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I loved the idea of having an elaboration emperor and empress to hold others accountable and help them to elaborate on their thinking.

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I would LOVE to add in elaboration emperor and empress. I loved the idea of that and it scaffolds students to prepare them for more independence such as socratic seminar and book club.

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I wold love to implement some of the ideas from the Talking In Class with my math classes.

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I wold love to implement some of the ideas from the Talking In Class with my math classes.

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I like the idea of an interworking circle of students getting to share their writing pieces with others. I believe this is an effective way for students to receive positive affirmation as well as constructive criticism for their writing pieces.

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I really like the idea of having accountable talk stems at every table to allow students the opportunity to respond in the most respectful way possible.

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I really like the idea of using sentence stems to help students that are more reluctant to talk.

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I really like the idea of using sentence stems to help students that are more reluctant to talk.

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I think a lot of these skills get looked over because we either assume they already know them, or that we'll get to them later in the year. These need to be taught early so when we get to this point in the year, students can communicate effectively. I will make sure to have sentence stem talkers for students and give opportunities for students to practice using their conversation skills.

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I would like to try reading accountability partners with my students. With their partners students will talk about their books and practice skills they have learned in each reading unit. They will also share with their partner how much they have been reading and writing about their reading. Together they will set reading goals and brainstorm ideas about their texts.

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1 or 2 students have a rubric for discussions and walk around and monitor classmates then come back together as a class and discuss how things are going as a class

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Creating a book club identity creates engagement as well as accountability among the students.

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I really agree that we have to teach students how to talk effectively in the classroom, within small groups and partnerships.

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I really agree that we have to teach students how to talk effectively in the classroom, within small groups and partnerships.

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I liked how the chart broke down what you can talk about when it comes to nonfiction. We always think of book clubs as fiction however, there can be plenty of talking points/discussion with nonfiction.

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Students stand in two lines facing each other. A statement is given and partner A shares then partner B. One line moves down so everyone gets a new partner.

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Open ended questions allow students to do the talking. Letting them dig deeper into the text of problem that is being covered in their reading.

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Partners Work Together to Lift the Level of Each Other’s Reading Work

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Partners Work Together to Lift the Level of Each Other’s Reading Work

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I loved this resource. Especially the one about picturing a time/part of the text where you were in a 3-D movie. I also loved the idea of a mental "blurry" image that represents parts of the text where you were confused and leading this to a discussion to try and make sense of it.

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Students need to decide what they are going to bring back to the group for the next discussion. *Something I want to do next time

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Students need to decide what they are going to bring back to the group for the next discussion. *Something I want to do next time

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I want conversation stems to keep the discussion flowing and respectful, and now because of that video they have to be on a bookmark

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I like the idea of each student having a bookmark to keep in their book club book to refer back to when they get stuck during discussion

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I like the idea of each student having a bookmark to keep in their book club book to refer back to when they get stuck during discussion

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We already have accountability bookmarks that we use to initiate conversations. I would like to find an additional bookmark that has more of a variety of sentence starters.

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We already have accountability bookmarks that we use to initiate conversations. I would like to find an additional bookmark that has more of a variety of sentence starters.

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I would like to try the sentence starters that the Talking in Class article provides for my science lessons. Students need to practice the concept of discussion in classes other than just ELA.

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Encouraging students to dig deeper without you having to pull them out. If they struggle their peers will step in and respectfully agree or disagree.

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Starting out with questions to focus them while they're reading and then growing into expecting them to come up with their own focus/questions

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I liked the growing powerful conversations anchor chart. I need a better visual of what acceptable and beneficial conversations look like. 

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I liked the growing powerful conversations anchor chart. I need a better visual of what acceptable and beneficial conversations look like. 

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I have a google form that students fill out after they meet with their book clubs. They tell me who was off topic, who may have not been prepared, and who did really well that day. They know that their peers are watching them so it encourages them to be on task

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I have a google form that students fill out after they meet with their book clubs. They tell me who was off topic, who may have not been prepared, and who did really well that day. They know that their peers are watching them so it encourages them to be on task

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I liked the idea of implementing debates in my classroom since I do not teach reading/writing. I could use science articles/text in book clubs for science and each group has to debate one side of an argument with another groups' opposing view.

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Allowing students to get to know each other before starting bookclubs as far as reading goals. The getting to know your reading partner. 

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Allowing students to get to know each other before starting bookclubs as far as reading goals. The getting to know your reading partner. 

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Having roles in the clubs so everyone is held accountable

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I want to begin implementing book clubs in my classroom. I plan to start slow by teaching my students routines and procedures in order to set the foundation. I found several of the handouts helpful and am going to print them out to share with my students. I am going to speak with my grade level about book club ideas for our Social Issues Unit. I believe this is a wonderful unit for book clubs. Students can have different texts, but all on the same social issue to compare/contrast the texts and share information. I also want to change how my students sit on the carpet, to where they will sit with their book clubs during mini lessons.

Something that really stood out to me was in one of the articles it said to "be prepared to change your mind" when coming to book club. I love that! I want to teach my students to come with an open mind.

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I would like to implement sentence stems and prompts to help keep the conversation going and staying on task. My kiddos don't have a problem talking to one another, it's just a matter of staying on task that needs to be worked on. I liked the "Talking in Class" article and I would like to work on Oracy in my class as well by implementing discussion guidelines, specific ways of grouping students, discussion roles and building confidence.

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I want to start implementing student accountability within their current book clubs. I really liked the idea of allowing them to create their own book club identity. I think that will allow them to feel a sense of pride in their work, which will lend them to working stronger in their independent reading.

I would also like to implement having deeper conversations about the text. I think having those expectations put in place and using those deeper thinking questions during your read aloud, socratic seminar, etc. will help build on their understanding of what kinds of questions to have in their book clubs.

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Currently, I set the pace and expectations for my current book clubs. I would like to change them so that students are in charge of the expectations, pacing, and consequences. I also want to teach my students how to respectfully agree and disagree without getting hurt because that is a life skill that comes with practice and time. I want to try the strategy called parallel lines because it gets students talking to other students.

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I want to