I had the same teacher for grade 5 and 6. Luckily for me, she was amazing. I remember certain events and activities in that classroom vividly, which is saying something because it was quite some time ago. I’m pretty sure the learning situation I remember would have been in grade 6, although memories from those years cross over because I had the same teacher and classroom and both years were split-level and I was in the elder grade. In any case, this is the story of an effective ELA learning experience. As I remember it. Some details may have been lost in the sands of time.
Each student in our class was to choose their own novel for a study unit from a pre-determined selection. I think there were about six novels to choose from. I don’t remember what the other options were, but I chose to read Bambi, A Life in the Woods by Felix Salten. I remember I chose that book because it was the longest book and I was an eager student. Maybe I felt like I had something to prove, I was competitive and intense as a younger student. I should refine that to say I was extremely competitive with myself. I recall feeling very mature for being able to choose my own material and I wanted to read the most ‘adult’ book that I could. To me, that meant the longest book. I saw it as a challenge. That was my rationale for choosing Bambi. It seemed like the hardest and it was the longest. And no, I actually hadn't seen the movie, nor did I think to watch it instead of reading the book.
When choosing our books, I remember having to open the book at random and read a page. If there were over ten words I didn’t know, then it would be wise to consider a different book. I can’t remember the number of words exactly, but that sounds close. I suppose the idea was to makes sure it was within the ZPD and to get us thinking metacognitively. That is, to choose a book that wouldn’t be too easy or too difficult and to be aware of our own reading abilities.
I was a capable and enthusiastic student. In this situation, I was given the freedom to choose my own reading material and I found this responsibility engaging. Whatever my motivation, each student had the opportunity to choose level-appropriate and, ideally, interesting to them. I think the important aspect was we had a choice and in choosing came the responsibility to read the book we chose.
The book we read determined what group we were in. There were three or four students in my group. One of them was my best friend, which probably had something to do with book choice. We must have spent a few weeks with our books to ensure everyone read them, I don’t remember how that was managed. I know we had group discussions and made a poster together. Bambi raises strong ideas; our teacher facilitated group discussions and thematic exploration. To end the unit, we did individual projects. I remember feeling proud of myself for reading what I felt was a challenging book and being able to respond to it.
I would characterize this experience as a resource-based approach. Most memorably, I was able to choose my own resource. It was an in-depth novel study in an extended readers workshop. Looking back, I see this experience as having strong connections to Vygotsky’s socio-linguistic learning theory. I doubt I would have read Bambi on my own. Had I chosen to read it outside the classroom, where my teacher and peers would not have been available resources, perhaps I would have found it too difficult. Because I knew I would have my teacher and group members to support me, I was more comfortable with the thought of reading it.
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