Facilitator Notes
Possible Responses to Questions
Please note that the questions and responses given are suggestions only. Your insights and those of your teachers will shape the most meaningful discussions.
Mini-Lesson:
How does the mini-lesson set the students up to be successful in doing the Book Frenzy?
- The teacher sets up some anticipation by telling the children they will get to do something new and fun today to choose books.
- She models previewing a nonfiction book so the children know exactly what to do.
- She explains each step in the procedure.
- She anticipates possible obstacles, such as a child not liking the book that he/she gets.
- She emphasizes behaviors that will show respect and courtesy to peers (e.g., where you look and act when your partner is sharing, making sure everyone has a partner).
Guided Practice 1:
How do you think the students are responding to the Book Frenzy?
Teachers might note that the students generally follow the directions without difficulty, and appear interested in the books as they preview them and as they share.
Guided Practice 2:
Why do you think a Book Frenzy is particularly well suited to introducing nonfiction books?
- Children can get a good sense of the book through looking at the text features, without reading a lot.
- Children practice using text features for an authentic purpose.
- The book does not need to be as precisely matched to the child’s current level as with fiction, so most of the books passed around the circle will be appropriate options for each child.
What adjustments does the teacher make to smooth out the process?
She recognizes that some children are passing the books too quickly and creating bottlenecks, so she initiates a new plan to say “Pass” each time they should pass a book. Refinements are usually necessary when introducing a new procedure, and the teacher remains calm and nonjudgmental as she adjusts.
Sharing and Choosing Books:
Do you think a Book Frenzy is an effective way to introduce new books? Why or why not?
Teachers might discuss the high interest in the game-like quality of the activity (several students remark “this is fun!”), the opportunity to see many new books in a short period of time, the peer interaction that also peeks interest, the benefits of the physical movement involved.
Are there other adaptations or adjustments you would make in using a Book Frenzy with your students?
- Teachers might consider using an Inside-Outside Circle structure instead of one circle for the Book Frenzy. Children on the inside circle pass books to each other, and children on the outside circle pass their books. Then they turn and face each other to share, with a child from the inside circle partnering with one on the outside circle. This allows the activity to take place in a smaller space. Partners can also be shifted one person before each round, allowing for different partners in different rounds.
- Instead of having every child choose a book at the end, you might let one or two children pick, and put the remaining books in a special basket or bucket where children can go to choose them at regular book selection times.