By Brittany Carlino
“Ms. C, I am giving up on post-it notes!” It is a Friday after school and I’m sitting beside Lily*, one of my brightest and most motivated students, and we are giggling about how much we hate when post-it notes stick out of our books too far.
Lily is here for a reading conference. As part of my Honors 9 Literature class, she’s in the midst of our first outside reading assignment where the kids are independently navigating a text and will have to do some writing on it in the end. As the honors kids, they mostly love to read, thus it would be easy to expect they read well. In most cases they do: they comprehend the content and can say interesting things about it. But when it comes to combing through a lengthy, complex novel to write about it with focused, meaningful, positioned points, well, no they can’t. They are 14 after all. Even for my juniors, this presents challenges. Read more