Becoming a Teacher Researcher in Literacy Teaching and Learning by Pappas Christine C.;Tucker-Raymond Eli;Raymond-Tucker Eli;

Author:Pappas, Christine C.;Tucker-Raymond, Eli;Raymond-Tucker, Eli;
Language: eng
Format: epub
Tags: ebook
Publisher: Taylor & Francis Group
Published: 2011-08-29T00:00:00+00:00

Smoothing Out Discussions

To solve the participation problem I was seeing in the small-group discussions, I modeled a small-group discussion following a read-aloud of chapter 2 in Becoming Naomi Leon (2004) by Pam Muñoz Ryan. I had students volunteer to be part of a small-group discussion with me while the rest of the class observed. In this fishbowl-fashioned discussion, I chose two students who were often confident leaders in literature discussions and one student who was often quiet. While the three students and I discussed our responses to the chapter, I tried my best to act like a student, and not the teacher leading a discussion. Meanwhile, I modeled how a student could be a leader in a discussion by involving other students. For example, I tried to get the shyer student involved in the conversation by asking him questions such as “What do you think?” and “How would this make you feel?” In addition to modeling a discussion, I told students to be sure to include all of their fellow group members.

The fishbowl discussion also modeled various ways students could respond to the read-aloud literature. In this chapter of Becoming Naomi Leon, Naomi tells about how she hates her last name, Outlaw, because other kids make fun of it. In our fishbowl discussion, we discussed connections about how we have each been made fun of for our names. Students and I also analyzed characters and shared questions that we hoped to be answered as we read on.

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