In Kylene Beers' book, "When Kids Can't Read: What Teachers Can Do," the fifth chapter is all dedicated to helping students with the process of making inferences. Making inferences is something that many teachers struggle with teaching because it is a process that most of us have developed subconsciously. Our early exposure to literacy caused us to develop skills that are now automatic so long ago that we forget there was ever a time when they did not exist.
Since students who struggle with reading are often spending so much cognitive energy decoding, expending cognitive energy even looking for opportunities to make inferences id not ingrained. We must therefore train our students to seek out opportunities for inferencing in written text. The figures on pages 63 through 65 are hugely helpful in this area. I especially like figure 5.3, which has been labeled very concisely, Comments teachers can make to help students make certain types of inferences. This is an invaluable list for teachers, but I believe can also be a helpful tool for students. By giving students this list, either on a bookmark, on a handout or displayed on the wall, students are getting explicit hints about how to analyze a text for subtextual meaning. This list will be incredibly helpful for students who do not have competence with this practice.
However, just as important as competence with a burgeoning skill is confidence with that skill. This may actually be easier than you think. Students who struggle to make inferences in written text are often masters at making inferences in other situations, whether that be in a movie, picture, or even in real life. Making inferences about the antecedent for a pronoun, for example, is a skill students practice effectively every time they have a conversation. Understanding characters relationships to one another is a basic social skill that students practice every day. Helping students to realize that the inferential skills are skills many of them already have mastered in other contexts can be a huge step forward in making inferences in texts.
There are several ways we can do this. In Cris Tovani's book, "Do I Really Have To Teach Reading," she details an account of using a photograph to make inferences. In addition, I have often used short film clips to generate inferences. Pixar short films are great for this. They are high-engagement, require no background knowledge, and are over in 3-5 minutes, eliminating the problem of students whining, "Can we just finish the movie?" Transcribing actual conversations by actual students in the classroom to then draw inferences from can also be hugely engaging, as would filming short sequences of student interactions, whether play-acted or genuine. All of these are viable options to generate an attitude of fun and engagement surrounding a skill that students often find challenging, while also cultivating their own expertise to build confidence in a fundamental literary skill.
Thursday, August 2, 2012
Wednesday, August 1, 2012
Logographic Cues: Helping Comprehension Without Hindering Fluency
I think kids are good at creating remembering shorthand,
especially in today’s digital world.
For instance, “TTYL” when typing it to a friend means “Talk to you
later” and “YOLO” even when spoken aloud means “you only live once.” I’m surprised, then, that that upon
first reading about logographic cues in Kylene Beer’s When Kids Can’t Read, I was skeptical that they would be effective.
A logographic cue is a “visual symbol” – created by students
– that they are able to “insert into texts as they read to become ‘signposts’
that show them the direction the text is taking” (Beers 129). I was doubtful that they would work as
well as sticky notes in keeping a student engaged in a text. Would students think that memorizing a
visual system is an annoyance?
Would students remember the cues they created? It was actually during my reading of my book club text, What Video Games Have To Teach Us About
Learning and Literacy by James Paul Gee that I began to realize just how
visual kids are. Kids love video
games – and video games are made up of many visual cues (amongst other things)
that help kids to navigate through various world and levels. It certainly seems plausible that using
visual cues could be effectively transferred to aiding in unlocking the meaning
of a text.
It took me longer to grasp why logographic cues might
sometimes preferred over sticky notes or double entry diaries and other
during-reading comprehension strategies.
The realization came while reading about fluency. Fluency is “the ability to read
smoothly and easily at a good pace with good phrasing and expression” (Beers
205). How could kids work on
reading smoothly, and at a good pace, if I as their teacher was constantly
asking them to stop and record a question, personal connection, or prediction
in the middle of their reading?
While I still would argue that this is quite valuable – I think it’s
equally important to give students a strategy to maintain comprehension while
working on fluency. The
logographic cues seems like the perfect strategy since it only requires the
student to make a quick note in the margins of the text – a question mark for
example – to allow them to remember to go back to that particular section. “Logographic cues are designed to offer
readers a high-utility message in a minimum amount of space” (Beers 129). While I agree, I would also say it
delivers this message in a minimum amount of time -- making it a perfect way to
advance during-reading comprehension without hindering fluency.
Works Cited
Beers, Kylene. When Kids Can't Read, What Teachers Can Do: A Guide for Teachers, 6-12. Portsmouth: Heinemann, 2003.
Print.
Vocabulary Trees: Making Vocabulary Visible and Holding Kids Accountable
I considered myself a decent reader in high school. I read fluently for the most part, but
I struggled with pronouncing new words and figuring out their meaning. It was not until I was a freshman at college
and signing up for a required language class (I chose Beginning Latin) that I
realized the importance of roots in deducing the meaning of a word. Suddenly I saw how the word “magnus” –
meaning “large, great” in Latin – could help unlock the meaning of English words
such as magnificent.
I like the approach of vocabulary trees in teaching students
about roots and how they play a role in “how words work” (Beers 188). I think that the vocabulary trees are
effective because (1) The trees allow students to take charge of their own
vocabulary (2) The trees provide a visual representation.
I think it can be hard to make vocabulary exciting. Perhaps this uncertainty on how to
engage students in building their vocabulary leads many a teacher to resort to
the standard Friday vocabulary tests.
Kylene Beers argues that a good panacea to this dilemma is the
vocabulary tree. After the teacher
provides a root word for a student to write in the trunk of the tree, the
students then choose other words that share this same root to create branches
of the tree. The way in which
students define these branch words adds yet another layer of accountability to
the tree. “Students define the
word and copy a sentence that uses it.
This could be a sentence they heard, one they read, or one they said
themselves” (Beers 189). This method
keeps students on alert – making them identify throughout the week other words sharing
the root word of their vocabulary tree from a variety of different sources. The process also links a student’s
vocabulary with the real word and shows him how words are used in context.
As the tree grows it provides a real visual representation
of how many words are interconnected.
“It’s a nice way of making this concept very concrete to students who
often need those tangible connections” (Beers 190). More than making visual the concept being taught, it also
makes visual the progress a student makes. As students add more words, it becomes a visual trophy of
sorts. The bigger the tree gets
the more words a student knows. The
vocabulary tree becomes a reminder of how much a student has accomplished –
helping him to learn and feel good about himself in the process.
Works Cited
Beers, Kylene. When Kids Can't Read, What Teachers Can Do: A Guide for Teachers, 6-12. Portsmouth: Heinemann, 2003.
Print.
Most Important Word
The strategy I claimed in class today is Most Important Word from Chapter 8: "Extending Meaning: After-Reading Strategies."Most Important Word involves having students choose what they believe is the most important word from a piece of text. After choosing the word, students need to defend their choice in a class debate. This strategy can be left fairly unstructured for independent readers who are able to decipher the main idea of a text and cite supporting evidence. For dependent or struggling readers, Beers provides a Most Important Word worksheet as these students may need a more structured approach to unpacking the text and developing an argument. A student example of the worksheet is found on page 174 and the blank worksheet can be found in Appendix F. Beers (2003) explains the literary elements that are explored on the worksheet: "With this form, students consider how the word affects the characters, conflict, plot, and setting. From that, they use this word to help them formulate a theme statement." (p.175)
I chose this strategy because I think it could be very useful in a poetry lesson. Teaching poetry is still something that slightly intimidates me, so I'm always looking for useful classroom strategies. Diction is important in any text, but is especially crucial in analyzing poetry. Most Important Word could be an excellent strategy to teach students about the usefulness of considering diction to understand a poem. Students would choose a word form the poem and then explain how this one word impacts the characters, setting, plot, conflict, and theme of the poem. It would be important to explain to students that there is not one correct answer for this exercise. They should simply choose the word that they believe best illuminates the meaning of the poem and then defend their choice considering the elements listed on the worksheet.
Finally, I wanted to share a way that I thought of to take this strategy one step further. Class debates are an excellent activity to scaffold argument writing and to practice persuasive discourse. Many students, however, need a lesson on persuasive language before they can successfully partake in a debate or write a persuasive essay. I'm thinking specifically about ELLs. As I've mentioned in class, I am especially interested in ELLs. My Scoop It project revolves around how teachers can help ELLs to meet the Common Core Standards. The resources I've found so far all recommend incorporating mini language lessons into a larger content lesson whenever possible. Most Important Word is an excellent opportunity to give a short lesson about persuasive language. The teacher could model such sentences as: "I believe the most important word is...," I chose this word because...," "My claim is supported with the following evidence...," "This line is evidence of...". This is a quick lesson that could be left up on the Smart Board or classroom wall for students to reference when they defend their words in speech or writing. Depending on the grade level, all students, not just ELLs, would benefit from such language instruction.
Beers, K. (2003). When Kids Can't Read What Teachers Can Do. Portsmouth, NH: Heinemann.
I chose this strategy because I think it could be very useful in a poetry lesson. Teaching poetry is still something that slightly intimidates me, so I'm always looking for useful classroom strategies. Diction is important in any text, but is especially crucial in analyzing poetry. Most Important Word could be an excellent strategy to teach students about the usefulness of considering diction to understand a poem. Students would choose a word form the poem and then explain how this one word impacts the characters, setting, plot, conflict, and theme of the poem. It would be important to explain to students that there is not one correct answer for this exercise. They should simply choose the word that they believe best illuminates the meaning of the poem and then defend their choice considering the elements listed on the worksheet.
Finally, I wanted to share a way that I thought of to take this strategy one step further. Class debates are an excellent activity to scaffold argument writing and to practice persuasive discourse. Many students, however, need a lesson on persuasive language before they can successfully partake in a debate or write a persuasive essay. I'm thinking specifically about ELLs. As I've mentioned in class, I am especially interested in ELLs. My Scoop It project revolves around how teachers can help ELLs to meet the Common Core Standards. The resources I've found so far all recommend incorporating mini language lessons into a larger content lesson whenever possible. Most Important Word is an excellent opportunity to give a short lesson about persuasive language. The teacher could model such sentences as: "I believe the most important word is...," I chose this word because...," "My claim is supported with the following evidence...," "This line is evidence of...". This is a quick lesson that could be left up on the Smart Board or classroom wall for students to reference when they defend their words in speech or writing. Depending on the grade level, all students, not just ELLs, would benefit from such language instruction.
Beers, K. (2003). When Kids Can't Read What Teachers Can Do. Portsmouth, NH: Heinemann.
Think Aloud Reading Strategies
So much of teaching reading is, as we've discussed in class, making the invisible visible. Beers explores a strategy in teaching skills for engaging with the text through "think-alouds". This strategy of explaining the thinking process that occurs during reading helps students understand how actively engaged they should be in order to achieve meaningful comprehension. It also, as Beers (2003) points out, "not only helps the teacher understand why or how a student is having difficulty with a text but also allows the student to analyze how he is thinking about his reading" (p. 119). This can help an instructor identify patterns and better understand what the issues with reading may be, whether on the individual or class-wide level.
In terms of practice, think-alouds can be executed in variations, allowing for options with student response. One possibility of the think aloud could take shape in free-writing. The teacher would have scaffolding the process and explained expectations of these think alouds, but students could then have the opportunity to free-write about the associations they are making, the questions they have, etc. Students could then optionally share their writing aloud with a partner. This variation allows for concrete writing of one's own thoughts instead of just speaking aloud to a recorder. An extension would be to take down a list of connections, questions, inferences, predictions from the class on the board. Students would see the variety and extensiveness of a personal response to text, demonstrating the range of responses to texts as well as commonalities. Student could then visually catalogue their peers' relationships with the text as in comparison to their own and begin to understand what may be personal about reading and what may be universal about reading, not to mention these difference as they directly relate to the specific text they are working with. They are also physically creating their "internal text" - something essential to the reading process.
Another helpful strategy in think-alouds might be to provide photocopies of the text the class is working with and allow students to write directly on the text. This could be a way to transfer, visually, the internal text onto the pages of the actual text they are reading by physically putting their thoughts onto the page. This action would function to make this thinking process, something invisible, into written words on a page, therefore visible. The more and more these students use these strategies, Beers (2003) states, "that internal dialogue with the text becomes more natural, proving to students the connection between reading and thinking" (p. 123).
I wonder about a "popcorn" function of think-alouds, having students read a text aloud using the reading strategy of "popcorn" to distribute the reading responsibility to the class. The teacher could write on the board the "think-aloud" of each student on a copy of the text. This would keep readers engaged by the "popcorn" rotation as well as asking them to pay attention to the "reading voice" and the "reaction voice". Could this work? Or is it too ambitious? How much scaffolding would it require? Would students actually gain anything from the content they are reading, or should it be done with a text that is not necessarily essential to their learning (i.e. a magazine article, or something more fun)?
In terms of practice, think-alouds can be executed in variations, allowing for options with student response. One possibility of the think aloud could take shape in free-writing. The teacher would have scaffolding the process and explained expectations of these think alouds, but students could then have the opportunity to free-write about the associations they are making, the questions they have, etc. Students could then optionally share their writing aloud with a partner. This variation allows for concrete writing of one's own thoughts instead of just speaking aloud to a recorder. An extension would be to take down a list of connections, questions, inferences, predictions from the class on the board. Students would see the variety and extensiveness of a personal response to text, demonstrating the range of responses to texts as well as commonalities. Student could then visually catalogue their peers' relationships with the text as in comparison to their own and begin to understand what may be personal about reading and what may be universal about reading, not to mention these difference as they directly relate to the specific text they are working with. They are also physically creating their "internal text" - something essential to the reading process.
Another helpful strategy in think-alouds might be to provide photocopies of the text the class is working with and allow students to write directly on the text. This could be a way to transfer, visually, the internal text onto the pages of the actual text they are reading by physically putting their thoughts onto the page. This action would function to make this thinking process, something invisible, into written words on a page, therefore visible. The more and more these students use these strategies, Beers (2003) states, "that internal dialogue with the text becomes more natural, proving to students the connection between reading and thinking" (p. 123).
I wonder about a "popcorn" function of think-alouds, having students read a text aloud using the reading strategy of "popcorn" to distribute the reading responsibility to the class. The teacher could write on the board the "think-aloud" of each student on a copy of the text. This would keep readers engaged by the "popcorn" rotation as well as asking them to pay attention to the "reading voice" and the "reaction voice". Could this work? Or is it too ambitious? How much scaffolding would it require? Would students actually gain anything from the content they are reading, or should it be done with a text that is not necessarily essential to their learning (i.e. a magazine article, or something more fun)?
Character Bulletin Board
Because struggling and dependent readers often think good readers just naturally know how to read well, the use of a Character Bulletin Board in one's classroom seems like a good way to have all students on an equal playing field. "Making character bulletin boards gives students quick references to characters as they read a novel" (Beers, 2003, p. 134). I think having these board, and continually working on them, during the reading of a text is a good way for students to think deeper and more critically about a text and characters' actions. This strategy might work best for complex, intense texts, such as Of Mice and Men or To Kill A Mockingbird. Often, texts do not explicitly state why a character did or said a certain thing and it is up to the reader to make inferences. The character bulletin board is a great tool for students to remember specific quotes the character has said, changes they have gone through throughout the story, and past actions.
"Students' comprehension is improved while they read if they have texts or classroom materials that help them visualize the plots and characters" (Beers, 2003, p. 134). This strategy not only allows students to see the characters, but also provides time to discuss the text during reading. As we have discussed in class, teachers should not wait until a book is finished to talk about it. There should be continuous talk about the text. Using the character bulletin boards, students are able to see characteristics of each character and also create new meaning for the text and see the story through specific characters' points of view.
I think the teacher should model this strategy before students participate. This strategy could be implemented in a variety of ways: partners, small groups, whole-class, individual, etc. There could be specific guidelines for students as they are creating their board: physical characteristics, personality, important quotes, reoccurring themes of the characters, and many more. With the teacher's model as a guide, students will have many resources to complete this board successfully and enhance their understanding of the text.
"Students' comprehension is improved while they read if they have texts or classroom materials that help them visualize the plots and characters" (Beers, 2003, p. 134). This strategy not only allows students to see the characters, but also provides time to discuss the text during reading. As we have discussed in class, teachers should not wait until a book is finished to talk about it. There should be continuous talk about the text. Using the character bulletin boards, students are able to see characteristics of each character and also create new meaning for the text and see the story through specific characters' points of view.
I think the teacher should model this strategy before students participate. This strategy could be implemented in a variety of ways: partners, small groups, whole-class, individual, etc. There could be specific guidelines for students as they are creating their board: physical characteristics, personality, important quotes, reoccurring themes of the characters, and many more. With the teacher's model as a guide, students will have many resources to complete this board successfully and enhance their understanding of the text.
Save The Last Word For Me
"Dependent readers are often reluctant to offer their opinions because they anticipate being wrong" (Beers, 2003, p. 172). Save the Last Word for Me is a great strategy to hear everyone's voice and reaction to a text, especially students who are quiet or do not often participate for a variety of reasons. Students are to choose a passage that they like and write it down along with a rationale of their passage choice. Students are then put into small groups. In my opinion, this seems like a good opportunity for very diverse, heterogeneous groups. Perhaps to familiarize students with this activity, though, they should begin in homogeneous groups. Each student has a chance to share their passage and then the remaining group members explain why they liked or disliked the passage. The "round" ends with the student who read the passage with their rationale, and hence has the "last word" on the subject.
I think this activity is a great way to hear everyone's opinions about a text the whole class is reading. However, I would be cautious of grouping certain students together. I have mentioned that heterogeneous groups seem like they would work best for this activity, but if I have extremely shy and self-conscious students, I will take that into consideration when grouping. I suppose I could call this "smart grouping," where it's not completely random and has a conscious effort by me to place everyone in a group that supports them. Another idea for grouping this activity could be static grouping for each text we read together. Therefore, students are comfortable with their group before offering their opinion and listening to their group members' opinions about what they liked.
Because the prompt for this activity is something that each student personally likes and the purpose is to get dependent or struggling readers talking, I would consider changing the purpose or prompt. I say this because I am still thinking of each students' confidence. They may not want to hear why another student dislikes the passage they chose. I might simply change the prompt to: "Find a passage that was interesting to you" or like Joe uses: "Find any 'bumps' in the text." Students will still be required to have a rationale, but this method seems less vulnerable.
I think this activity is a great way to hear everyone's opinions about a text the whole class is reading. However, I would be cautious of grouping certain students together. I have mentioned that heterogeneous groups seem like they would work best for this activity, but if I have extremely shy and self-conscious students, I will take that into consideration when grouping. I suppose I could call this "smart grouping," where it's not completely random and has a conscious effort by me to place everyone in a group that supports them. Another idea for grouping this activity could be static grouping for each text we read together. Therefore, students are comfortable with their group before offering their opinion and listening to their group members' opinions about what they liked.
Because the prompt for this activity is something that each student personally likes and the purpose is to get dependent or struggling readers talking, I would consider changing the purpose or prompt. I say this because I am still thinking of each students' confidence. They may not want to hear why another student dislikes the passage they chose. I might simply change the prompt to: "Find a passage that was interesting to you" or like Joe uses: "Find any 'bumps' in the text." Students will still be required to have a rationale, but this method seems less vulnerable.
Subscribe to:
Posts (Atom)