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Talk for Response


 


 



Students must be willing to be tentative, to express thoughts and feelings they are unsure of, to change their minds. Robert E. Probst


Talk is a critical component of the meaning-making process during response. Students need many opportunities to talk in a meaningful way. Talk in the response process can be done in different ways to support making meaning and encourages deeper thinking.


 



More information on talk moves


Whole Group Discussion


Whole group discussion is a powerful way to make meaning as a classroom community. Discussions begin with teachers posing open-ended questions and inviting students to enter into a dialogue about the text. 


Strategies for Whole Group Talk:

  • Formulating open-ended questions to initiate the discussion
  • eliciting student ideas
  • pressing students to clarify, extend their thinking, and justify their ideas (i.e. "Can you tell me more about...?" "Can you show me an example from the text?") (link to talk moves)
  • modeling the use of talk moves that facilitate discussions (link to talk moves)



Video: strategies for whole group discussions about literature. 


 

Small Group Discussion


In small groups, students are able to make meaning collaboratively. Small group discussion strategies should be modeled for students and introduced gradually over a period of time. Students will need many opportunities to explore the strategies during a variety of discussion contexts. 


Strategies for Small Group Talk:

  • Familiarize students with the different roles individuals take on during small group discussions (i.e. discussion leader, note-taker, reporter, researcher).
  • Use exit cards or written reflections post-discussion.
  • Provide feedback on the disucssion process and check in with groups regularly.


 



 

Additional Resources


Teach the Talk, Not the Text from the National Council of Teachers of English (NCTE) gives teachers ideas for using talk to make meaning of texts.