Book Group is a time for students to discuss novels and full-length non-fiction pieces as a small group.  Students select a book that they would like to read from the Truman library and the group reads the book over a period of weeks and discusses what they are learning.  Although there is student choice, students should be reading several books a semester that match their level.  For example, 401 students would be reading books at a 12th grade or above reading level.  This does not mean that a 101 with a higher reading level could not join a 401 book group, but we discourage students who are 301 or 401 to read books below their grade level.

A book group can be a one to one experience, small group or whole group depending on the independent levels of students.  Goals based on Bloom’s taxonomy must be specifically outlined and understood by participants.

The opportunity to participate in a book group is very important for student achievement.  The Washington Assessment of Student Learning (WASL) 50% fiction based and the nonfiction pieces are often narrative in nature.  Book group provides the exposure students need for the variety of genre students will encounter on this high stakes test for graduation.  Students should be reading 6 – 8 full-length works a year depending on the length of the book.

Most importantly, book group provides the time to do deep learning about the culture of America and the cultures of the world.  Writers reflect he circumstances of their time and/or the historical view that looking backward and forward provides for a culture and its people.  By reading books as a group, students delve into worlds familiar and unknown and can speculate, predict, infer, and engage with people and places that they would otherwise never encounter.  This is why book groups must move among genres and cultures when they select their books.  There is an expectation that a student’s reading portfolio will manifest exposure to a variety of reading experiences. Students are expected to read at least 6 books a year in this format.

When students complete a book, they are expected to write a paper about the book and the experience of reading it.  This should not take the form of a book report, but that of a thesis that delves into a literary perspective of the writing.  Student papers should reflect the growth of vocabulary gained through reading the book.  The paper should reflect a growth in understanding and growth in vocabulary acquisition. Students create word walls during seminar to understand usage and context.  There should be evidence of transfer of new words to the conversation and writing involved in seminar. The papers that students create can be used in reading, writing, and content area portfolios.  For example, if a student is reading Narrative of the Life of Frederick Douglass, An American Slave, his/her paper can serve as evidence of understanding the genre of autobiography, understanding an important part of American History, and/or understanding how to write a thesis paper that is either persuasive or expository. 

In order for students to really do an in depth study of a full-length work, book group might include other works by the author: essays, poetry, speeches, etc.  Or the group may look at other works from the time period to greater understand the circumstances under which the author was writing.  For example, the group may look at photography or a painting from the time period depicted in the novel.  The group may read a newspaper article that provides greater empathy for the main character.  The group may even go on a field trip that provides context for the work or hear a speaker who has first hand experience with what the work is about.

Book Group time is not Silent Sustained Reading (SSR) time.  Students are expected to read the book at home or stay after school if they need a quiet place to read.  Teachers have lesson plans that need to be followed during every meeting in order to ensure that learning is taking place.  Therefore, we do not replace instructional time with SSR.

The last goal of book group is preparation. Since it is Truman’s goal that all students be able to apply to a four-year college if they so desire, it is critical that students have a well rounded reading experience in high school.  Students are taught Advanced Placement reading strategies that are recommended by the College Board.  Students will very likely be required to take a literature course when they attend college and we want them to feel comfortable, prepared and ready for success.