QUICK TIPS
Elementary school
Turn routine decision-making into an engaging literacy event that invigorates
read-alouds and student booktalks. By Maureen P. Boyd
A
s educators, we know the power
of read-alouds in our classrooms. We know the value and
excitement of both picture books
read aloud in one sitting and chapter
books read aloud over the course of a
tew weeks. From enhancing vocabulary and comprehension to building
community through shared reading
experiences, well-chosen read-alouds
provide opportunities for students
to envision other worlds, connect
content and context, and experience
books beyond their independent reading level.
We also know that we have to
select worthwhile books to stretch
imaginations and extend understanding. While ceachers typically
decide what will be read aloud in
class, they must align tbeir selections
with students' interests and needs to
fully realize the potential of readalouds to entertain, engage, and
inform.
Classroom experience also tells us
of the vital role student input can
Booft Li
September 2008
play in guiding curricuiar decisions,
including the selection of a readaloud text. If teachers elicit student
involvement in a classroom discussion about what read-aloud to select,
they not only capitalize on students'
interests and preferences but motivate students to be more receptive
to the selection. Indeed, by holding
such conversations in class, teachers may motivate not just engaged
participants but reluctant readers as
well.
In this article I share how one
third-grade teacher, Michael (a
pseudonym), has morphed the
process tor selecting tbe next class
read-^aloud into a literacy event
that provides informal, authentic
opportunities for discussions about
books. This book-selection process
typically takes less than 30 minutes of class time and falls into five
distinct phases occurring over a few
days. While Michael determines
the final outcome, class discussion
dominates the process, providing
students with an opportunity to
contribute thoughtfully to classroom
decisions.
Teacher Suggestions
Michael begins by nominating books of his own choosing.
Typically, these books are selected
to balance what has already been
read to tbe class or is being read
independently. In this case, he gives
booktalks on four "classics" because
his third-grade students mostly read
recent publications. Three of his
nominations are by his favorite author, Roald Dahl. Through class discussion, the teacher learns who bas
already read the books. For example,
when holding up The BFG {Viking,
1985), he asks, "How many people
know this story because you ve read
it, heard it. or seen the animated
movie?"
Michael then briefly and informally models talking about the
suggested books and invites students
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to comment on his nominations. In
Fact, the students comment more on
the teacher's nominations than the
teacher does.
grab the kids' interest and mine."
Michael always reads the selected
book all the way through before he
starts the read-aloud.
Student Suggestions
The Selection
llie second phase ofthe read-aloud
selection process involves the most
time (about 15 minutes). Students
nominate and provide summaries
(4 potential read-alouds. Other
students who have read the books
discuss the suitability ofthe nominations. (In the read-aloud selection
process I observed, 13 texts were
suggested by students.) During
the discussion, the teacher takes
notes and asks questions that invite
evaluation or clarification ofthe
books.
Ihe teacher is not afraid to veto
nominations. He states, "I ruled one
nomination out right away. Id read
it to a class before and it just didn't
seem like a good listen-to story." For
any text that Michael has not yet
read, he sends the nominating student to the library for a copy (unless
the student already has one in his or
her desk).
When Michael announces his text
selection, he takes time to explain
his decision and mentions many of
the books that have been nominated. He affirms student-nominated
choices with phrases such as "It's
on my list of books I need to read
Class Poll
While Michael is interested in what
students think about the suggested
books, he feels it is his responsibility
to make the final selection decision.
Chapter book read-alouds take up a
lot of class time and can extend over
several weeks; therefore, it is vital that
the selection be one that not only
matches students' needs and interests
but also holds their attention. To
that end, Michael conducts a poll
on student preferences ior the next
read-aloud rather than a vote for the
selection.
Molly Moon's Incredible Book of
Hypnotism'''').
"Read-alouds are
a great avenue
for me to show my
excitement about
books. They also
lend themselves
to different kids
sharing what they
liked, because a
fair number of our
read-alouds come
from the kids'
suggestions."
—Michael,
third-grade teacher
myself and then share in class later."
In this case, he chose a studentnominated text for the next chapter book read-aloud: Midnight for
Charlie Bone by Jenny Nimmo
(Orchard, 2003).
What Can We Learn?
Teacher Review
Michael makes his selection decision
outside of class time. He reviews his
notes and reads a couple of chapters
in each book to determine "if it will
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same. After nominating his choices,
he listens to the students' suggestions and asks questions. While
Michael definitely manages tbe
selection process, he does not
dominate the classroom talk.
Instead, he invites reflective discussion through questioning ("Why is
it that youVe not interested in the
Roald Dahl books? "), guides the
discussion using comments ("I think
that's probably enough . . . we
wouldnt want to give very much
away"), and solicits booktalks
("Tell the class a little bit about
Michael's role in the book-selection
process is to model how to talk
about books, encourage class discussion, and share his love of books and
encourage his students to do the
In the end, Michael selects the
next read-aloud, but even as he
announces his decision, he acknowledges his students' suggestions and
comments f^urther on them. L.ike
most teachers, he recognizes the
power of peer recommendations
to influence students' independent
reading choices, and he uses this
opportunity to validate those choices
and encourage students to read them
on iheir own.
While educators plan formal opportunities for students to talk about
books they have read or are reading, the reality is that such planned
performances are stifl^and often
formulaic. An interactive read-aloud
selection process takes the routine
decision of what to read next and
crafts a literacy event that transforms traditional student booktalks
into authentic conversations about
books. Moreover, because articulate student discussion supports
inquiry, collaborative learning, and
high-level thinking, and makes the
subject personally meaningful, this
approach not only invites student
input in tbe read-aloud selection
process but also oflers engaged participation in the classroom
community. ^S^
Maureen P. Boyd is an assistant
professor in the School of Education,
University at Buffalo, SUNY.
September 2008
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