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Book-Talk-Building-Blocks-ec004bf0.pptx

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Gemma Boix
Gemma Boix

The document describes strategies used by the author to scaffold informal book talk among students in a Year 2 classroom. These included creating "thinking crowns" cards with prompts to promote discussion about books, and a "recommendation stalk" for students to share books they enjoyed. These approaches helped build students' confidence and engagement in book talk over time. The author aims to continue developing strategies to support interactive reading communities and meet all students' interests.

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BUILDING THE BLOCKS TO BOOK TALK Amy Barber
Context I became a Reading for Pleasure (RfP) Ambassador during my third and penultimate year on the Primary Education BA course at Nottingham Trent University, working in partnership with the Open University and the UKLA to share the wonder of RfP. During this year of study I had the pleasure of undertaking a placement in a Year 2 class at Chellaston Fields Spencer Academy in Derby. This placement experience provided an opportunity to put my passion and developing knowledge into practice. In addition to the example shared within this presentation, I carried out independent research into reading environments and shared my enthusiasm for RfP with the Spencer Academy Trust during a collaborative INSET day.
OU Research Inspiration and Rationale Whilst undertaking professional development both independently and collaboratively, as well as participating in university book clubs, I discovered a particular area of interest. As the importance of informal book talk was explored, I became increasingly aware that this is a skill that requires explicit scaffolding, as opposed to assuming autonomy and natural ability. The Open University Teachers as Readers (TaRs) findings highlight a range of areas within which practitioners are recommended to develop their knowledge and pedagogy, and these include informal book talk (Cremin et al., 2014) Knowledge of children’s literature Knowledge of children’s reading practice • Social reading environments • Reading aloud • Independent reading • Informal book talk, inside-text talk and recommendations A reading for pleasure pedagogy which includes: Becoming a teacher who reads and a reader who teaches Reciprocal and interactive reading communities (Cremin et al., 2014)
OU Research Inspiration and Rationale My independent research into reading environments highlighted the importance of recognising that all readers possess unique reader identities. For example, some children may prefer environmental noise and the option for occasional book talk, however others may enjoy quiet surroundings. Therefore, within this example of practice I considered how to scaffold informal book talk and recommendations in ways that could meet a range of environmental needs; linking to the social reading environment (Cremin et al., 2014). Furthermore, whilst the term ‘reading for pleasure’ implies intrinsic motivation, it is argued that budding readers benefit from simultaneous extrinsic endorsement from those around them (Cremin, 2016; Stutz, Schaffner and Schiefele, 2017; Wray, 2014). Knowledge of children’s literature Knowledge of children’s reading practice • Social reading environments • Reading aloud • Independent reading • Informal book talk, inside-text talk and recommendations A reading for pleasure pedagogy which includes: Becoming a teacher who reads and a reader who teaches Reciprocal and interactive reading communities (Cremin et al., 2014)
Aims  To model and scaffold informal book-talk as a skill that develops and becomes more autonomous over time.  To create an inclusive environment which encourages informal communication about literature; a social reading environment.
Outline – Thinking Crowns Inspired by De Bono's Thinking Hats (De Bono, 2016), I created accessible 'thinking crown' cards with questions and prompts to promote informal book talk. The crown theme arose due to the class fairy-tale topic, however the prompts were not specific to this theme so that they could be applied to a range of literature. Alongside the written questions and sentence starters were visual representations to increase accessibility and to create a more visually appealing resource. The cards were designed to be used in a range of ways; to provide inspiration when initiating a conversation with a peer, to help when questioning a peer about their latest read and to support children in exploring vocabulary. Skills that the cards encourage include recall, explanation and creative thinking. Black - Cautions Green - Creativity Red - Feelings Yellow - Benefits White - Facts
Outline – Recommendation Stalk In keeping with the fairy-tale theme, which I had observed to promote a high level of engagement, I created a bean stalk, aiming to populate it with book recommendations. This idea stemmed from a need for promoting a social reading environment whilst meeting the preferences of those who prefer to read within quiet surroundings. I displayed questions next to the leaves and provided my own example to scaffold children’s book-talk skills.
Impact Children were observed implementing the thinking crowns over time. Book recommendations became more detailed as reliance on thinking crowns declined. More children became engaged in using the thinking crowns and recommending as they observed their peers. The reading community within the classroom bloomed. Confidence developed as children began to ask if they could read their recommendations to the class. Children naturally responded to those sharing; expressing common interests and suggesting literature of a similar style. Increased my awareness that autonomous book talk can develop significantly with scaffolding, modelling and support. My future practice will be informed by my reflections and evaluations of these approaches. ‘It makes me laugh because the two main characters play tricks on each other.’ ‘If you like that, you will love Mopoke because it has owls in it too.’ ‘Please can I read mine before it goes on the wall? I could bring the book to show everyone too.’ ‘Miss Barber, please could I do one? How about I write it about my comic at home?’ These practices should not be limited only to the ‘reading corner’.
Reflections It could be argued that this example of practice succeeds in demonstrating the need to support children in building the blocks to confident informal book talk. Whilst I will take many elements of these approaches into my future practice, I aim to review and adapt to maximise the amount of children I engage. To support me in this process, I aim to consider my own reading habits and preferences and use this information to prevent unrealistic expectations being placed on young readers (Bearne and Reedy, 2017; Cremin et al., 2008). Additionally, I aim to continually develop my knowledge of children’s literature to further increase the possibility of meeting all children’s interests and needs. Whilst my practice was connected largely to informal book talk and social reading environments, the approaches arguably had a consequential impact on the interactive reading community. I feel that as I continue to appreciate each individual and their reader identities, and support them in building their blocks to book talk, I can work towards supporting the reading community to blossom.
References  Bearne, E. and Reedy, D., 2017. Teaching primary English subject knowledge and classroom practice [eBook]. New York: Routledge. Available via: Ebook Central. [Accessed 02/09/22].  Cremin, T. et al., 2008. Primary teachers as readers. English in Education. 42 (1), 8-23.  Cremin, T. et al., 2014. Building communities of engaged readers: reading for pleasure. London: Routledge.  Cremin, T., 2016. Reading for pleasure: just window dressing? [online]. Cambridge: Cambridge Primary Review Trust. Available at: https://cprtrust.org.uk/cprt-blog/reading-for-pleasure-just-window-dressing/. [Accessed 01/09/22].  De Bono, E., 2016. Six thinking hats. London: Penguin Life.  Stutz, F., Schaffner, E. and Schiefele, U., 2017. Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students. Journal of Research in Reading. 40 (4), 439-461.  Wray, D., 2014. Looking at learning. Arthur, J. and Cremin, T., ed. Learning to teach in the primary school. New York: Routledge, pp. 69 - 84.

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Book-Talk-Building-Blocks-ec004bf0.pptx

  • 1. BUILDING THE BLOCKS TO BOOK TALK Amy Barber
  • 2. Context I became a Reading for Pleasure (RfP) Ambassador during my third and penultimate year on the Primary Education BA course at Nottingham Trent University, working in partnership with the Open University and the UKLA to share the wonder of RfP. During this year of study I had the pleasure of undertaking a placement in a Year 2 class at Chellaston Fields Spencer Academy in Derby. This placement experience provided an opportunity to put my passion and developing knowledge into practice. In addition to the example shared within this presentation, I carried out independent research into reading environments and shared my enthusiasm for RfP with the Spencer Academy Trust during a collaborative INSET day.
  • 3. OU Research Inspiration and Rationale Whilst undertaking professional development both independently and collaboratively, as well as participating in university book clubs, I discovered a particular area of interest. As the importance of informal book talk was explored, I became increasingly aware that this is a skill that requires explicit scaffolding, as opposed to assuming autonomy and natural ability. The Open University Teachers as Readers (TaRs) findings highlight a range of areas within which practitioners are recommended to develop their knowledge and pedagogy, and these include informal book talk (Cremin et al., 2014) Knowledge of children’s literature Knowledge of children’s reading practice • Social reading environments • Reading aloud • Independent reading • Informal book talk, inside-text talk and recommendations A reading for pleasure pedagogy which includes: Becoming a teacher who reads and a reader who teaches Reciprocal and interactive reading communities (Cremin et al., 2014)
  • 4. OU Research Inspiration and Rationale My independent research into reading environments highlighted the importance of recognising that all readers possess unique reader identities. For example, some children may prefer environmental noise and the option for occasional book talk, however others may enjoy quiet surroundings. Therefore, within this example of practice I considered how to scaffold informal book talk and recommendations in ways that could meet a range of environmental needs; linking to the social reading environment (Cremin et al., 2014). Furthermore, whilst the term ‘reading for pleasure’ implies intrinsic motivation, it is argued that budding readers benefit from simultaneous extrinsic endorsement from those around them (Cremin, 2016; Stutz, Schaffner and Schiefele, 2017; Wray, 2014). Knowledge of children’s literature Knowledge of children’s reading practice • Social reading environments • Reading aloud • Independent reading • Informal book talk, inside-text talk and recommendations A reading for pleasure pedagogy which includes: Becoming a teacher who reads and a reader who teaches Reciprocal and interactive reading communities (Cremin et al., 2014)
  • 5. Aims  To model and scaffold informal book-talk as a skill that develops and becomes more autonomous over time.  To create an inclusive environment which encourages informal communication about literature; a social reading environment.
  • 6. Outline – Thinking Crowns Inspired by De Bono's Thinking Hats (De Bono, 2016), I created accessible 'thinking crown' cards with questions and prompts to promote informal book talk. The crown theme arose due to the class fairy-tale topic, however the prompts were not specific to this theme so that they could be applied to a range of literature. Alongside the written questions and sentence starters were visual representations to increase accessibility and to create a more visually appealing resource. The cards were designed to be used in a range of ways; to provide inspiration when initiating a conversation with a peer, to help when questioning a peer about their latest read and to support children in exploring vocabulary. Skills that the cards encourage include recall, explanation and creative thinking. Black - Cautions Green - Creativity Red - Feelings Yellow - Benefits White - Facts
  • 7. Outline – Recommendation Stalk In keeping with the fairy-tale theme, which I had observed to promote a high level of engagement, I created a bean stalk, aiming to populate it with book recommendations. This idea stemmed from a need for promoting a social reading environment whilst meeting the preferences of those who prefer to read within quiet surroundings. I displayed questions next to the leaves and provided my own example to scaffold children’s book-talk skills.
  • 8. Impact Children were observed implementing the thinking crowns over time. Book recommendations became more detailed as reliance on thinking crowns declined. More children became engaged in using the thinking crowns and recommending as they observed their peers. The reading community within the classroom bloomed. Confidence developed as children began to ask if they could read their recommendations to the class. Children naturally responded to those sharing; expressing common interests and suggesting literature of a similar style. Increased my awareness that autonomous book talk can develop significantly with scaffolding, modelling and support. My future practice will be informed by my reflections and evaluations of these approaches. ‘It makes me laugh because the two main characters play tricks on each other.’ ‘If you like that, you will love Mopoke because it has owls in it too.’ ‘Please can I read mine before it goes on the wall? I could bring the book to show everyone too.’ ‘Miss Barber, please could I do one? How about I write it about my comic at home?’ These practices should not be limited only to the ‘reading corner’.
  • 9. Reflections It could be argued that this example of practice succeeds in demonstrating the need to support children in building the blocks to confident informal book talk. Whilst I will take many elements of these approaches into my future practice, I aim to review and adapt to maximise the amount of children I engage. To support me in this process, I aim to consider my own reading habits and preferences and use this information to prevent unrealistic expectations being placed on young readers (Bearne and Reedy, 2017; Cremin et al., 2008). Additionally, I aim to continually develop my knowledge of children’s literature to further increase the possibility of meeting all children’s interests and needs. Whilst my practice was connected largely to informal book talk and social reading environments, the approaches arguably had a consequential impact on the interactive reading community. I feel that as I continue to appreciate each individual and their reader identities, and support them in building their blocks to book talk, I can work towards supporting the reading community to blossom.
  • 10. References  Bearne, E. and Reedy, D., 2017. Teaching primary English subject knowledge and classroom practice [eBook]. New York: Routledge. Available via: Ebook Central. [Accessed 02/09/22].  Cremin, T. et al., 2008. Primary teachers as readers. English in Education. 42 (1), 8-23.  Cremin, T. et al., 2014. Building communities of engaged readers: reading for pleasure. London: Routledge.  Cremin, T., 2016. Reading for pleasure: just window dressing? [online]. Cambridge: Cambridge Primary Review Trust. Available at: https://cprtrust.org.uk/cprt-blog/reading-for-pleasure-just-window-dressing/. [Accessed 01/09/22].  De Bono, E., 2016. Six thinking hats. London: Penguin Life.  Stutz, F., Schaffner, E. and Schiefele, U., 2017. Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students. Journal of Research in Reading. 40 (4), 439-461.  Wray, D., 2014. Looking at learning. Arthur, J. and Cremin, T., ed. Learning to teach in the primary school. New York: Routledge, pp. 69 - 84.