About the Book
Describing effective, creative strategies for talking with students in ways that enhance literacy learning, this book offers a window into the classrooms of four exemplary teachers. Principles of productive classroom discussions are illustrated with detailed case examples. The book shows how - and explains why - "real talk" can enhance student engagement, foster critical thinking, promote mastery of literacy concepts, and instill a lasting love of reading. It offers ideas for selecting children's literature and fitting a range of interactive literacy activities into the school day. The authors draw on current knowledge about the connections between oral language and literacy development across the elementary grades. This book will be invaluable to classroom teachers in grades 1-5; researchers and instructors in elementary literacy. It may also serve as a text in Elementary Reading Methods courses.
Table of Contents:
Foreword, Don Rubin
_x000D_ 1. Real Talk: What It Is and Why It Is Important _x000D_ 2. Exploring the Aesthetic: Talking the Way from Unconscious Enjoyment to Conscious Delight _x000D_ 3. Productive Digressions: When Best-Laid Plans Give Way to Student-Led Discussions _x000D_ 4. The Contingent Third Turn: Listening to Scaffold Response-Ability _x000D_ 5. Reading Your Audience: Reading Aloud as Opportunity for Literate Talk _x000D_ 6. Learning Felicity: Morning Meeting, Reading Logs, and Talking about Books _x000D_ 7. Talking through Weaving and Weaving through Talking: Crocheting a Classroom Community _x000D_ 8. Constancy and Variety: Multiple Opportunities for Literacy Learning through Real Talk _x000D_
Glossary
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About the Author :
Maureen P. Boyd, PhD, is AssociateProfessor in the Department of Learning and Instruction at the University at Buffalo, The State University of New York. Prior to receiving her doctorate, she taught English language arts and English language learning in K-12 English language learner and mainstream classrooms in the Middle East, Asia, and the United States for 15 years. Dr. Boyd has written book chapters and articles in several journals. Lee Galda, PhD, is Professor in the Department of Curriculum and Instruction at the University of Minnesota. Prior to receiving her doctorate, she taught in elementary and middle school classrooms. Dr. Galda is chair of the 2010–2012 IRA Children’s and Young Adults’ Book Awards Selection Committee. She sits on the review boards of several professional journals and on the editorial board of Children’s Literature in Education. Dr. Galda is the author of numerous articles and book chapters on children’s literature.
Review :
This is an important book that will be of interest to both researchers and teachers. The many instructional examples will provide models for beginning (and experienced, too) language arts teachers who seek guidance on opening up discussion in their classrooms. The book also offers an articulate statement of the philosophy underlying dialogic classrooms. In today's educational climate, where the importance of classroom discourse in student learning is often overlooked, this book is a breath of fresh air. I predict it will be used widely in teacher education courses.--Martin Nystrand, PhD, Louise Durham Mean Professor of English
Real Talk shows how to make time to teach literacy in the classroom in an authentic, supportive, and dynamic way that fits within the curriculum and state standards. Reading this book has dramatically changed the way I look at children and teaching literacy. I am seriously considering eliminating the 'raise your hand and wait to be called on' rule and moving toward more natural conversations with my students.--Patricia Kawi, MEd, first-grade teacher, Buffalo, New York
This well-informed, clearly written book uses examples from real classrooms to convey its message very effectively: if we want to improve the quality of education, there needs to be more genuine dialogue between teachers and students. The authors not only make their case by drawing on relevant research, but also show how four teachers who have taken this message to heart are able to translate it into practice. This book should interest researchers and practitioners alike--who knows, it could even help persuade those policymakers who still need to be convinced of the educational power of talk.--Neil Mercer, PhD, Faculty of Education, University of Cambridge, United Kingdom
Teachers and professional development providers will find this book highly readable, engaging, and useful. It provides rich evidence of what productive talk looks like and what it generates. I really like the vignettes illustrating how each of the four teachers implemented their own versions of ‘real talk’ in their classrooms.--Anna O. Soter, Ph.D., Professor, School of Teaching and Learning, The Ohio State University
After cringing over yesterday's reliance on thought- and conversation-ending questions in the classroom, a working teacher will plunge gratefully into this informative, inspiring guide. It is a perfect vehicle for a professional literature discussion group. A group of elementary-level colleagues engaged in 'real talk' about this book will no doubt change and grow their classrooms into more exciting, productive, and thinking places for both their students and themselves.--Carolyn Belle, MEd, fifth-grade teacher, Ithaca (New York) City School District
Boyd and Galda have written a magnificent work for teachers, full of the actual talk of children in real classrooms. The work makes high-quality classroom dialogue a visible, accessible practice. By showing us what happens, moment to moment, as conversations unfold, they tell us how teachers can make classrooms places where student ideas matter, while always inviting the reader to remember the complexity and situatedness of this enterprise. I have already recommended this book to others, and I have a feeling that I will be recommending this book to many classroom teachers in the years to come.--Maren Aukerman, PhD, Curriculum and Teacher Education Program, Stanford University -
