Say Something

Beers has excellent examples of strategies during all points of reading. "Say Something," a during-reading activity, really stuck out to me. "The purpose of Say Something is to help students comprehend what they are reading as they predict, question, clarify, connect, or comment" (Beers, 2003, p. 106). This strategy is most relevant for Dependent Readers. I also believe this strategy is useful because all of the things that students are guided to "say," are all characteristics of a "good reader." I believe that once students have familiarized themselves with this strategy, they will become comfortable making this a natural occurrence.  Because Beers pushes explicit instruction, the teacher will also be able to inform students that this strategy can be used in all content areas.

I think "Say Something" is a strategy I will definitely use in my future classroom. With the introduction, modeling, practice, and independent/partner work for all strategies, students will have the tools to complete this activity successfully. I also think who the students are partnered with is an important task of the teacher. Beers tries "to let friends work together" (Beers, 2003, p. 109) but she reminds the students "that this is work time, not visit time" (Beers, 2003,  p. 109). I think different types of grouping would be best and I would rotate grouping decisions for each activity. Sometimes the students can pick and sometimes I will choose homogeneous or heterogeneous groups based on the students, text, and assignment.

I like to imagine myself as a student participating in these strategies I might like my students to. This is certainly a strategy I would like to do. I think it is interesting and powerful to work with peers and discuss unique insights on text. I believe this activity will help students think outside of their normal ranges and learn many things from their partners.