Some of my most vivid childhood memories of school were the novel studies I read for various subjects. It was my favorite way to learn skills, history, and any topic! I love books, and being allowed to read an entire book from cover to cover as a school assignment put me in heaven! I am sure this is a major reason why, as a teacher, my passion is to create and teach novel studies! I love introducing new books to my class, and as a community, being immersed in the book together. I love it when a student pulls us off the schedule with a question or comment from something they read and leads the class into a lively discussion. That’s where the real memorable learning takes place, after all!
I create novel studies more than any other product line simply because I like to focus on what I love. I want to work with my passion! I often get questions from readers asking how I would set up novel studies in my classroom. I decided to write a small series explaining my methods. For the most part, my novel studies include comprehension questions, vocabulary/grammar skill work, extension activities, and assessments.
Today’s post, part 2, deals with the vocabulary/grammar skill aspect of the novel studies. You can read part 1 here.
Novel Studies Part 2: Vocabulary/Grammar Skill Work
One of the beautiful things about reading books is that it expands your vocabulary. It introduces you to new words that you can build into your commentary. Being exposed to these new words within the context of a story helps the reader infer the meaning of the word, and it helps to see the word used in action to help the student understand its relevance.
When I create a novel study, I try and pick out all the words that would be unfamiliar to a reader while at the same time not overdoing it by having such a long list of words for each chapter that the reader is pulled from the story. Balance is imperative.
I would always write the vocabulary words for the day/chapter on the board before starting the reading so the student would keep a lookout for those words as they read.
I create a vocabulary bookmark for the student to have in hand as they read. They can record the page number of the word and note the inference they made about the meaning of the word as they encountered it in context. You can see how this is designed for my Harry Potter and the Chamber of Secrets Novel Study.
I also create another page that the student can attend to after they’ve completed their chapter reading. They will use their bookmark to locate the page number of the word. Next, they will look up the dictionary definition of the word and check it against the inference made on the bookmark as they read. You can see an example from my Harry Potter and the Prisoner of Azkaban Novel Study.
Each unit will contain some activities to work with the words and definitions, such as a crossword puzzle or word search.
I also like to work with grammar skills in context. My units contain a grammar skills activity for each vocabulary word that allows them to identify the part of speech of the word. There is also a sentence using the word written with improper grammar, missing punctuation, and misspellings. The student will need to correct the sentence to the proper written format. Here’s an example page from my Harry Potter and the Sorcerer’s Stone Novel Study.
All of my novel studies offer a Google Drive™ format, in addition to the printable format, shown above, to use with your students. This allows you to use novel studies in a 1:1 classroom, save paper, and easily engage students that are absent. Here’s an example page from the Google Drive™ format of my Harry Potter and the Half-Blood Prince Novel Study.
Pacing and approaching vocabulary in this manner has worked very well for me. It allows the students to think about the words and their meaning in context while not disrupting the story to learn the correct definitions.
Join me for part 3 of my series to learn the pacing methods I use for my novel studies.
Are you interested in reading about and sharing ideas with other educators on using children’s literature in your classroom? My goal is to bring together teachers and homeschoolers who teach grades 3-8 and use novels with their students. I’d love for you to join me to learn, share, and grow together!
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
This a great quote that is often mistakingly attributed to Albert Einstein. He didn’t say this, but the quote is powerful, just the same.
This quote is the premise of the book Fish in a Treeby Lynda Mullaly Hunt. The main character is Ally, a sixth grader who hates school because she feels stupid and thinks she will never be successful. Ally has isolated herself and does not take any risks toward academic work or making friends. She feels everything is hopeless until a new teacher, Mr. Daniels, joins her class as a long-term substitute. Mr. Daniels recognizes Ally’s talents as an artist and is impressed by her “out of the box” problem-solving skills. He leads Ally to admit her fears and helps her to take risks that lead to a diagnosis of dyslexia. Mr. Daniels helps Ally build confidence and realize she’s not stupid, she just learns differently, which opens up the world academically and socially for Ally.
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Fish in a Tree is a very inspirational book for all students, not just those with dyslexia. It showcases through the many different characters that everyone has talent and value, but sometimes it takes a little more work to discover! Research shows that 80-90% of all students identified as learning disabled have some degree of dyslexia. It is hypothesized that about 20% of the population is afflicted with dyslexia to some degree.
Fish in a Tree by Lynda Mullaly Hunt is a compelling novel that holds the potential to transform the classroom experience for both teachers and students alike.
Explore the numerous benefits of incorporating Fish in a Tree into your classroom:
Promotes Empathy and Understanding: Fish in a Tree delves into the life of Ally Nickerson, a brilliant young girl who struggles with dyslexia, a learning disability that challenges her academic journey. The story beautifully captures Ally’s emotions, challenges, and triumphs, allowing students to connect with her on a personal level. By immersing themselves in Ally’s world, students gain a deeper understanding of the experiences of their peers with learning differences, fostering empathy and compassion in the classroom.
Cultivates a Growth Mindset: The novel’s central theme revolves around the concept of a growth mindset. Ally initially believes she is unintelligent and unworthy due to her difficulties with reading. As the story unfolds, she discovers her strengths and begins to embrace her learning differences as a part of who she is. By following Ally’s transformation, students can grasp the importance of perseverance, determination, and embracing challenges. This growth mindset can inspire students to overcome their own obstacles and cultivate a positive attitude toward learning.
Enhances Language and Literacy Skills: Fish in a Tree is a captivating literary work that captures students’ attention with its engaging narrative and relatable characters. Utilizing this novel in the classroom provides an excellent opportunity to enhance language and literacy skills. Teachers can encourage active reading by facilitating discussions, journaling, and group activities centered around the novel’s themes, vocabulary, and writing techniques. Such activities not only improve comprehension but also encourage critical thinking and communication skills.
Encourages Diversity and Inclusivity: Lynda Mullaly Hunt artfully weaves a diverse set of characters throughout the story, each with their unique backgrounds and experiences. By exposing students to characters from diverse racial, socioeconomic, and family backgrounds, the novel fosters inclusivity and appreciation for individual differences. This exposure promotes a richer understanding of the world and encourages students to embrace diversity, both in the classroom and beyond.
Facilitates Cross-Curricular Learning: Fish in a Tree opens doors to cross-curricular learning opportunities. Teachers can integrate the novel into various subjects, such as history, science, and social studies, to explore relevant themes and historical contexts. For instance, discussions about dyslexia can be linked to lessons about famous individuals with learning differences who have made significant contributions to society, emphasizing that struggles need not define one’s potential.
Incorporating Fish in a Tree by Lynda Mullaly Hunt into the classroom setting enhances the educational experience for both teachers and students. Its powerful themes of empathy, growth mindset, and inclusivity can inspire students to develop a deeper appreciation for their peers and themselves. Through the exploration of language and literacy skills and the promotion of cross-curricular learning, this novel serves as an invaluable tool for educators to create a dynamic and enriching learning environment. Embrace the transformative power of literature and make a lasting impact on our students’ lives using Fish in a Tree.
I offer a complete novel study to accompany Fish in a Tree for use in the classroom or homeschool. The unit includes both a printable format and a Google Drive™ format for use in a paperless classroom or with Google Classroom.
Try a free sample of the novel study for Fish in a Tree
You can purchase this novel study at the following locations:
If you’re looking for a book that is for a little bit younger child dealing with Dyslexia I recommend trying out the Hank Zipzer series by Henry Winkler and Lin Oliver. The first book in the series, Niagara Falls, or Does It? is great for third graders who are struggling with learning challenges to help them know they are not alone and they are full of talent!
Are you interested in reading about and sharing ideas with other educators on using children’s literature in your classroom? My goal is to bring together teachers and homeschoolers who teach grades 3-8 and use novels with their students. I’d love for you to join me to learn, share, and grow together!
Some of my most vivid childhood memories of school were the novel studies I read for various subjects. It was my favorite way to learn skills, history, and any topic! I love books, and being allowed to read an entire book from cover to cover as a school assignment put me in heaven! I am sure this is a major reason why, as a teacher, my passion is to create and teach novel studies! I love introducing new books to my class, and as a community, being immersed in the book together. I love it when a student pulls us off the schedule with a question or comment from something they read and leads the class into a lively discussion. That’s where the real memorable learning takes place, after all!
I create novel studies more than any other product line simply because I like to focus on what I love. I want to work with my passion! I often get questions from readers asking how I would set up novel studies in my classroom. I decided to write a small series explaining my methods. For the most part, my novel studies include comprehension questions, vocabulary/grammar skill work, extension activities, and assessments. Today’s post, part 1, deals with the comprehension aspect of the novel studies.
Novel Studies Part 1: Comprehension
One of the most compelling reasons to use whole novels in your reading instruction is to boost comprehension skills. A complete novel allows the student to delve deep into the characters’ minds and work through the plot from a detailed beginning to an end. You can’t achieve this level of deep understanding and thinking using short passages only. Students should be exposed to all methods of reading instruction, and complete novel studies fulfill a critical piece of the puzzle.
For students to dig deep into comprehension, they need the time to get lost in the narrative. Complete chapters will help them fall into the world of their book. The goal here is for students to think at the higher levels of the analysis and evaluation levels of Bloom’s Taxonomy.
To achieve this, I only use narrative questioning for my novel studies. The student needs to write out a complete statement in order to answer the question. Multiple-choice questions are not adequate to get the student to move beyond the lowest level of knowledge questioning of Bloom’s. You don’t want students doing quick guessing games to show what they’ve learned as they move through the book!
You can see that the questions will not allow the student to quick-skim the book. They can only answer if they’ve read, and the questions force them to think through what the character is thinking and put themselves into the character’s shoes. This type of questioning will take the student to the highest levels of both the cognitive and affective domains of Bloom’s Taxonomy.
You can also see that there are only five questions for the chapter. The questioning I use in my novel studies is usually only 1-6 questions per chapter. Students shouldn’t be inundated with questions in order to dig deep and show an understanding of what they’ve read. If the questioning is thorough, only a few questions are needed. I try to have at least one question per chapter, no matter how small it is. Of course, sometimes it is not necessary to assign a question just for the sake of assigning work if the chapter is too short.
Another reason for not overburdening the students with questions is to minimize the disruptions as they read. The more often they have to stop to answer questions, the less likely they are to get lost in the story. You want them to go all in!
All of my novel studies offer a Google Drive™ format, in addition to the printable format, shown above, to use with your students. This allows you to use novel studies in a 1:1 classroom, save paper, and easily engage students who are absent. Here’s an example page from the Google Drive™ format of my Esperanza Rising Novel Study.
Going through a story in this manner in regard to comprehension has worked very well for me. It forces those reluctant readers to put forth the effort to let themselves read deeply. The non-reluctant readers will be thrilled to be reading a complete book, so you’ve already hooked them!
Join me for part 2 in my series to learn the methods I use to try to turn my students into book detectives with vocabulary/grammar skill work using novel studies.
Are you interested in reading about and sharing ideas with other educators on using children’s literature in your classroom? My goal is to bring together teachers and homeschoolers who teach grades 3-8 and use novels with their students. I’d love for you to join me to learn, share, and grow together!
Novel Studies Part 2: Vocabulary/Grammar Skill Work
When I create a novel study, I try and pick out all the words that would be unfamiliar to a reader while at the same time not overdoing it by having such a long list of words for each chapter that the reader is pulled from the story. Balance is imperative.
I also like to work with grammar skills in context. My units contain a grammar skills activity for each vocabulary word that allows them to identify the part of speech of the word. There is also a sentence using the word written with improper grammar, missing punctuation, and misspellings. The student will need to correct the sentence to the proper written format. Here’s an example page from my Harry Potter and the Sorcerer’s Stone Novel Study.
All of my novel studies offer a Google Drive™ format, in addition to the printable format, shown above, to use with your students. This allows you to use novel studies in a 1:1 classroom, save paper, and easily engage students that are absent. Here’s an example page from the Google Drive™ format of my Harry Potter and the Half-Blood Prince Novel Study.
Novel Studies Part 1: Comprehension
All of my novel studies offer a Google Drive™ format, in addition to the printable format, shown above, to use with your students. This allows you to use novel studies in a 1:1 classroom, save paper, and easily engage students who are absent. Here’s an example page from the Google Drive™ format of my 
