Week 3: Comprehension Development
Synthesis:
Hinchman & Sheridan-Thomas
This
chapter emphasized the idea that students need to read a variety of texts for a
variety of purposes. Students need to have strategies and skills modeled for
them in order to be successful. Students at the high school level must read
multiple types of nonfiction texts. Language Arts teachers should not get rid
of literary texts but should spend a considerable amount of time helping
students to become familiar with nonfiction texts. Teachers must model their
thinking in order for students to understand how to handle complex texts.
Students must also be taught to engage in close reading and repeated reading in
order to get to the depth of complex texts. It would be preferable that students
could annotate the text, but this isn’t always doable. However, it helps
students to better understand their own thinking. Appropriate (not just recall)
text dependent questions are crucial for students to delve into the meaning of
texts. Students must learn strategies for dealing with complex texts; some of
the strategies include: self-questioning, summarizing, using inferences,
self-monitoring, connection strategies, and analysis strategies.
chapter emphasized the idea that students need to read a variety of texts for a
variety of purposes. Students need to have strategies and skills modeled for
them in order to be successful. Students at the high school level must read
multiple types of nonfiction texts. Language Arts teachers should not get rid
of literary texts but should spend a considerable amount of time helping
students to become familiar with nonfiction texts. Teachers must model their
thinking in order for students to understand how to handle complex texts.
Students must also be taught to engage in close reading and repeated reading in
order to get to the depth of complex texts. It would be preferable that students
could annotate the text, but this isn’t always doable. However, it helps
students to better understand their own thinking. Appropriate (not just recall)
text dependent questions are crucial for students to delve into the meaning of
texts. Students must learn strategies for dealing with complex texts; some of
the strategies include: self-questioning, summarizing, using inferences,
self-monitoring, connection strategies, and analysis strategies.
Fisher, Frey, Ross
This
text goes over the basics needed for comprehension and also discusses routines
to help make students better at comprehension. Three things contribute to
students’ ability to effectively comprehend a text: background knowledge,
purpose, and word knowledge. Students must also be aware of text structures and
text features in order to understand how to read the texts. In addition, two
routines were introduced: modeling and reciprocal teaching. Modeling has been
referred to in multiple texts, including Hinchman and Sheridan-Thomas.
Reciprocal-teaching involves four parts. Students gradually lead their own
discussions through this technique that builds comprehension skills.
text goes over the basics needed for comprehension and also discusses routines
to help make students better at comprehension. Three things contribute to
students’ ability to effectively comprehend a text: background knowledge,
purpose, and word knowledge. Students must also be aware of text structures and
text features in order to understand how to read the texts. In addition, two
routines were introduced: modeling and reciprocal teaching. Modeling has been
referred to in multiple texts, including Hinchman and Sheridan-Thomas.
Reciprocal-teaching involves four parts. Students gradually lead their own
discussions through this technique that builds comprehension skills.
Jetton and Shanahan
This
chapter is dense with information about instructional and reading strategies.
One in particular, CORI has had significant research done on it that proves its
effectiveness in science, but it has not had significant research done in other
areas. Students have trouble with texts in school subjects because the language
is so specific to the content. Words in real life often have different meanings
than the same words when used in subject area content. Also, information on the
internet makes the issue of comprehension even more complex. The internet
offers many more opportunities for students, but makes the issue of credibility
of texts more difficult to judge. Students use many of the same skills when
evaluating internet texts, but this issue of relating texts is often very
different. Text discussions have been shown to be crucial in student
understanding.
chapter is dense with information about instructional and reading strategies.
One in particular, CORI has had significant research done on it that proves its
effectiveness in science, but it has not had significant research done in other
areas. Students have trouble with texts in school subjects because the language
is so specific to the content. Words in real life often have different meanings
than the same words when used in subject area content. Also, information on the
internet makes the issue of comprehension even more complex. The internet
offers many more opportunities for students, but makes the issue of credibility
of texts more difficult to judge. Students use many of the same skills when
evaluating internet texts, but this issue of relating texts is often very
different. Text discussions have been shown to be crucial in student
understanding.
Response:
Text to Self: These chapters
are very relevant to me as a teacher at the secondary level. Teachers use texts
as a vehicle for learning, but sometimes do not realize that the texts
themselves need to be addressed in more detail. Through these readings, I
better understand what I need to do as a teacher, and what I can do to help
other teachers. I am excited to take these strategies to the classroom, and
hope my students find them both enjoyable and effective. Most districts have
begun to advocate more use of nonfiction texts and this will change some of the
approaches that are necessary to help all students succeed.
are very relevant to me as a teacher at the secondary level. Teachers use texts
as a vehicle for learning, but sometimes do not realize that the texts
themselves need to be addressed in more detail. Through these readings, I
better understand what I need to do as a teacher, and what I can do to help
other teachers. I am excited to take these strategies to the classroom, and
hope my students find them both enjoyable and effective. Most districts have
begun to advocate more use of nonfiction texts and this will change some of the
approaches that are necessary to help all students succeed.
Text to Text: The reading
doesn’t really connect to anything else I have read outside of this class. But
I see a strong connection between this and the Common Core standards and what
they are trying to accomplish. I think that cross-disciplinary learning and
more focus on nonfiction reading strategies, routines, and general
instructional strategies will lead to more research on this topic. In relation
to last week’s readings, the necessity for effective vocabulary instruction is
even more crucial when read in the context of how difficult comprehension of
different types of texts can be for students.
doesn’t really connect to anything else I have read outside of this class. But
I see a strong connection between this and the Common Core standards and what
they are trying to accomplish. I think that cross-disciplinary learning and
more focus on nonfiction reading strategies, routines, and general
instructional strategies will lead to more research on this topic. In relation
to last week’s readings, the necessity for effective vocabulary instruction is
even more crucial when read in the context of how difficult comprehension of
different types of texts can be for students.
Text to World: The world is
becoming more connected everyday through technology. With this comes the fact
that different texts are more accessible and necessary for gaining information.
Students have to be very versatile because the world is becoming more
versatile. However, at the same time the language used in everyday social life
is increasingly less complex than the language of texts related to different
disciplines and fields of study. Information is more accessible, but at the
same time students need more help comprehending what they have access to
because there is so much to learn. In addition, the world has so many more different genres and forms of texts and
people must have a decent understanding in order to comprehend them. People
must be able to adapt to an ever-changing world, and that means that basic
comprehension skills are absolutely essential.
becoming more connected everyday through technology. With this comes the fact
that different texts are more accessible and necessary for gaining information.
Students have to be very versatile because the world is becoming more
versatile. However, at the same time the language used in everyday social life
is increasingly less complex than the language of texts related to different
disciplines and fields of study. Information is more accessible, but at the
same time students need more help comprehending what they have access to
because there is so much to learn. In addition, the world has so many more different genres and forms of texts and
people must have a decent understanding in order to comprehend them. People
must be able to adapt to an ever-changing world, and that means that basic
comprehension skills are absolutely essential.
Questions:
1.
What types of instructional and reading strategies have you used in the
classroom? Has anyone used any of these from the readings? How explicit are you
about each of them? What are your experiences with modeling?
What types of instructional and reading strategies have you used in the
classroom? Has anyone used any of these from the readings? How explicit are you
about each of them? What are your experiences with modeling?
2.
How do we encourage students to find their “neuron” moment? What can we do to
instill a love of learning, but still make sure students are actually gaining
knowledge and skills?
How do we encourage students to find their “neuron” moment? What can we do to
instill a love of learning, but still make sure students are actually gaining
knowledge and skills?
In response to your first question, I try to hard to build vocabulary and background knowledge. This seems to go a long way with comprehension. I could do a lot better with modeling. I really like how a couple of the texts gave specific examples of modeling, and I think that if used often enough, modeling could be a very effective strategy. I tend to think that most kids will just know how to use a certain strategy, but they actually need to be able to watch an "expert" reader do it first.
ReplyDeleteI like your second question, too. It's something I think about every day, but I'm not sure if I've found the answer yet! I actually kind of like the Common Core State Standards because they give teachers some flexibility in how they can teach certain skills. I feel like I could actually do fun activities in my class and still be allowing my students to gain the skills they need. I also think that kids are pretty perceptive in that they can tell if you as a teacher love what you're teaching or not. If you genuinely love something, it will show through to your students, and they will learn to love it, too.
Hi Megan!
ReplyDeleteI think that modeling can be really helpful to students!! They can get a guide of how their brains should be working while they read. Looking back on my student teaching experience, I think I could've done a better job at this. We can model stopping to ask questions about the characters and what the author was thinking. We can also ask why an event happened and what will happen next. I also think we need to model how we figure out words we don't know while reading the text. I think most students will just tend to skip over a word they don't know and not even try to work it out.
I think your second question is one that every teacher has. We want to be the best teachers we can be! We want to be fun and likable while planning engaging and motivating lessons that correspond with the content and what the students need to know! Testing and standards can be daunting, but teaching for the test is not how we need to be. Teaching memorable and relatable lessons is important for students to truly learn the material!