In first term I chose a novel study format that apprenticed the students into a discourse that enabled them to discuss their engagement with the characters, the author and the plotline in a group.    I chose to read a very 'easy' novel that 'hooked' everyone - from book lovers to highly anxious readers and writers.  I also chose to introduce and foreground several strategies for planning and implementing a plan while preparing project work and presentation of work, (Term One - Literature Circles).

In second term I chose another novel to study and another format to study it in.  The second novel is grade level appropriate, not easy - not hard.  I chose to study the novel together, as a whole class.  I read the text aloud, while the students follow along.  I read one chapter a day.  I chose this novel for several reasons: it is a wonderful read aloud, it is written by a prolific Canadian author and students will pick up other novels by him, the main character faces many personal dilemmas that students can relate to and the novel engages my Multiple Intelligences so I can model this engagement and activate the engagement of the students in turn.

Each time we read the novel events unfold in a similar manner.  The students have a blank piece of paper folded into eight rectangles, their name, the date and the part of the novel we are reading today is written on the top of the page.  I read aloud, they follow along - enrapt. 

I stop, at a predetermined point that I feel will create conversation, and say, "Talk about it." 

The students, in the beginning talk timidly not knowing 'what' to talk about.  I prompt them, cue ideas from the previous novel study and soon enough they 'get it'.  They have one minute to talk. 

Then I say, "Draw." 

In the beginning there is hesitation and eraser movement, soon they are drawing intently for the two minutes they are given to draw. 

The next instruction is to, "Talk about it."  Often they begin by talking about what they drew, often they go to talking about where their drawing 'took' them in this second minute of talk.

The final step is, "Write." 

The are deep into their thinking of what is happening for them or for a character in this part of the activity.  They write for three minutes. 

This series of steps is repeated until the chapter is complete, sometimes the chapter requires several stops, other times it only requires one stop at the end.  They are instructed NOT to retell the story but to write 'what they are thinking', 'where their conversation or their drawing has taken them.'

We read the entire novel this way, it can take over a month to complete.  

They get in a groove, they enjoy the time with the characters, the themes and each other.  Being read to, talking about their thinking, drawing as a way of representing understanding, writing to extend their understanding and thinking about how the novel is moving them is for me - a pleasure.  A pleasure to watch develop; a pleasure to see them learning and connecting and expanding and thinking.   

For those students who love reading it kills them to read the novel so slowly, but they are happy to sit with the activities and to gain new opportunities to work with others who in the past have not been willing partners to talk about characters and plotlines and themes.  For those students who have not felt the pull of a character or a plotline this romp is a new delight, and they repeatedly write to me how this is the best book ever - and ask why has it not been made into a movie? 

There is no homework while we read, no one is ever behind or trying to catch up.  That adds to the pleasure for everyone - myself included.  I read their work daily to follow their thinking, and know when they are confused or excited or enthralled or wondering.  The reading is fun.