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RACHEL FISCHBAUGH

ur expectations for student achievement


jhave become more sophisticated over the
years. As a result, students need to ask
themselves high-level questions in order to think
in a diverse and complex manner. To promote high-
level questioning skills, I used book talks with my
fifth-grade students. Keane (2000) stated, "The
main purpose of a book talk is to grab the audi-
ence's interest and make them want to read the
book" (FAQ section, first paragraph). I chose this
activity because my students enjoyed reading and
were excited to discuss their favorite stories and au-
thors. I felt that as fifth graders they should ask in-
sightful and thoughtful questions that would
require them to explore the literature's deeper
meaning. For that to occur, the students had to be-
come accountable for their learning. Accountable
talk "puts forth and demands knowledge that is ac-
curate and relevant to the issue under discussion"
(Institute of Learning, 2003, p. 1).
I decided to model high-level questions for the
students that focused on making personal connec-
tions and encouraged the presenter to give clear ex-
planations about the book's intention (see Figure
1). Every Wednesday, for two weeks, I asked three
students to present their books to the class, and then
I questioned them.
EstalbMslhmg cditeda
During the third week, I asked the students to
identify the key elements of a book. Their respons-
es were title, author, characters, setting, and plot. I
then asked the question "What type of criteria
should we develop for asking questions?" The stu-
dents established the following list:
1. Focused questions
2. Specific topics
3. Deeper meaning
4. Connection to own life
5. Think out of the box (how can the story
relate to different parts of your life?)
FIGURE 1
Questions for book talk
1. What type of personal connections did you mal<e to the characters?
2. Because the book did not give a time period for the story, how did you determine it? Through ciothing, language,
setting, description?
3. if the characters were real, what would they be doing now?
4. People write because they have a story to tell. What do you think the author was saying? (moral lesson)
5. Why did you choose that particular section of the book to read?
6. Are there pictures in the book that you find interesting? Why? What are they depicting?
7. What type of book is this? (fantasy, fiction, nonfiction)
8. Why should we read this book?
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2004 International Reading Association (pp. 296-299) doi:1O.1598/RT.58.3.7
These criteria were recorded on chart paper
and displayed at the front of the room. Using the
criteria as a foundation, I directed the students to
create their own questions. I created a rubric to
evaluate the students' questions (see Figure 2) and
a self-assessment sheet for the students to evaluate
themselves (see Table 1).
Ferfoirinniaiec
Every Wednesday for the next 12 weeks,
three students were called upon to present their
book. Before each book talk, two students were
chosen to ask their questions and given a self-
assessment sheet. I then used the rubric to assess
their questions.
As the weeks progressed the students' questions
showed improvement. For instance, in March their
scores on the question evaluation ranged between 10
and 15 points out of 16 points. By the end of May,
50% of the students were scoring 14 points. I believe
that the development was due to them having the
tools to critique themselves. In some cases, there
was a discrepancy between the score I had given and
FIGURE 2
Question evaluation
Student:
Book presented:
Question:
Questions allowed presenter to express ideas and
thoughts.
1 2 3 4
No A little Somewhat Yes
Question prompted presenter to make real-world
connections.
1 2 3 4
No A little Somewhat Yes
Question was related to the book.
1 2 3 4
No A little Somewhat Yes
Question was clear and focused to the presenter.
1 2 3 4
No A little Somewhat Yes
the student's self-assessment. At those times, once
we heard the presenter's response and discussed the
areas of disagreement, they were able to understand
Name:
Score
3
2
1
Book talk
Content
Provided all of the essential
elements (title, author,
plot, setting).
Provided at least three of
the essential elements.
Provided at least one of
the essential elements.
TABLE 1
performance rubric
Presentation
Well organized, spoke
loudly and clearly. Stayed
on topic of text.
Organization made topic
confusing. Difficult to
hear. Strayed from topic
at least once.
Poor organization.
Continually strayed
from topic.
Interpretation
Able to respond to
teacher's guestions.
Connected text to
own life. Able to
recognize the story's
meaning.
Able to respond to
some of the teacher's
guestions. Made some
connections to own
life. Attempted to
recognize the story's
meaning.
Unable to respond to
teacher's guestions.
Unable to make
connections to own
life. Could not
recognize story's
meaning.
TEACHING TIPS 297))
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Date: 5/21/03
FIGURE 3
Lesson plan for book talks
Subject area: Reading Grade level: 5
Lesson objectlve(s)
1. Students demonstrate understanding of a book of their choice by presenting the essential elements of the book
(title, author, plot, setting).
2. Students express meaningful interpretation of a book through their response to specific questions.
3. Students construct questions that initiate thoughtful response.
4. Students evaluate their questions based upon set criteria.
Big Idea
Students must be exposed to age-appropriate materials that are important to them. Students must be able to create
high-level questions that encourage an informative and thoughtful response.
Planning for teaching
Materials: Student books, rubric, question evaluation sheet, questions
Grouping: Individual
Lesson opening
Introduction (set, launch): 10 minutes
1. Review main elements of a book talk (direct students to display).
2. Review criteria for questions (direct students to display).
3. Ask students, "What is the purpose of book talks?"
4. Ask students, "What is the purpose of asking questions of the presenter?"
5. Remind students that their questions should be at a high level.
6. Explain to students that they will be evaluating their questions as well as the presenter.
During the iesson
Sequence of lesson events (explore): 30 minutes
1. Distribute question evaluation sheet.
2. Review content with the students.
a. Explain the numbers 1 through 4.
b. Give a 4 only if you feel your question has met all of the criteria.
3. Collect question evaluation sheets.
4. Choose three students to present books.
5. Choose two students to evaluate presenter using rubric and two people to ask questions and complete evaluation.
a. Repeat procedure for each presenter.
b. Teacher also completes rubric and evaluation for questions.
Ciosing the iesson (5 minutes)
1. Ask students what book they find the most interesting and why.
2. Ask students to give positive feedback to the presenters about how they made the book seem interesting.
3. Ask students to comment on how they could have made their questions more effective.
how to develop the questions appropriately. The
book talks followed the lesson plan in Figure 3.
Wilen and Clegg (in Brualdi, 1998, p. 1) sug-
gested that "Students must learn ways to ask ap-
propriate questions that encourage responses that
show an extensive knowledge based upon clear
ideas and supportive details." Through the develop-
ment of high-level questions, the presenters were
able to extend their ideas into a deeper meaning
and were forced to articulate their understanding
in a significant way.
As mentioned previously, the book talk was
used as an exercise to get students to recognize the
quality of questions that they were asking. I hope
students will transfer the criteria they created to
other subjects, such as math, science, or social
studies, and develop their questions to encourage a
high-level response. Once students accomplish
proficiency, they become skilled inquisitors who
are accountable for their own learning.
ss s sutstiMs isachsn Shs
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298 The Reading Teacher Vol. 58, No. 3 November 2004
References
Brualdi, A.C. (1998). Classroom questions (ERIC/AE Digest).
Washington, DC: ERIC Clearinghouse on Assessment and
Evaluation. (ERIC Document Reproduction Service No.
ED422407).
Institute of Learning. (2003). Accountable talk. Pittsburgh, PA:
University of Pittsburgh, Learning and Development Center.
Keane, N. ( 2000). Book talks-Ouick and simple. Retrieved
March 2, 2004, from http://nancykeane. com/book
talks/fag. htm
To submit Teaching Tips, see instructions for authors at www,
reading.org. Teaching Tips should be brief, with a singie focus
on the classroom.
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TEACHING TIPS 299))
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