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(6th grade) Having students take notes for 10% of the reading + being of high quality was a big challenge. Students needed a lot of coaching about what they could take notes on when they were reading.

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The students were exposed to/experienced much more nuanced thinking about characters and they were willing to try it, to think about it.

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Beautiful differentiation with Deep study of character because we focus on a teaching point and then students read a book at their level! Partnerships really helped students to push one another . . . the partnerships that started at the beginning of the year are still going strong now 4 months later!

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Students were way more vocal about their reading during the workshop, in their collaborations, and on their thinking pages!

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Found it difficult with student work outside of workshop time. Some would be diligent and consistent, while with others ,I had no idea what sort of work was being done at home.

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Sometimes students were propelled by the deeper thinking about their characters - but many students were bogged down by having to both read and take notes - and it became overwhelming. Some partnerships were able to push each other to stay on track with their reading - others got frustrated with each other and their book choices (even though they had a pretty free range of options)

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Perhaps because it is a struggle for me, and I'm therefore not modeling it perfectly, but encouraging students to track their reading, looking for patterns, etc. has been a challenge especially with those students who are also not as motivated as readers.

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Students take longer than 10% of the time to do any QUALITY writing. It takes them awhile, but the longer they get the less they are reading.

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I found the overall energy in my classroom advance throughout the workshop time. Students were more engaged with my library due to book turnover. They also were able to explore, for some, highlight their creative sides through the thinking pages. Also, the mentor text, First French Kiss, was a big hit and definitely helped the buy-in for mini-lessons.

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Not so much... some students were willing to try the longer periods of reading at home and the writing. But most were not able to do it unless they were in class.

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My students' ability to read for sustained amounts of time has absolutely improved. My students are also understanding that when they're done with a book, they're not done, they just need another book. Many students have reported reading more this year than ever before.

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Giving students choices for the books helped a lot (both Deep Study of Character and non fiction unit)

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It's hard to know if their habits changed because of the unit or because they were given more time to read. Some students raced along and others stalled.

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Before school, in between classes, they are talking about books even when they are NOT given directions to talk. They are suggesting books to one another, using library hall passes to check out books more purposely than in the past. (They aren't going to the library just to get out of class!)

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Definitely we hit an obstruction between character traits and setting. Even for me, the transition was a bit of a stubble initially. Student work was consistent during CT, but I found that students' struggled with capturing setting and its impact on their thinking pages.

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Students have learned that writing about reading requires a combination of their own ideas AND evidence, and thus, the level of their thinking/writing about reading has greatly improved after DSC. I definitely see students understanding that responding to reading is more than a summary.

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Most student graphs are showing an increase in volume (pages read!)

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I started to use modified prompts of "yesterdays" homework as a starter for that days reading lesson

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They were willing to do the work, to try the journal work, as long as they were given the time in class. And much of this was new to them.

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We need 90 min protected reading and writing time. We also need some plan for insuring this work is continued 6-8 (at a min). Who teaches what/when? Are we going to move from "suggested" to required with the reading units?

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It is hard to see it in their writing, but I see it in their thinking and in our discussions . . . listening to them talk to one another the level of their conversations is higher.

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CHOICE and Tricking Them into Role of Academics

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CHOICE and Tricking Them into Role of Academics

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It actually works. My students are definitely reading more and viewing themselves as readers. Choice and regularly talking to students as readers and academics is truly effective.

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I think adopting this curriculum would keep us on the same page across the district. Teachers in our school want more and more of the units . . . they are THAT good!

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Students needed more time to do the journal work. But that cut into the reading time.

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Students moved at such different rates through books. That made conversations difficult to work through - they thought they had to always be on the same page. We worked through it...