Text Talk Article and Chapter 4 Critique

I enjoyed reading and got more information from chapter four. I have always enjoyed engaging students in read alouds and will continue to do these in my classrooms.  I have participated in shared readings, but have never "conducted" a shared reading.  I will also use this comprehension strategy in my classroom.  I enjoyed doing this strategy in class Tuesday.  Like I said in class, I comprehended and listened more closely BECAUSE I had the writing in front of me.  I was one of those students that did not read fast, but still had to reread certain subject content repeatedly to comprehend the information.  I know that is why I have never considered myself a "good reader".  I only started to like (now love!) reading a few years ago when I took a class at USM that focused on children's literature (it used to be a required class, but isn't offered anymore).  I fell in love with reading and with children's books because of that class.  I do NOT want my students to start to love reading when they get in college, so I will do what ever it takes to make them feel comfortable and confident about reading.  (Sorry about my soapbox moment...)

One part of the Text Talk components that I do not like (or particularly agree with) was the Pictures part; I do know that with a lot of books, I will have to read two pages and then show the pictures, but not showing the illustrations to the students until they answer questions does not seem logical.  I know it depends on the grade level, class size, and class personality...but it seems to me that students would pay less attention to the story.  Who knows, I could be misinterpreting the way to do it.

This article and chapter left me with many questions, but listed below are two:
1) How would you (or me) conduct a Text Talk with a class of 4th graders and keep them interested in the book?
2) I am STILL unsure of synthesizing...What exactly does that look like in a classroom?