Institute/Session Summary:

The inclusion of whole books (novels, autobiographies and other works of nonfiction) into developmental reading courses can extend and enhance the reading skills that learners develop through instruction based on a textbook.  Extensive reading as a complement to the text allows the instructor to choose books that are culturally relevant, meaningful, and motivating.  Book selection is the key. The right book involves learners with subject matter, engages their preconceptions about the world, stimulates critical thought, and can turn reluctant learners into enthusiastic readers.  Moreover, students experience directly how the skills they are learning in the textbook can be applied to an authentic and engaging book.  Sharing the experience of reading a book together creates lesson continuity, provides a context for delving deeply into a subject rather than simply “covering” many, and facilitates building a learner-centered class community,  factors which have been demonstrated to increase the success of developmental students, particularly in the areas of retention and persistence.  Whole books also invite learning beyond the classroom by lending themselves to Internet as well as community research projects.           

At the conclusion of the session, participants will be able to:

1. identify the rationale for using whole books in reading classes;
2. recognize strategies for successful selection and integration of whole books into their reading courses; and,
3. develop a daily and weekly lesson plan for teaching a book, based on the model presented at the session.

The presenters will begin the session by examining the strengths and weaknesses of traditional textbooks.  This discussion will lead to the rationale for using whole books and the research which supports this approach.  Second, the presenters will demonstrate how a book can be integrated into a course by showing sample weekly and daily lesson plans using the book Always Running: La Vida Loca, Gang Days in L.A. by Luis J. Rodriguez.  These lesson plans promote student learning by engaging the student. Materials presented include practice with essential reading skills, discussion questions which promote critical thinking, writing/reflection activities, and basic comprehension quizzes.  The presenters will not only share the materials but also describe how they can be taught using learner-centered and collaborative groupings. Third, participants will brainstorm with each other and share ideas and activities that could be used with whole books.  Finally, they will have the opportunity to identify which strategies they plan to apply in their classes.
           
Most reading teachers know instinctively that learners need to read entire books.  Yet, the question remains, how does one promote the reading of longer texts within a course that also needs to provide instruction in specific reading skills?  Combining a book with a textbook facilitates both of these purposes.  This session demonstrates how this integration can be done effectively by following or adapting the model presented.  The presenters will use a combination of lecture, discussion, and interactive group activities in order to engage the participants.  An extensive handout, including sample lesson materials and a bibliography will be provided.