II. Transcript with commentary

Talk
Commentary
[After reading 2 Biscuit books}
T: Which one did you like better?
S: I can’t decide, they’re both awesome!
T: Both awesome?! If you had to read one again, which one would you pick?
S: I can’t pick!
T; Would you read both of them again?
S; Let me check …. yes, for one dollar.
T: A dollar? Why would you need a dollar?
S: Cookie, to buy at lunch

I utilized Jericho’s enthusiasm of this series to push him into higher types of thinking (‘Analysis’ from Bloom’s Taxonomy) –
Specifically, by asking him to compare the two books we had just read. However, when this conversation was not successful and got off topic, I quickly changed the conversation to stay on topic. T: So, what was Biscuit Loves the Library about?
S: Books!
T: Pretend I didn’t read it with you, and you have to tell me what it’s about.
S: [Gets book to flip through pictures] First, they were going to the library. They open the door and go inside, then they’re going to pick out a …show more content…
Jericho greatly enjoys reading and engaging with texts, but he rarely initiates a thoughtful reflection, and instead wants to move onto the next book. The transcript part of our conversation helps show how we’ve been able to push Jericho to think more deeply about books, and I’ve been occasionally surprised with his ability to think about books. For example, although he didn’t give an answer, Jericho was thinking about information across books. He also worked towards synthesizing information into a single idea. Further, he used pictures to not just to construct meaning, but to make inferences about books. I’ve come to believe that Jericho views books as very shallow (i.e. something with a story), instead of something we can engage with on a variety of levels. By repeatedly prompting Jericho towards higher levels of thinking, I’m hoping Jericho will slowly adapt this process on his