As I’ve said before, I am a PD junkie. Even though I have been teaching for over 20 years, I read every new book that comes out on teaching English. I feel the same way about these books as I do about attending professional conferences. If I gain one new, great idea, then it was worth the price. Plus, I face the same challenge as many of my secondary colleagues—I have to teach reading, writing, speaking, grammar, usage, and mechanics in a mere 45 minutes a day. I guess I figure that someday I will find the Holy Grail book that will give me the answer to how to structure my “Goldilocks” class. So far, I haven’t found it, and this blog is my attempt to work through this challenge.
Through my reading, I found one curricular tradition that has taken a huge beating in the last several years is the teaching of the whole-class novel. It almost feels as if a gauntlet has been thrown down and English teachers are forced to take the side of continuing to teach whole class novels or of an entirely student choice model. I don’t believe it has to be either-or. I find a balance of whole-class novels, free voluntary reading, and read-alouds to be the trifecta of a winning reading curriculum. Erica Beaton also calls for a balance of these concepts and did a fantastic series of posts on her blog that I encourage you to check out: Whole-Class Novels vs. Choice-Only Reading.
What I believe most people hate about whole-class novels is that they are continuing to be the main source of reading instruction in schools, and they are being taught very, very badly. If we address those two issues, we could achieve a winning formula for engaging reading instruction.
I am not alone in my thinking. Many of my professional mentors such as Penny Kittle, Kelly Gallagher, and Cris Tovani still teach whole class novels, but not as the backbone of their curriculum either—whole-class novels are but one component. Ariel Sacks has written an entire book devoted to teaching the whole class novel, Whole Novels for the Whole Class. I agree with much of what she says in the book, and I also facilitate a student-centered class. I have been teaching similarly to Ms. Sacks for several years (ever since I read Readicide and the Book Whisperer) and I am happy to see her book become so successful because it means that there are like-minded teachers out there. Even those who believe all reading in a class should be of a student’s choice incorporate the reading aloud of novels so they are, in effect, also sharing a group reading experience with their students.
I have written about this before (Channeling Goldilocks: Attempting to get it “just right” ), but wanted to go into more depth and also show how useful Notice and Note by Kylene Beers and Bob Probst has been in refining how I use whole-class novels. Stay tuned for my next post: How NOT to Kill To Kill a Mockingbird: Reviving the Whole Class Novel.