This strategy is an excellent post-reading strategy because it sets a purpose for reading when the students begin reading a book, increases student motivation for reading informational texts, helps students practice public speaking skills, and serves as an assessment tool for teachers.First, having students do a Book Talk sets a purpose for student reading. If they know they are going to be expected to give a book talk on an informational text, they are more likely to be aware of what they are reading and take notes along the way. Also, having students gives book talks of informational texts increases students’ awareness of the importance of reading informational text as another genre.If students are exposed to informational text through their own self-selected independent reading, they will most likely be better writers of expository texts.Last, by having students give book talks, teachers can also set a purpose for taking good, meaningful notes (see Note Taking strategy).
Courses in which it could be implemented:
This strategy would be most useful for science and social studies books, however, it could be successfully used in math if teachers either supply a suggested reading list, or have a set of books students can choose from. Informational or even picture books about math are harder to come by or are not obviously about math.
Diverse learners:
This strategy would be good for students who are always eager to share what they have read about and learned with others.Also, this strategy could easily be modified for students who enjoy using technology. Students may choose to create a movie on Movie Maker or present their work on VoiceThread instead of opting for the traditional whole-class oral presentation.Students may also make a movie to put on teachertube, youtube, or their own wiki.
Procedure:
1. Students are asked to select a book to read based on the topic or theme chosen by the teacher.
2. Teacher may choose to model the book talk format.Teachers can go http://www.scholastic.com/librarians/ab/booktalks.htm to search for Book talks and Video Book Talks to use as examples. Another websites with digital book talks is http://digitalbooktalk.com. This website was created by students at University of Central Florida to encourage reluctant readers to find books they would enjoy reading.
3. Students sign-up for a book talk day and time.
4. After each student presents his/her book talk, other students give feedback. Click for sample book talk form and feedback sheet
Potential Issues:
Problem:
Possible Solutions:
Students may be too shy to present in front of class.
·These students may prefer to do a voicethread or digital movie to alleviate the nervousness of presenting in front of peers. ·Teacher may allow students to read a book together and present together.
Students may struggle to find a book that interests them.
·Teacher can show student how to use Scholastic’s Book Wizard feature that helps narrow down book choice by reading level, subject area, and theme.The Book Wizard can also suggest a book to the student based on a book they have already read and enjoyed.
References
http://digitalbooktalk.com/ http://www.scholastic.com/librarians/ab/booktalks.htm Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing.
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
Rationale:
This strategy is an excellent post-reading strategy because it sets a purpose for reading when the students begin reading a book, increases student motivation for reading informational texts, helps students practice public speaking skills, and serves as an assessment tool for teachers. First, having students do a Book Talk sets a purpose for student reading. If they know they are going to be expected to give a book talk on an informational text, they are more likely to be aware of what they are reading and take notes along the way. Also, having students gives book talks of informational texts increases students’ awareness of the importance of reading informational text as another genre. If students are exposed to informational text through their own self-selected independent reading, they will most likely be better writers of expository texts. Last, by having students give book talks, teachers can also set a purpose for taking good, meaningful notes (see Note Taking strategy).Courses in which it could be implemented:
This strategy would be most useful for science and social studies books, however, it could be successfully used in math if teachers either supply a suggested reading list, or have a set of books students can choose from. Informational or even picture books about math are harder to come by or are not obviously about math.Diverse learners:
This strategy would be good for students who are always eager to share what they have read about and learned with others. Also, this strategy could easily be modified for students who enjoy using technology. Students may choose to create a movie on Movie Maker or present their work on VoiceThread instead of opting for the traditional whole-class oral presentation. Students may also make a movie to put on teachertube, youtube, or their own wiki.Procedure:
1. Students are asked to select a book to read based on the topic or theme chosen by the teacher.2. Teacher may choose to model the book talk format. Teachers can go http://www.scholastic.com/librarians/ab/booktalks.htm to search for Book talks and Video Book Talks to use as examples. Another websites with digital book talks is http://digitalbooktalk.com. This website was created by students at University of Central Florida to encourage reluctant readers to find books they would enjoy reading.
3. Students sign-up for a book talk day and time.
4. After each student presents his/her book talk, other students give feedback.
Click for sample book talk form and feedback sheet
Potential Issues:
· Teacher may allow students to read a book together and present together.
References
http://digitalbooktalk.com/http://www.scholastic.com/librarians/ab/booktalks.htm
Johns, J. L., & Lenski, S. D. (1997). Improving Reading: A Handbook of Strategies (2nd Edition ed.). Dubuque: Kendall/Hunt Publishing.
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.