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5:
The Power of Book Talks
Not reading is not an option (Kittle 59)
In chapter 5, Kittle stresses the importance of reading by going above and beyond through the
use of book talks, establishing a classroom community, and working towards goals on to-do read lists.
Book talks: Discussing literature (upwards of 4 or 5 books a day during the first few weeks of school) that
may appeal to students. Exposing titles, excerpts, and concepts of these books in hopes that students
will find one that suits them and pursue it.
To-Read Lists: Strategy Kittle uses; requires students to keep a to-read list in the back of their notebook
to help monitor which books appeal to them and if they are making progress in their reading.
Double up when you can: the example Kittle uses is
during a narrative unit, she incorporates Winters
Book Talk Essentials (From Kittle 60)
Bones by Daniel Woodrell to discuss and analyze
Hold the book. Size reference is good!
but she chooses a passage she hopes will appeal to
Know the Book. Summarize the theme,
students and follows the book talk guide when
central conflict, or other details; create a
presenting it!
taste test for your students.
Noticings: annotations of word choice, details of
Read a short passage. Allow the students to
senses (what you feel, smell, see, taste, know), as
get a feel for the narrators voice. Select the
well as important/appealing words and phrases
passage ahead of time, find a passage that
has a strong-voiced section, read slowly with Building community: Communication is key to
emphasis and clarity. building a community and establishing authenticity.
Keep Records. Create a classroom Book Talks Upon encountering enthusiasm and an eagerness to
chart, copy effective passages down. write, Kittle states, I ignored the clock, the list of
Accept help. Talk to colleagues for items on my agenda. I noticed the pens poised
suggestions, use YouTube for author above notebooks. We wrote (Kittle 71).
interviews.
Remember how important you are. Your
passion is contagious (Kittle Reading During Class Time? (Kittle 68)
61); your influence is great, but release
responsibility onto the students. 1. Allows you to see the students
engagement with their texts
2. Creates a time to confer one-on-one with
students
Youll think youve finally met that kid 3. Allows students to practice the skill of
that will never be a reader. Youll feel like reading
youve done all you can. You might even We give students time to work on projects.
listen to a colleague who says some kids We give them time to watch two-hour videos
just dont like reading. Dont listen; dont of the books we teach. We give them time to
you believe it. Reading is oxygen for a sit and listen to other students discuss a book
students future success. they didnt read the night before. We consider
(Kittle 63)
those valid uses of time, but not reading. Why
not? (Kittle 68)
Im afraid that using empowering language with readers might be easily dismissed these
days, when Important Standards occupy all the energy in the room. But how we talk to
students is larger than the standards we post in the classroom each morning. We either
confirm what they believe as nonreaders or give them hope that the trajectory of their
reading life can change. Im not sure there is anything more worth getting up for each
day
(Kittle 78)