WEBVTT

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[Music] Welcome to Buddy Talk.

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My name is Julie Dawson.

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I teach third grade

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at Stevenson Elementary School

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in Bloomington, Illinois.

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Buddy Talk is an activity we do

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after we have worked through a story.

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It really helps me understand

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if they have gotten some deeper

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understanding of that particular story

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or what the message of that author was.

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The children question one another

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about different aspects of the story.

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The question stems

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that I provide are open-ended questions

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and they hit all the different levels

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of Bloom's Taxonomy.

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Today, the children were going

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to be doing Buddy Talk using the story

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"Grandma's Records."

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To begin, we went over our target

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for the day, which was

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that they were going to be able

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to listen to a story and then discuss

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that story with the partner

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and then be able

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to make a personal connection

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to their life.

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And after the story was finished,

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we reviewed our rules of PBIS,

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which is Positive Behavior

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Intervention Support.

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Those rules are to be safe,

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be respectful, and be responsible.

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And we talk about you have

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to work cooperatively with your partner,

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be a good listener,

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taking turns talking,

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ask questions if you don't understand

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what the person is saying,

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be kind and friendly,

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speak softly so that they can talk

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to one another

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and the other people can talk

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to each other.

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So they show me that properly

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and then they get

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to show me the inappropriate way

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to do that, and that's always them

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turned around looking at somebody else.

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Someone of course has to shout out loud

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so that they know

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that that's not appropriate,

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but then they get back

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into the right mode.

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So we know that those are the rules,

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but it's important to review these rules

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because that way the students know

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exactly what they are supposed

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to be doing when they are doing their

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Buddy Talk.

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Now that we have worked with this book

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for quite a while,

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my focus was to have the children answer

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higher-level questions.

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I use the question stem of each one

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of the Bloom's to help the students get

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into deeper thinking,

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and for their knowledge question,

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for example, I said

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to brainstorm different types of music.

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I tell them the question,

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and then they talk about that question

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to one another.

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And sometimes,

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they are using a whiteboard

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and they both have markers

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and they are writing their responses

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on the whiteboard.

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Sometimes they are using these little

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cubes and they take turns talking

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and every time they say something,

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they put the cube

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in so they are sharing their time

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of talking.

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I also asked a comprehension question:

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Describe how grandma

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and the boy were alike

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and then describe how they

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were different.

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For example, an application question

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would be: Predict what would happen

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if the boy goes

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to basketball camp instead of going

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to his grandmother's for the summer.

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An analysis question would be:

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What does the author believe

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about music.

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A synthesis question that was asked:

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Discuss the pros and cons

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of listening to music.

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And many interesting comments came

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out of that.

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They thought it was bad because of some

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of the language and some

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of the songs are violent,

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but it was also good

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because it could calm you down.

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So they kind of got a good understanding

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about how the music was affecting them

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and that's exactly a point made

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in the story, too.

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After they have finished a question,

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there is a bell that rings

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and everyone is quiet,

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and then everyone has an opportunity

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to share their thoughts and ideas

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with the rest of the class.

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Not everyone gets to share,

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but some of them will raise their hand

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and some of them will agree with some

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that have already been mentioned,

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so it's kind of a nice opportunity

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for everyone to get involved.

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I believe that the reason

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that we can do this today is

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because of lots and lots of modeling.

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It didn't happen right away;

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it took a lot of time.

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Talking about text can help students

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in many ways.

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I believe the students become more

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confident and they are able

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to identify story elements a little

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bit better.

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They become able to compare

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and contrast even though they don't know

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they are doing that sometimes.

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They can start asking higher-level

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questions on their own

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without the prompt.

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I feel that the students get a deeper

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understanding of what they are reading,

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and I think not only are they

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understanding what they are reading,

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but they are getting knowledge

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about the whole world around them.

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[Music] To learn more

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about engaging students with text,

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please explore the additional resources

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on the Doing What Works website.