Text Sets: Making a Shared Class Novel Possible

I really like Tovani’s idea of using text sets to provide accessible texts for the reluctant reader. Text sets include a variety of reading materials that supplement a novel or unit topic. For example, a text set for To Kill a Mockingbird could include author information, newspaper articles from the civil rights movement, and information about Jim Crow laws (Tovani, 2004, p.47). Teaching one book to an entire class can be especially difficult in a class of readers at varying literacy levels. It is nearly impossible to find a class text that is relevant and at an appropriate reading level for every student, especially in a large NYC public school. That said, I don’t believe that only assigning independent reading is the answer. Struggling students can benefit from listening to their stronger classmates share their reactions to a text. In turn, stronger students will benefit having the opportunity to explain a part of the text to the class.

Tovani’s text sets are an excellent way to compliment a class text or to assign as class work for struggling/reluctant readers. As Tovani explains, these text sets are not meant to further discourage those students who aren’t reading by burdening them with more material. On the contrary, they are meant to provide accessible texts that the students can use to understand and contribute to the greater class unit: “Text sets are not designed to catch kids who aren’t reading. Text sets are designed to give reluctant readers a choice of interesting and accessible text.” (Tovani, 2004, p.47)

Text sets are not an “easy out” for reluctant readers, but rather a method to differentiate for a class of readers at varying literacy levels. Tovani provides some excellent ways to evaluate a student’s understanding of the text set to ensure that even reluctant readers are learning key reading strategies and contributing to the class. For example, students can record questions to ponder or research, mark interesting sections with sticky notes and then make connections in a separate notebook, or fill out a compare/contrast sheet using different materials from the text box. Regardless of reading level, teachers should be able to provide “companion texts” that allow all students to investigate and reflect upon a specific class unit based around a shared novel. 



Tovani, C. (2004). Do I really have to teach reading? Markham, Canada: Stenhouse.