Whole Novels for the Whole Class

About the Author vii

Acknowledgments ix

Introduction 1

Part 1 Essential Practices 11

1 A Case for Whole Novels for the Whole Class 13

Parts of the Whole: My Annual Curriculum Map 30

2 Selecting the Right Books—Five Dimensions of Good Chemistry 35

3 Authentic Note Taking—Three Levels of Thinking, Three Levels of Response 68

Parts of the Whole: A View of Whole Novel Study from Start to Finish 102

4 Whole Novel Discussions—Everyone Has a Voice 107

Parts of the Whole: Lessons from Beginning Teachers on Whole Novels 136

5 Making the Writing Connection—Harnessing Students’ Drive to Say Something 141

Part 2 Making Whole Novels Work in Real-world Contexts 177

6 Setting Expectations, Building Accountability—The Launch and Beyond 179

Parts of the Whole: My Classroom Setup 207

7 Developing Students’ Critical Reading and Comprehension—Activities We Do along the Way 214

Parts of the Whole: Integrating Technology 249

8 Differentiating for Diversity—Whole Novels for All Students 253

9 Analyzing the Results—What We Know and Where We Can Go 296

Appendices 313

Appendix A: Transcription of Whole Novel Discussion Notes 315

Appendix B: Spanish Translation of the Parent Letter 325

Appendix C: Notes Worksheet for Picture Book Study 327

Appendix D: Directions for Plot Charting Activity 329

Appendix E: Seeker Opportunity Assignment Choices 330

Appendix F: Student-Designed “Book Report” 332

Appendix G: Variations on a Theme Assignment 339

Appendix H: Hero’s Journey Cycle Activity 341

References 343

Index 345