Book Talks provide an opportunity for students to share with their peers their understanding of and excitement for what they have read or to what they have listened. Books Talks allow listeners to "catch a glimpse" of texts that they might wish to hear or read. Resources: Book Clubs link to file An Observation Checklist for Speaking and Listening Skills blm/ela/g/elablm95 TBLM Good and Poor Book Reviews T-Chart blm/ela/5/bookrtchart SBLM Identifying Appropriate Audience Behaviors blm/ela/g/elablm51 SI Oral Presentations-Holistic Rating Scale ela/g/elablm44 TI Was I a Good Audience Member? blm/ela/k/goodaudience SBLM
- [Statement] In order to plan for instruction and assessment think about your learners' needs and your goal. What is your purpose for using Book Talks? [Cluster] - [Statement] To explore personal ideas and consider other's ideas (Discover and Explore- Cluster 1.1): Students encourage peers to read books they recommend through Book Talks. [Cluster] - [Statement] To clarify and extend understanding of a variety of quality texts. (Clarify and Extend- Cluster 1.2): Students explain opinions and combine ideas about texts they have read in Book Talks. [Cluster] - [Statement] To demonstrate responses to texts (Comprehending: Reading/Listening/Viewing- Cluster 2.2): Students develop personal interpretations/ insightful responses to literature by reflecting on and discussing books with peers in Book Talks. [Cluster] - [Statement] To demonstrate understanding of forms and genres (Comprehending: Reading/Listening/Viewing- Cluster 2.3): Students discuss the characteristics of various genres such as biographies, myths, poetry, prints, or drawings in Book Talks. [Cluster] - [Statement] To demonstrate understanding of forms and genres (Comprehending: Reading/Listening/Viewing- Cluster 2.3): Students create original Book Talks. > [Cluster] - [Statement] To demonstrate understanding of techniques and elements used by authors (Comprehending: Reading/Listening/Viewing- Cluster 2.3): Students discuss techniques such as symbolism, humour, and conflict; elements such as main characters, setting, plot, and style in Book Talks. [Cluster] - [Statement] To demonstrate presentation skills for an authentic audience (Communicating: Writing/Speaking/Representing- Cluster 4.4): Students share Book Talks with peers. [Cluster]
ÂŠ 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Specific Learning Outcomes LICT Descriptors How To Do
- 1.Demonstrate and model Book Talks by summarizing and sharing personal responses to fiction and non-fiction books that you have read. - 2.Have students think about and plan what they will share about their reading or listening with their audience. - 3.Have students share their books in pairs, in small groups, or in whole class settings in a brief and interesting talk. - 4.Encourage listeners to ask the presenter questions about the book.
Book Clubs link to file Gradually release the responsibility for learning, first providing guiding questions in advance to help students plan their presentation, then having students progress in their sharing (showing illustrations, reading interesting parts, presenting a short summary, role-playing one of the characters, sharing reflections), to answering open-ended questions which require more insightful responses. Compile a class set of ratings or comments that reflect the opinions of students about the books they present. Encourage others to read shared books by displaying the books or displaying presenter's artwork about the book. Concept mapping software may be used to organize thoughts about what students wish to share with others.
Students share their books with others through a class blog, inviting others to share their knowledge of the same book. Blogging link to file Students create a podcast of their thoughts and share through a class blog or class website. Blogging link to file Podcast link to file
Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., What does a quality book talk look/sound like?) Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Record focused observations on variety of texts, the studentsâ€™ comprehension, and the enthusiasm with which students participate.Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI Record anecdotal comments using a Daily Observation Form Daily Observation Form Ela/g/blm_6 TBLM
- Kindergarten to Grade 8 English Language Arts: A Foundation for Implementation, "Strategies that make a Difference" p. 149-151
ÂŠ 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -
- [Statement] To demonstrate understanding of forms and genres (Comprehending: Reading/Listening/Viewing- Cluster 2.3): Students discuss the...