This is the template for the Dialogue Booklet that Bob Probst created. Use it to help guide kids in conversations about a text.

1. Dialogue with a Text
Dialogue with a Text
Bob Probst
Bob Probst
PLEASE DON’T GLANCE
THROUGH THE BOOKLET
BEFORE WE BEGIN.
PLEASE DON’T GLANCE
THROUGH THE BOOKLET
BEFORE WE BEGIN.
Dialogue with a Text
Dialogue with a Text
Bob Probst
Bob Probst
PLEASE DON’T GLANCE
THROUGH THE BOOKLET
BEFORE WE BEGIN.
PLEASE DON’T GLANCE
THROUGH THE BOOKLET
BEFORE WE BEGIN.

2. 1
1
Please read the text, and take a moment or
two to reflect on it. Then turn to the next
page and begin. Take a few minutes with
each question.
Please read the text, and take a moment or
two to reflect on it. Then turn to the next
page and begin. Take a few minutes with
each question.
Please reflect on each question for a
moment or two, perhaps jotting down brief
notes, before discussing it. Some may be
more interesting than others for you, and
you may wish to give those more time.
Please don't glance ahead in the booklet.
Please reflect on each question for a
moment or two, perhaps jotting down brief
notes, before discussing it. Some may be
more interesting than others for you, and
you may wish to give those more time.
Please don't glance ahead in the booklet.
1
1
Please read the text, and take a moment or
two to reflect on it. Then turn to the next
page and begin. Take a few minutes with
each question.
Please read the text, and take a moment or
two to reflect on it. Then turn to the next
page and begin. Take a few minutes with
each question.
Please reflect on each question for a
moment or two, perhaps jotting down brief
notes, before discussing it. Some may be
more interesting than others for you, and
you may wish to give those more time.
Please don't glance ahead in the booklet.
Please reflect on each question for a
moment or two, perhaps jotting down brief
notes, before discussing it. Some may be
more interesting than others for you, and
you may wish to give those more time.
Please don't glance ahead in the booklet.

3. 2
What was your first reaction or response to
the text? What thoughts did you have as
you read? Describe or explain briefly.
2
What was your first reaction or response to
the text? What thoughts did you have as
you read? Describe or explain briefly.
2
What was your first reaction or response to
the text? What thoughts did you have as
you read? Describe or explain briefly.
2
What was your first reaction or response to
the text? What thoughts did you have as
you read? Describe or explain briefly.

4. 3
What did you see happening in the text?
Paraphrase it--retell the event briefly.
When you discuss, see if there are
differences in the paraphrasing.
3
What did you see happening in the text?
Paraphrase it--retell the event briefly.
When you discuss, see if there are
differences in the paraphrasing.
3
What did you see happening in the text?
Paraphrase it--retell the event briefly.
When you discuss, see if there are
differences in the paraphrasing.
3
What did you see happening in the text?
Paraphrase it--retell the event briefly.
When you discuss, see if there are
differences in the paraphrasing.

5. 4
4
What is the most important word or phrase
in the text?
What is the most important word or phrase
in the text?
4
4
What is the most important word or phrase
in the text?
What is the most important word or phrase
in the text?

6. 5
Did the text call to mind any memory--of
events, people, places, sights, smells, or
even of something more ambiguous,
perhaps feelings or attitudes? If so, what
was it, and why do you think it came to
mind?
5
Did the text call to mind any memory--of
events, people, places, sights, smells, or
even of something more ambiguous,
perhaps feelings or attitudes? If so, what
was it, and why do you think it came to
mind?
5
Did the text call to mind any memory--of
events, people, places, sights, smells, or
even of something more ambiguous,
perhaps feelings or attitudes? If so, what
was it, and why do you think it came to
mind?
5
Did the text call to mind any memory--of
events, people, places, sights, smells, or
even of something more ambiguous,
perhaps feelings or attitudes? If so, what
was it, and why do you think it came to
mind?

7. 6
6
What do you think the author wanted you
to think about as you read this text? Is the
author trying to persuade you to feel, think,
or do something after reading this?
What do you think the author wanted you
to think about as you read this text? Is the
author trying to persuade you to feel, think,
or do something after reading this?
6
6
What do you think the author wanted you
to think about as you read this text? Is the
author trying to persuade you to feel, think,
or do something after reading this?
What do you think the author wanted you
to think about as you read this text? Is the
author trying to persuade you to feel, think,
or do something after reading this?

8. 7
How did your understanding of the text
differ from those of your discussion
partners? In what ways were they similar?
7
How did your understanding of the text
differ from those of your discussion
partners? In what ways were they similar?
7
How did your understanding of the text
differ from those of your discussion
partners? In what ways were they similar?
7
How did your understanding of the text
differ from those of your discussion
partners? In what ways were they similar?

9. 8
8
What implications do you see in this
passage for your own work (or life)? If you
were to do something, take some action,
when you’ve finished reading the passage,
what would that be?
What implications do you see in this
passage for your own work (or life)? If you
were to do something, take some action,
when you’ve finished reading the passage,
what would that be?
8
8
What implications do you see in this
passage for your own work (or life)? If you
were to do something, take some action,
when you’ve finished reading the passage,
what would that be?
What implications do you see in this
passage for your own work (or life)? If you
were to do something, take some action,
when you’ve finished reading the passage,
what would that be?

10. 9
Look back through the booklet. Which
question -- and the conversation you then
had -- most helped you understand the text
and your reading of it? Why?
9
Look back through the booklet. Which
question -- and the conversation you then
had -- most helped you understand the text
and your reading of it? Why?
9
Look back through the booklet. Which
question -- and the conversation you then
had -- most helped you understand the text
and your reading of it? Why?
9
Look back through the booklet. Which
question -- and the conversation you then
had -- most helped you understand the text
and your reading of it? Why?

11. 10
10
As you talked, did you learn anything
about the people with whom you discussed
this text?
As you talked, did you learn anything
about the people with whom you discussed
this text?
10
10
As you talked, did you learn anything
about the people with whom you discussed
this text?
As you talked, did you learn anything
about the people with whom you discussed
this text?

12. 11
If you were to be asked to write about your
reading of this text, upon what would you
focus? Would you write about some
association or memory, some aspect of the
text itself, about the author, or about some
other matter?
11
If you were to be asked to write about your
reading of this text, upon what would you
focus? Would you write about some
association or memory, some aspect of the
text itself, about the author, or about some
other matter?
11
If you were to be asked to write about your
reading of this text, upon what would you
focus? Would you write about some
association or memory, some aspect of the
text itself, about the author, or about some
other matter?
11
If you were to be asked to write about your
reading of this text, upon what would you
focus? Would you write about some
association or memory, some aspect of the
text itself, about the author, or about some
other matter?

13. Photocopying Instructions:
We need booklets prepared from these
masters. Each sheet has four copies of the
same small page.
Please make
photocopies in the
amount of roughly
1/4 the number of
participants (25
copies if we have 100
teachers). The copies
can then be stapled and cut, each yielding 4
small booklets 5.5" x 4.25".
We’ll use _________________ for this activity.
rep