PUPIL-LED BOOK

TALKS
Learning Outcomes:
■Discuss the impact of conducting pupil-
led book talks
■Differentiate the characteristics of book
talks and reading aloud
■Simulate an actual pupil-led book talk
Introduction:
This lesson aims to develop literacy by teaching and using
children’s literature among elementary learners. Future literature
teachers should be able to enrich their strategy bank to immerse the
pupils in developing reading and oral literacies while enjoying the
class. One popular teaching strategy is conducting book talks.
Sometimes, when the word “book” is heard, it is often thought of as
bulky reading materials. However, for the elementary grades, short
storybooks with a minimum of five to seven pages could suffice,
depending upon the grade level of the pupils. This lesson will provide
prime guidelines on how to use “book talks” as a teaching strategy,
and provide some criteria for conducting book talks.
Book Talks
One teaching strategy to interface literature and literacy is the
use of “book talks”. According to Atwell (2007), book talks are brief,
enthusiastic oral descriptions of a book that a learner has
entertainingly read. They, too, are used to entice other pupils to read
that same book or other short storybooks. Essentially, doing book
talks is not creating a book report and sharing it before the class.
Book talks are not also primarily used to prove to the teacher that the
pupil has read a book (Miller, 2009). Aronson (2012) noted that book
talks are used to familiarize the audience with the specific book in just
a short period, particularly in two to three minutes. In that short time
of presentation, the pupil will have the opportunity to expose other
children to the main characters of the story, the main conflict, and the
exciting journey of the character toward the end.
Benefits of Conducting Book Talks:
1. Book talks do not only engage young pupils to read but also
develop a community of readers. Listening to book talks may open
the key to establishing a closer relationship among readers. In that
way, collaboration and communication are developed.
2. Conducting book talks is a way of introducing students to a vast
array of texts because they can be exposed to many authors,
genres, and series within minutes.
3. Introducing book talks can be extremely advantageous for
struggling readers. It can improve their confidence level in
choosing a book and sharing it with their peers, especially if they
are given proper reading guidance.
4. Conversations arising from the book talks serve as improvement of
comprehension on the part of the sharer-reader.
Benefits of Conducting Book Talks:
4. Engaging in book talks also targets some core reading and
speaking (including listening) standards and competencies inscribed
in the current K to 12 English curriculum. They include the following:
a. Asking and answering questions about key details in a text
b. Retelling stories and noting details
c. Describing characters, setting, and major events in a story
d. Participating in collaborative conversations with diverse partners
Primary criteria for conducting book talks:
Criteria Focus Description
Energy Express sincerity and The speaker should express sincere, jubilant
spirit energy (e.g. no monotone)
Summary Avoid giving away too Retelling is succinct without revealing too
much much, yet summarizes the theme, plot, and
characters
Passage Provide a meaty taste of The selected passage has an impact and will
the text draw students in without revealing spoilers
Connections Make it matter The speaker notes the storybook’s relevance
to self, others, and/or society.
Flow Prepare your Discussion flows should be like a conversation
conversation
Time Keep it short and sweet Meets requirements of 5 minutes or less
(depending upon the grade level).
 Properly implementing pupil-led book talks is also a challenge for beginning
teachers. These steps are specifically contextualized in the primary and early
intermediate elementary grades. It should be underscored, however, that
implementing pupil-led book talks takes place over the course of several weeks with
a slow, gradual release of responsibility to the learners.
1. Model how book talks are conducted- for beginning teachers, it is advantageous
to look for sample videos on how to conduct book talks. Before immersing the
pupils in book talks video clips of actual book talks can be downloaded and let
the pupils watch. The learners will discuss among themselves the salient points
of what they noticed about the video clips. After a week, remodel the clips in a
class by conducting a mini-book talk. Encourage the pupils that they will later be
the ones to share their most loved storybooks in front.
2. Scaffold their early attempts to conduct book talks – Prepare the pupils for their
big day. First, conduct a read-aloud session using a concise storybook (review
the effective ways to attend read-aloud meetings). Stories like “Lilly’s Purple
Plastic Purse”, or “The Woman Who Swallowed a Fly” may be used, depending
on the choice of the teacher. Explain how to prepare for a book talk by giving
them ways
3. Practice makes perfect – This stage prepares them for the actual presentation of
their book talks. Provide the pupils with an array of popular short storybooks to
choose from. Grouping them in this activity may also be an effective aid for starters.
Let the learners read and monitor their work. If necessary, provide them with
scaffolds. As an exercise, each day, a certain pupil will just share a portion of the
storybook that has been chosen by the group. In this manner, learners can have a
taste of how to stand before the class. After such time, the pupils will be ready to
prepare for their actual book talks.
4. Engage in a real book talk – Select a fixed schedule for the book talk. For
example, label the program as “Friday Book Talks.” Discuss with them the schedule
and the mechanics of conducting the book talks. Parents can be invited to boost the
morale of the learners doing the book talks.
5. Gather feedback from the book talks - One good way to improve the conduct of
book talks is by gathering feedback from the participants. Inviting the head teacher,
area coordinator or a few faculty members may be a good way to gather feedback
for improvement.
Book talks are not limited to a certain type of reader or a certain type of text.
Remember, by properly implementing this strategy, you can improve pupil’s
comprehension and develop their love for reading at the same time. As an
assessment strategy to monitor if learners are progressing or otherwise, use
anecdotal records or checklists. Learners who may still have difficulty coping with
the requirements of book talk may be given ample assistance and appropriate
encouragement. Note that pupil-led book talks is an authentic way to assist in the
development a vibrant reading community.
Tasks:
2.1 – The quote below talks about sharing the content of a well-loved book. Relate
this quote to the importance and impact of engaging your future learners in book
talks when you become a full-fledged teacher.
“Talking about a book to someone who shares the same interest as yours is
undoubtedly a real joy”.

2.2 – Make a Venn diagram to compare and contrast the features or characteristics
of pupil-led book talks and reading aloud.
Chapter Highlights:
 Appropriate teaching materials and texts are necessary to engage learners in
reading literature. According to a study, the criteria include cultural enrichment,
the authenticity of the material, relevant language enrichment, and ease
requirement in reading and understanding.
 Reading aloud is a teaching strategy that can both enhance literacy and develop
a love for literature. Variations have emerged in the 21st-century context, such
as interactive reading aloud and dramatized reading aloud.
 Doing read-aloud activities with the elementary graders scaffolds children’s
understanding of the salient parts of the text. Many researchers have found the
benefits of reading aloud.
 Literature circles bank on the use of social constructivism to promote
communication and collaboration among readers. Variations have also emerged
like online literature circles and differentiated literature circles.
Chapter Highlights:
 The more senses involved in learning a text, the more meaningful learning
becomes. Multisensory literature teaching provides elementary graders with
more ways to connect with the text.
 Multisensory literature teaching also banks on whole-brain learning. It can be
combined with Gardner’s theory of multiple intelligences.
 Emerging modifications of multisensory literature teaching are multisensory
storytelling.