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.
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 using interaction skills
- 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
- ACELT1589
Compare opinions about characters, events and settings in and between textsElaborationsdiscussing each othersâ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own (Skills: Litera...
- ACELT1591
Discuss the characters and settings of different texts and explore how language is used to present these features in different waysElaborationsdescribing features of text settings including time, colours used to portray year, season, and place (count...
- ACELY1699
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to studentsâ own experiences and present and justify a point of viewElaborationsasking specific questions to clarify a speakerâs meaning, mak...
- ACELT1596
Draw connections between personal experiences and the worlds of texts, and share responses with othersElaborationsdiscussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas ...
- ACELA1501
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationshipsElaborationsidentifying ways in which cultures differ in making and responding to common reques...
- ACELY1676
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situationsElaborationsparticipating in collaborative discussions, building on and connecting ideas and opinions expressed by other...
- 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 contextElaborationsexploring how terms of address are used to signal ...
- ACELT1603
Discuss literary experiences with others, sharing responses and expressing a point of viewElaborationssharing and discussing studentsâ own and othersâ understanding of the effects of particular literary techniques on their appreciation of t...
- ACELT1605
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readersâ interest by using various techniques, for example character development and plot tensionElaborationsexamining the authorâs description of a c...
- 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 volumeElaborationsparticipating in pair, group and clas...
- ACELY1796
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposesElaborationsparticipating in pair, group, class and school speaking...
- ACELY1688
Use interaction skills such as acknowledging anotherâs point of view and linking studentsâ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coher...
- ACELT1598
Develop criteria for establishing personal preferences for literatureElaborationsbuilding a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteri...
- ACELT1590
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferencesElaborationsdescribing features of texts from different cultures including recurring language patterns, style of illustrations, elements of...
- ACELY1677
Plan and deliver short presentations, providing some key details in logical sequenceElaborationsdrawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas a...
- ACELY1667
Rehearse and deliver short presentations on familiar and new topicsElaborationsadjusting presentation for different audiences (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)preparing and giving oral presentations, i...
- ACELY1700
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elementsElaborationsplanning a report on a topic, sequencing ideas logically and providing supporting detail, incl...
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