Revive Book Clubs Through Read Aloud (part two)

Recapping The Power of the Read Aloud

In my last post, I wrote about why capitalizing on the read aloud as a time to show your students the type of thinking proficient readers do while reading a text, is a must. If you think about it, allowing students to "see" the thinking good readers do all at once doesn't happen in any other time of the day. During mini-lessons we work on a single strategy, in small groups we focus on a single strategy, while conferring we teach one strategy...so seeing the whole picture needs to be a part of the day as well, especially if this is the work we expect from them when they enter a book club.

What About the Discussion?

Modeling thinking helps students see the whole "symphony" of strategies working together giving students a full picture of what they should be doing while reading a text. But there is another element that creates a powerful book club. Students can do all the thinking but their work will not come to light without a great discussion. So how do we model this? The answer can be found a long-standing instructional strategy...the grand conversation (aka whole class conversation).
Some of you may groan when you see the words, "whole class conversation". Images of sitting in circles, awkwardly awaiting your turn to be called on to speak (or dying of boredom) may flash through your mind. But rest assured, a grand conversation does not look like this picture.

The Grand Conversation

A grand conversation can follow any shared experience your students have. But backing it up to your read aloud creates the perfect environment to set your readers up for success during book clubs. This is because after modeling and bringing them in the type of work that is expected of them in their reading, you then engage them in a discussion that models the type of talking they should be doing during their clubs.
We've all been there when we must stop the read aloud and move on and the whole class begs and pleads with you to keep going. These are the moments where students' minds are spinning with the possibilities of what will happen next or a main character does something so shocking, they just can't believe it's true. These are the best moments to engage in a grand conversation. A leading question isn't needed to start off these conversations because students have so many questions, opinions, and theories to discuss with their peers (although leading questions are absolutely acceptable!). These are the times to have the class circle up, with you on the perimeter watching the action, and have them begin discussing the text.

There are three simple rules for the grand conversation:

1. Everyone Participates

Students are actively listening and their eyes are on the speaker. They are following and thinking about the conversation even if they are not speaking.

2. One Mic

Only one voice at a time. If multiple students begin to talk at once, they must problem solve how they will bring it back to one speaker.

3. Step In, Step Back

When students want to say something, they jump in the conversation. They should be aware not to monopolize the time, making sure they allow others to speak. It is not up to the teacher to direct who speaks when.

Take Note

As you watch the discussion unfold, you will get a window into the type of thinking your kids are doing. Is it surface level or are they noticing more complex concepts like character motivations, symbolism, and the messages of the text? You should absolutely note some of their thinking and teach into the places where you see the potential for growth! You will have time record your observations because you are not in the conversation, but merely an observer. 

Sitting on the perimeter is an intentional move. When you shift out of the circle and become a listener as opposed to a participant in the conversation, you will notice kids will talk to each other, instead of you. They will start to grow ideas from each other, rather than wait for you to point them in the direction they are supposed to go. They will begin having the discussions you have been wanting them to have in their book clubs, without the crutch of you being the leader. Students will lead the discussion. This is the beauty of the grand conversation.

Of course, just as with any instructional strategy, you will have to coach into some areas like encouraging students to use accountable talk and inviting quieter voices into the conversation. But with some effort and time, you will see the effects of the grand conversation on other instructional areas, like your book clubs. The work that has been modeled in the read aloud will show them how to think about the book and the grand conversation will show them how to talk about their thinking. 

Shout out! I want to thank my staff developer from the TCRWP coaching institute, Alissa Reicherter, for teaching me about the Grand Conversation.