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I read it
- 1. I Read It, But I Don’t Get It Comprehension Strategies for Adolescent Readers By Cris Tovani
Notes de l'éditeur
- My story about undergrad methods classes, and not realizing the huge difference. So much focus was put on learning HOW to read in elementary school and I wasn’t given the opportunity to study comprehension strategies.
- When we ask students to all read aloud, we discover surprises - Joe can read but his grades are poor, and Susie really struggles reading aloud but gets decent grades. What’s going on?
- This is an early activity to help create community in the classroom.
- Give more details about how the activity might go, maybe using personal examples.
- Why do we join book clubs? Could be a good question for the audience before answering. I love this analogy!
- Again, it sounds a little like a book club. Building community is SO important in a class like this, though. These students have been struggling for a long time, and have learned to successfully hide it and keep it hidden for survival purposes. It will be difficult to get them to discuss the issues.
- Try having students write individually, then share. You may be surprised at the variety of responses and clever ideas you hear. Discuss them, and talk about how they work or don’t work. If any CAN ideas are valid, talk about them and how you use them.
- *Prior knowledge *KWL charts *Stop and make meaning *Know when comprehension breaks down - can’t remember a character being introduced, a new vocabulary word, etc.
- *Coming up in next few slides *No comment *Books clubs & groups/classes working together
- *What’s the difference between reading a science text vs a pamphlet on diabetes vs a Grisham novel? “The House” activity on p. 25. (burglar vs kids skipping school vs insurance company purposes for reading that passage) *Give your thoughts exactly, demonstrating the techniques you are using, how you use them, and why. *This will help the students pay attention to their reading and comprehension, and be able to go back to sections easily for review.
- *Should teach only one or two specific prompts per lesson, such as “This reminds me of….” and/or “I am confused because….” *Used after students have become familiar with a variety of strategies. Teacher anticipates difficulties and prepares a plant to help students work through it using particular strategies in a particular order.
- Once students have begun using access tools to monitor their comprehension, it’s time to work on making that comprehension better. That’s where these strategies fit in. But these don’t work unless the students have learned to be aware of their own reading (meta-cognition).
- The difference between inferring and wildly outlandish opinions!
- *Good readers (as teachers hopefully are!) are constantly using strategies, and by talking aloud and letting students know what we are doing, we are modeling the behaviors they should be learning to implement.