Grand Conversations
Definition and Purpose
Grand conversations are discussions about stories in which children are able to explore the big ideas. Grand conversations also allow for children to deepen their comprehension as well as reflect on their feelings about particular stories. These conversations are child-centered as children do most of the talking as they voice their opinions about the story they have read. Children talk about what confused them about the story, what interested them and make connections to the story.
Grand conversations have two parts. The first part is open-ended. In this part children talk about their reactions towards the book. Teachers will use these comments to ask questions and provide further information. Later, teachers focus children’s attention on one or two topics that they may have not discussed in the first part of the conversation.
Grand conversations can occur in small groups or as a whole class. The benefit of whole class conversations is that it creates a community, however when students meet in small groups there are more opportunities for children to talk and share their ideas.
Steps
1. Children either read a story or they listen to the teacher read it aloud.
2. Children reflect on the story by drawing pictures or writing in reading logs. This step is important for preparation so that when the conversation occurs children are more likely to have ideas that they can share with their classmates.
3. Teachers will have the children form a circle for the grand conversation so that everyone can see each other. Teachers initiate the conversation by asking, “Who would like to share what they are thinking about?” One child will make a comment and then classmates take turns talking about the idea that was introduced by the first child.
4. Continue the conversation as children introduce new ideas and ask questions about the story. To ensure that everyone participates the teacher can ask that no one make more than three comments until everyone has spoken at least twice.
5. Teachers will ask questions to direct children to aspects of the story that they have missed, or they might focus on an element of story structure or they may ask children to compare the book to others.
6. After all ideas have been explored the teacher can end the conversation by summarizing and drawing conclusions about the story.
Application and Examples
The teacher Miss Lee reads aloud The Stray Dog (Simont, 2001), the story of a homeless dog that’s taken in by a loving family. She uses the interactive read-aloud procedure to involve the children in the book as she reads, and afterward they talk about the book in a grand conversation. The students are asked to share their connections to the story, which she records on a chart divided into three sections.
Grand conversations are discussions about stories in which children are able to explore the big ideas. Grand conversations also allow for children to deepen their comprehension as well as reflect on their feelings about particular stories. These conversations are child-centered as children do most of the talking as they voice their opinions about the story they have read. Children talk about what confused them about the story, what interested them and make connections to the story.
Grand conversations have two parts. The first part is open-ended. In this part children talk about their reactions towards the book. Teachers will use these comments to ask questions and provide further information. Later, teachers focus children’s attention on one or two topics that they may have not discussed in the first part of the conversation.
Grand conversations can occur in small groups or as a whole class. The benefit of whole class conversations is that it creates a community, however when students meet in small groups there are more opportunities for children to talk and share their ideas.
Steps
1. Children either read a story or they listen to the teacher read it aloud.
2. Children reflect on the story by drawing pictures or writing in reading logs. This step is important for preparation so that when the conversation occurs children are more likely to have ideas that they can share with their classmates.
3. Teachers will have the children form a circle for the grand conversation so that everyone can see each other. Teachers initiate the conversation by asking, “Who would like to share what they are thinking about?” One child will make a comment and then classmates take turns talking about the idea that was introduced by the first child.
4. Continue the conversation as children introduce new ideas and ask questions about the story. To ensure that everyone participates the teacher can ask that no one make more than three comments until everyone has spoken at least twice.
5. Teachers will ask questions to direct children to aspects of the story that they have missed, or they might focus on an element of story structure or they may ask children to compare the book to others.
6. After all ideas have been explored the teacher can end the conversation by summarizing and drawing conclusions about the story.
Application and Examples
The teacher Miss Lee reads aloud The Stray Dog (Simont, 2001), the story of a homeless dog that’s taken in by a loving family. She uses the interactive read-aloud procedure to involve the children in the book as she reads, and afterward they talk about the book in a grand conversation. The students are asked to share their connections to the story, which she records on a chart divided into three sections.