The Anatomy of a Book Talk
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Book talking changed my life. And while that might sound dramatic, it’s entirely true. Book-talking was one of the first consistently meaningful things I did with my students (besides forming relationships) because it led to effects that lasted long after students’ time in my classroom was over. Book talks turned my students into readers.
Book talks converted too-cool-for-school and I-hate-reading kids into students who would eagerly giggle-whisper about scenes in novels. I even experienced the two coolest kids in the grade (rough, tough, and usually suspended) in my classroom at lunchtime talking about a book. I kid you not. I tried to act cool, but I was seriously squealing inside during that entire lunch block. (The book, by the way, was Tyrell by Coe Booth).
Book talks are magical and meaningful and fun and incredible.
So let me dive right in and explain the formula that I’ve had success with when conducting a book talk.
1. First, you will want to reserve 5-10 minutes of time for a book talk. I always do mine on Tuesdays because the alliteration of “Book Talk Tuesdays” is just too good to pass up.
2. Book talks should begin with you simply holding the book up or showing a picture of the cover on a slideshow. You’ll want to read the title and author aloud and amp up your enthusiasm immediately. I often say, I am so excited to share this one with you! (Insert 10 more exclamation points)
3. Next, I typically read the back of the book. I also always tell students that this is the first thing they should do when pursuing library shelves on their own. After reading the back of the book, I’ll fill in a few more details from the plot section of my Book Talk Guides. I also solely use the Book Talk Guides plot summary if I’m book-talking a title that doesn’t have a good book jacket summary.
4. Then, I’ll give students some important information that may not be related to plot. For example, I’ll provide a little background on the protagonist, share any perspective or narration shifts using the “Teacher Notes” section of my Book Talk Guides.
5. Then, I’ll dive into my read aloud pages. If the read aloud isn’t the first chapter of the book, I’ll fill in what’s occurred before that point (also outlined in the Teacher Notes section of the Book Talk Guides).
6. After finishing the read aloud, I may talk a little bit about the maturity of the novel, length, and reading level, just to give students a general idea of who might like the book. (I never tell any students that they can’t read a book because of mature content or reading level, I simply guide them one way or another).
All that’s left to do after this point is watch the magic happen! Don’t be surprised if students are clamoring for the title you just shared. In fact, for this very reason, I have students keep a Have Read/ Want to Read list in their binder or notebook so they can jot down titles that interest them from book talks and read them at a later date!
*Just a reminder* A sample book talk guide and other independent reading tools, like the Have Read/Want to Read list can be downloaded for free by subscribing to my newsletter at the bottom of this page!
Plus, if you’re interested in starting book talks in your classroom, check out these guides! (I keep mine in a binder and just pop one out each week, so there’s no stress or planning)!
Happy Book-Talking!
♥ Kara & Riley
P.S. To see a book talk in action, watch me in my IGTV!
