Teaching Resource
Talking About Books Prompts
A prompt for students to use when orally discussing books.
Nurture a love of reading and expose your students to new books through book chats.
Encourage your students to use this checklist as a prompt when talking about books they’ve read. Use the prompts for either formal or informal chats about books. The teaching resource includes prompts for both fiction and non-fiction books.
These prompts are perfect to use in conjunction with other resources related to fostering a love of reading such as the Reading Preferences Survey or our Book Wish List.
For more ideas on reading engagement, visit our blog.
Use the drop-down menu to select the following download options:
How do I print this teaching resource?"I love teach starter and am so thankful to have found such a great resource collection. The fee is only a few hours pay and I saved myself that much work within the first 15 minutes!" ~ Nanci, a happy Teach Starter member.
Want to see why hundreds of thousands of teachers love Teach Starter? Download a FREE 200+ page pack of premium Teach Starter teaching resources.
NSW Curriculum alignment
- EN1-1A
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
- EN1-2A
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
- EN1-6B
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
- EN1-10C
Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
- EN1-11D
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
- EN2-1A
Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
- EN2-11D
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
- EN2-12E
Recognises and uses an increasing range of strategies to reflect on their own and others’ learning
- EN3-1A
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
- EN3-8D
Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Victorian Curriculum alignment
- VCELT251
Draw connections between personal experiences and the worlds of texts, and share responses with others
- VCELT306
Discuss literary experiences with others, sharing responses and expressing a point of view
- VCELY337
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience...
- VCELA235
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
- VCELT242
Compare opinions about characters, events and settings in and between texts
- VCELY245
Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and pace appropriately, and using supportive props
- VCELT252
Develop criteria for establishing personal preferences for literature
- VCELY276
Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume
- VCELA334
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships
- VCELY338
Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
- VCELT241
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
- VCELT284
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques
Australian Curriculum alignment
- ACELA1461
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
- ACELT1589
Compare opinions about characters, events and settings in and between texts
- ACELT1591
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
- ACELT1596
Draw connections between personal experiences and the worlds of texts, and share responses with others
- ACELY1676
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
- ACELT1603
Discuss literary experiences with others, sharing responses and expressing a point of view
- ACELT1605
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers?? interest by using various techniques, for example character development and plot tension
- ACELA1501
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships
- ACELY1699
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students?? own experiences and present and justify a point of view
- ACELT1590
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
- ACELT1598
Develop criteria for establishing personal preferences for literature
- ACELY1792
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volum...
- ACELY1688
Use interaction skills such as acknowledging another??s point of view and linking students?? response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, p...
- ACELY1796
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
- ACELY1667
Rehearse and deliver short presentations on familiar and new topics
- ACELY1677
Plan and deliver short presentations, providing some key details in logical sequence
- ACELY1700
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
Comments & Reviews
Write a review to help other teachers and parents like yourself. If you would like to request a change (Changes & Updates) to this resource, or report an error, simply select the corresponding tab above.
Request a change
Would you like something changed or customized on this resource? While our team makes every effort to complete change requests, we can't guarantee that every change will be completed.
You must be logged in to request a change. Sign up now!
Report an Error
You must be logged in to report an error. Sign up now!
Help
Are you having trouble downloading or viewing this resource? Please try the following steps:
- Check that you are logged in to your account
- Check that you have a paid subscription
- Check that you have installed Adobe Reader (download here)
If you are still having difficulty, please visit the Teach Starter Help Desk or contact us.
Contact us
Log in or sign up to join the conversation.