Example 1

If you haven't already done so, explore the Booktalking Tips on Nancy Keane's website. Here you will find suggestions from teachers for how to use booktalks in the classroom.

1. Browse book talks written by students by following the link from the menu on the home page.
2. Make a list of five characteristics of good booktalks include one or more of these in your discussion forum.

Post a message that describes the tip(s) and explain how you could use it in your classroom. In addition, feel free to write an original tip for other teachers based on your experience. Please respond to at least two other persons' postings by giving a "tip" on the "tip".

Participant Response - Book talking tips

In the classroom I have actually had an assignment where everyone must along with reading the assigned book they must get in groups and discuss their favorite parts to the assigned reading selection. I also reached the students to keep a journal and write certain things in it for example define vocabulary (at let 3 from a chapter, or draw a picture of how the character felt). It was amazing what the kids came up with their journals and the group discussions were great as well! At the end of the reading assignment the kids had to present a project to the class that represented the story (groups of 4). One of my favorites was a diorama (the book was Flat Stanley and everything as you guessed was flat. Lisa

Facilitator Response - RE:Book talking tips

Lisa,
Thank you for your tried and true tips! What did you think about the booktalking tips? Which 5 did you like best? Please, brainstorm and describe the 1 tip you think you will be able to put in a lesson plan and actually be able to use in your classroom?

Notes on the Facilitator Response:

• Levels of Knowledge: The original question, unfortunately, merely asks for "tips," which is at the bottom of the Taxonomy (Level 1). In the response, "Which..." and "...brainstorm..." (comparable to "Tell" and "Find") are at that same level, asking the respondent to only mention choices. An example of a response that at least moves to level 4 ("Analyze"): "Why was the diorama one of your favorite? What about that presentation contributed to the lesson objective and the underlying core content?"
• Community: The response has no mention of the course community. Here are two ways to insure that the response ties to other members of the class: 1) Wait to respond until at least one other person has responded, and tie the two responses together while extending them with a Levels of Knowledge boost. 2) Since all participants will be providing similar ideas, pick another, and ask this participant to find the commonality between them.
• Voice: The response does little to make much use of voice. Although it is enthusiastic, the facilitator does not mention anything personal, drawn from his/her experience, or anything else which establishes him/her as a personality and peer. A possible direction: "Thanks for your tips! This was similar to something I did, though I must admit I didn't always get the results I wanted...." This establishes self, is flexible and humble, and could be lead to a discussion of the specific points of interest.