors, enter contests and explore recommended links, e.g. Pottermore.


 * 5. School Clubs**

If we concur with the definition "a book club ... is an umbrella concept that covers a wide variety of experiences and contexts of reading. Whenever two or more people voluntarily convene on a regular basis for the purpose of talking about their reading, we think it is fair to say they are creating a book club," (Marriott, 2002, p. vii) then book clubs happen spontaneously in the library on a daily basis. Listen to your students to discover their interests. The possibilities are endless, e.g. The Greek Mythology Club (from the classics to Percy Jackson), A Superhero Club, or something as simple as a //Deltora Quest club//. (***need to find the quote for this - I've temporarily lost it!)**

Personal Experiences


 * I've tried a variety of book clubs over the last decade and usually find the more open-ended I make it, the more successful it is. Aside from the provincial clubs mentioned above, The 39 Clues club was an overwhelming success. I bought multiple copies of each book as the series was gradually released over two years. Students in grades four and five had to read book one before they joined. Then, with parent permission, students set up their on-line account. Really, how much more fun could it get? After answering some survey questions, they are assigned to one of the four families and of course, their personality and spy skills are reflected in the family their assigned to. They then can collect cards, read character profiles and news clips, solve spy missions, play games to build their spy skills, chat and connect. We met to lunch periods/week all year in the computer lab. Many students purchased their own copies so that they would have their own cards. Clever students signed up using multiple e-mails so that they could have a persona in every family and thus access to all the information, in their quest to collect all 39 clues and solve the mystery. We doubled-up students at computers and each station was always in use, e.g. 64 students.**


 * Considering my support role as teacher-librarian, I've been running a series club, from March to May, in an attempt to help transition grade two students from picture books to chapter books. Again, all students are invited to join. I begin by having each grade two class in for an explanation of what the club is, for some book talks on beginning chapter book series, e.g. //Flat Stanley//, //A-Z Mysteries//, //The Secrets of Droon//, //Horrible Harry//... The club challenges each student to select one series and stick with it by reading five different titles. They are provided with a book mark to track their titles. They may quit at any time. Two periods are allocated each week for series club members to come and read in the library, alone, with a partner, or to share what they think of the book with others reading the same series - the beginning steps of a book club discussion. Two more periods are allocated for conferences. If they manage to complete all five, they come to conference with me and are rewarded with a real book mark for their effort and are encouraged to continue in the club either by reading five more titles in their series or trying a different series.**


 * As we've discovered the motivational side of book clubs, I'm grateful to have a flexible schedule. While I run most clubs during recess and lunch times I can see great value in scheduling club times during the instructional day. Think of the message it sends to children, when reading for enjoyment, giving their opinion and being with friends is a natural part of school.**

**References**
Faust, M., Cockrill, J., Hancock, C. & Isserstedt, H. (2005). //Student book clubs: Improving literature instruction in middle and high school.// Norwood, MA: Christopher-Gordon Publishers, Inc.,

Kunzel, B. & Hardesty, C. (2006). // The Teen-centred book club. Readers into leaders //. Westport, CN: Libraries Unlimited.

Marriott, D., (2002). //Comprehension right from the start. How to organize and manage book clubs for young readers//. Portsmouth, NH: Heinemann.

O'Donnell-Allen, C. (2006). //The book club companion: Fostering strategic readers in the secondary classroom//. Portsmouth, NH: Heinemann

Rocky Mountain book award. (2012). Retrieved on Feb. 22, 2012 from: []

Splash! Celebrate summer. (2011). Retrieved on Feb. 22, 2012 from: []

SYRCA. (2012). The Willow Awards. Retrieved on Feb. 22, 2012 from: []