How to Read Whole Books In Class

Lately, a debate has taken over the science of reading community: should we read whole books in ELA class? While this might seem like a no-brainer to the general populace (uh, of course we should, the average person on the street might say), it’s a big question for teachers. Some have pointed out that districts tend to pick basal curricula that lean heavily on short excerpts, missing out on the advantages of whole books – advantages such as building empathy and connecting to stories. Others argue that we can’t really judge whether excerpts or books are better, because we don’t have strong research evidence either way. And still others extol the virtues of community-building through shared reading of great stories (including me).

In all this back and forth, teachers might be left thinking: sure, reading novels together in class sounds fine, but I have kids reading from second grade level to tenth. How am I supposed to make that work?

There have typically been three answers to this question:

• Read novels and other whole books, but have everyone read at their own level (the balanced literacy answer)

• Have the students read the book at home, hoping that they get help if they need it, and discuss it in class (the old-school high school ELA teacher answer)

• Read the book aloud to the students, or play an audio version (the “I’m supposed to read complex text with students but haven’t gotten training in how to do that” answer)

None of these answers results in students having structured experiences reading (not just listening to) grade level text. So what are the alternatives?

Below, I’m going to discuss three alternatives, along with a few tips. To establish my bona fides: I’m an intervention teacher and literacy coach who reads novels with striving readers in grades 3-5. I also coach teachers on how to read grade-level text with the whole class. And I’ve written a book, Reading Beyond the Basics that goes into depth on how I plan for teaching with texts. Reading whole books with students is one of the best parts of my job, but it can be tricky!

Alternative #1: Paired Reading

You’re likely familiar with paired reading, which can often be found in buddy reading stations in elementary classrooms. Some of the research on how to support students in reading 2, 3, or even 4 grades above their “level” was done in paired reading contexts. However, to be effective, paired reading should be done strategically. Researcher Jake Downs has labeled this strategic paired reading SPORT (Synchronous Paired Oral Reading Technique). The word synchronous is key: the partners read simultaneously, with a stronger reader paired with a reader who needs some support. Downs recommends pairing readers thoughtfully; sort your roster by reading ability, cut it in half, and arrange the halves side-by-side. This way, readers with extreme differences aren’t paired together.

Many of the teachers I coach use a combination of paired reading with small group reading (with a teacher or instructional assistant.) Students who only need moderate support read in pairs, while students who need substantial support read with an adult.

Want to know more? Check out Jake Downs on the Melissa and Lori Love Literacy Podcast

Alternative #2: Faster Read

Developed in the UK, Faster Read puts reading of a longer-text front and center: the book is read at a fast clip in 3-4 weeks, focusing on the general comprehension. The teacher can then go back and focus on more analytical comprehension of certain sections. Doing the initial read quickly engages students in the story and keeps interest high, while allowing teachers to go back and close read later. Trying to close read during the initial read of a novel often results in getting bogged down, losing the plot threads, and turning a great story into a chore. Faster Read solves for this.

The creators of Faster Read recommend reading in longer chunks, combining read-aloud, paired reading, and some student read-aloud. They specifically warn against popcorn-style reading, which results in listening to non-fluent readers and losing track of the story. Choral reading and cloze reading could also be used (in cloze reading, the teacher reads, then their voice drops away. Students read the next word chorally, ensuring they are on track. I have seen teachers use this to great effect).

Want to know more? The Faster Read teacher website has a lots of resources for teachers who want to try the method. (There are also links to the teams’ research, which shows students who participated in Faster Read gained a whopping mean 8.5 months in comprehension!)

Alternative #3: FASE (Fluent, Accountable, Social, & Expressive) Reading

FASE Reading is hot right now, since the release of The Teach Like a Champion Guide to the Science of Reading, which features this technique. The method involves the teacher modeling expressive reading, while calling on students to take their turns reading expressively. The method can turn into popcorn reading if you’re not careful, but many teachers find great success through strategically planning the portions that students will read. Students focus on being expressive and teachers can give feedback as they read.

You may be thinking about how stressful this can be for striving readers. My striving readers actually really love to take turns reading (they ask me for it all the time!) – in a safe space where they know everyone is working on their reading. If you have students like mine, prereading portions with them as practice, or having them read together in a small group, can help alleviate some of the stress that reading aloud can bring.

Want to Know More: Check out Doug Lemov on the Knowledge Matters podcast. You will also find numerous videos if you search “FASE Reading” on your favorite browser.

Tips:

• You don’t have to read just one way! Move between paired reading, read-aloud, choral reading, cloze reading, etc. Particularly when a section is crucial to understanding, you likely want to slow down and ensure comprehension.

• Be strategic: Use your analysis of text to guide how you choose to read. Text analysis is crucial, even if you are reading a book provided by your curriculum. You know what your readers will find challenging. I go into depth regarding text analysis in my book; it’s how I spend the bulk of my lesson planning time.

• Keep a record of your class’s thinking across the book. I call this “Text Tracking.” The Faster Read website also provides ideas for visual representations of books. This can include timelines, character lists or family trees, plot diagrams, etc.

• Share the love – reading books together can be a great way to build community. Reading engaging, wonderful stories together can bring cohesion to students with different interests.