The article and the chapter from the book both pointed out some great points about text talks and read alouds. Most students prefer read alouds according to the chapter, and to some degree I can agree with that. From a student's point of view, take for instance Dr. Bishop's reading of the "Dust Bowl", just from him reading this book ,he really has me engaged with it. If I was to read it to myself, chances are it will not get read, because it would not hold my attention long enough. Like noted in the chapter, read-alouds are an oppurtunity for the teacher to share their enthusiasm and interest in the topic. He clearly makes the text come alive, which has made me very interested in the book, more than I would have ever been if I was reading to myself. I am able to make connections to the stories just from him reading it to the class. So younger students I am sure will be able to have the same connection to text when it is read to them, more so then them reading it to themselves. What if the students aren't able to make connections to the story, and have a hard time understanding?
Text talk is also another great way to interact with students while reading. According to the article, text talk interactions are based on open questions that the teacher poses during reading that ask children to consider the ideas in the story and talk about and connect them as the story moves along. I think it would be wise to show the pictures to students after children have constructed meaning from what was read. Most likely students will draw their predictions from the pictures, and not comprehend what is being read to them. Pictures can be a distraction for children, and they will focus more on trying to figure out what is going on in the picture, than actually listening to the words of the story. So save the picture to the end and after all follow up questions have been asked.
What if the text talk is unsuccessful, what approach should you take then?
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