Text Talk Article by Beck and McKeown (2001) January 25, 2010

Key points from the “Text Talk” article that I thought were important and interesting:

In the article “Text Talk” many significant ideas are mentioned and prove why implementing “Text Talk” in the classroom is a must. The writers constantly mention how young readers should be exposed to decontextualized language. Through this our students should learn how to make sense of not just the text before them but ideas beyond and ideas and messages the story is also trying to tell. I agree with how the article also discussed how “text talk” can help with scaffolding the minds of early readers and help with their vocabulary growth. As mentioned in earlier readings, reading outloud is very important for developing young readers’ vocabulary. Reading outloud though can be overshadowed when tools such as “text talk” aren’t applied. I never realized too, the different things that do happen and that can get in the way of students comprehending the text. These things include the children using basic background knowledge or instincts; going mostly off of what the picture implies; and pure guessing, not getting the important details in which the story is providing.

Summarize the key steps in a “Text Talk” lesson:

First prior to the lesson, the selection of texts is very important. Good stories to use have concrete events occuring and information in which the students can build off of in addition to important vocabulary as well.

Next, once the “Text Talk” lesson has begun initial questions should be asked. During this time students should take the cover and characters involved into consideration and any initial thoughts, ideas, and information they may think will be relevant. Also I believe getting the students interested immediantely to be very important and this can be accomplished by getting them to ask intriguing questions and to already be thinking outside of the box

Once getting the students involved with the story and exposed to the text and information pictures can be shown to help familiarize what the story is discussing. Also comments and questions can help pause all of the new information from the story and give the students time to comprehend and “digest” what is really happening.

Finally having background knowledge applied, yet in small doses, and only at the appropriate times, is important. As long as the students don’t get off task with thinking of background information and/or only go off of that information while not taking the new story into consideration then they are using this resource properly. Also lastly, vocabulary should be applied once the story has been read and discussed. While going back to see how this unknown word was used and then to think of other ways to use it will help the students remember the word better. This will also help his or her vocabulary grow while also giving a new understanding of this vocabulary.All of these tactics will  help the story make better sense for the new reader.

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