The Missouri Reader Vol. 36, Issue 1 | Page 41

high-interest than low-interest texts‖ (p. 20).
Specifically, the studies reveal ―comprehension is
higher with more interesting material, at least for
students in grades four through six‖ (Partridge,
2000, p. 20). Even though interest increases
comprehension, it is still wise to select books on
a wide variety of reading levels since students will
be reading them independently.

Book Talk Procedures
Gambrell and Almasi (1996) believe when
book talks are first introduced to students, the
teacher is the main model and in complete
control of management and organization. Using
curriculum and student interest, the teacher
designs the book talk. However, over time there
is a gradual shift in responsibility of the
discussions. Gambrell and Almasi (1996) state
―This shift requires that we surrender our
proclivity as teachers to want to control
everything that goes on in our classroom in favor
of giving students more responsibility for their
own learning‖ (p. 85). Teachers model reflective
thinking and promote higher-level questioning
during book talk discussions. Responding to
student reactions during book talks is a key for
success.
In order for students to have ownership over
their learning they need to be involved in
establishing book talk behavioral norms. When
the first book talk of the school year is being
conducted, the teacher can refer to the following
list as potential student prompts for establishing
norms together:
Avoid interruptions
Taking turns
Listening before judging
Staying on topic
Locate support in text
Clarify ideas

Question others
Make good eye contact
Project voice appropriately
Offer creative solutions
Encourage agreement
Extend ideas of others.
(Gambrell & Almasi, 1996, p. 251)
After behavioral norms are established, revisiting
them throughout the school year is necessary. If
students lose their discussion structure, the
effectiveness of book talking is lost.
The beauty of book talks is there is no set one
way to do them. Variety is an important part of
keeping students engaged; therefore, switching
up the book talk promotion style is part of the
process. Typically, 15-20 books are selected to
promote. Of course, it is acceptable to do more
or less. A good rule of thumb is to keep each
book talk short, nor more than a minute or two
per book. Consult the lesson plan and pace
accordingly. When book talking, it is necessary to
have read part, or all, of the book being
promoted (Cole, 2007; Franklin & Stephens,
2008). If teachers want student buy-in, they must
have already bought-in themselves. Cole (2007)
suggests the teacher should never give away the
ending ―no matter how much the kids beg‖ (p.
41). The point is to hook the student and
encourage them to read it for themselves, not
give it all away leaving no desire to read it. When
teachers know each student they can promote the
book by connecting it to a specific student‘s
interests. It is okay to personalize one book to
one student in front of the entire class as long as
students are alternated throughout the school
year.
Once basic book talk procedures are
understood, it is time to decide how to promote
each book selection. Some books lend themselves
to specific promotion styles. During the book talk
planning stage, make note of the promotion style.
© The Missouri Reader, 36 (1) p.41