On Line Book Talks in Middle School

Using Social Media in the Language Classroom

Reading for Homework

When I taught younger elementary students, creating an "At Home" reading program was simple. A newsletter was sent home explaining to parents and caregivers how important it is to read with their children and how important it is for children to read every day. The newsletter was accompanied by a reading log for students to fill out and for their parents to sign.

In Middle School, this does not work so well. Students read longer books, so reading out loud with a parent or caregiver is no longer a viable option. Reading Logs may be used to monitor student progress, but many students learn that their is no way for adults to truly know whether they actually read what they said they read or not.

Too many times, I noticed that Reading Logs filled out by students followed a formula. A long chapter book was picked and each entry listed a new chapter. The exact same pen was used to fill out each entry. The entries were scrawled messily in barely legible handwriting, while the log itself was crisp and clean, as if it had never seen the light of day - an odd dichotomy to say the least. Before collecting the Reading Logs, I would watch students madly writing on a form that they were vainly trying to keep hidden from my field of view.

What I felt was that the students who were avid readers were following the spirit of the Reading Log while those students who most needed to read every day had learned to "game" the system.

On-line Book Talks

My solution is for students to read a book and then review it on-line as a Book Talk. Other students read the review and then ask questions. The reviewer responds to the questions and then continues the conversation.

Start With a Short Book Review

The format of the book review is simple. Students state basic information about the book (e.g., title, author, genre, number of pages), they summarize the plot, they describe their favorite part and they give a recommendation. I point out to students that one way to show how smart they are is to write concise reviews. I have students read some examples of book reviews from past years. We discuss how long reviews are difficult to read and I provide some mini-lessons on how to write concisely (e.g., by not repeating a thought, by staying on topic etc.).

Set Up the Proper Environment

Setting up the proper environment for good on-line Book Talks takes an equal amount of effort.

First, I set up "Small Groups" and determine which students will be a part of them. For Book Talks, I place students into Homogeneous groups.

Then, I create a framework for how the "Small Groups" will be used. My class and I co-create agreements to promote healthy on-line interactions. Agreements always include ideas like "No Put Downs," and the use of "Appreciations Statements." Students often include other ideas to ensure that their Book Talks run smoothly. For instance, a group might decide that all posts need to have actual content (a question or an answer to a question) to keep the thread uncluttered and easy to follow.

Some groups like to include posts just to offer Appreciation Statements.
Other groups find that this creates too many replies and makes following a conversation more difficult.
They prefer embedded Appreciation Statements.

Introduce Students into How to Ask a Question

When I introduce Book Talks, I provide examples of Book Talk questions for the students to use. I found this on-line source that I developed my questions from:

http://theliterarylink.com/bloom_questions.html

Later, I have my class investigate a Q-Chart so that they can formulate their own thinking questions.

Here is an example of a short conversation between students.

In the beginning, students use questions that I create for them.
Later, they create their own using a Q-Chart.

The real thinking occurs when students answer
the questions and then continue the conversations.

Getting Involved

As a teacher, I take a small role in the Book Talks. Sometimes I schedule the talks; but I have found that students are quite competent at scheduling their groups independently. I monitor posts to ensure that comments are on topic and positive; however, I have also found that students monitor each other very well. I check that everyone completes a Book Talk and offer feedback. I have found that when students know that I am interested in their ideas, they put more thought into their responses.

Offering feedback lets students know that you're interested in their ideas.

Final Thoughts

I have been running on-line Book Talks for three years. I organize them as homework. Instead of just "reading for 30 minutes" each night, students know that they have to read to prepare for their Book Talk.

I have found that students are sometimes able to hold each other accountable more effectively than teachers can. For the Book Talks to work, everyone must participate and the students will call each other out for not doing so. Unlike oral book talks, I can see who is participating and who is not. Students running a Book Talk also know that if their group is not participating, their Book Talk will not look very good. So they motivate each other.

Many students look forward to presenting their ideas on-line and look forward to their Book Talk much more than if they had to write a more traditional book review. They get enjoyment out of the responses that they receive from their fellow students.

Lastly, you might have noted that the students' responses that I have provided do not always demonstrate good grammar. I am not too concerned about that. If a point is not made clearly, students ask each other for clarification or point out that their question was not responded to properly. In reality, it gives the students a real life understanding of the need for good grammar.

Try on-line Book Talks for yourself and let me know how yours worked out. I always check my blog for responses.

For today's blog, I how I'm using "Edmodo" in my Language Class, but everything I point out can also be accomplished on "Google Classroom."