Erica, a fifth grader, reads grade level passages at a rate of 177 words correct per minute, or 30% faster than grade level norms. When asked to retell what she has read, Erica struggles and is able to give little to no information from about the text. Many other children in Erica's class also read well above grade level expectations for fluency rate (or automaticity), but the teacher laments that they struggle with comprehension and using appropriate expression and intonation while they read. What is going on here? What advice can you offer the teacher?
As educators, we must remember the focus of reading is to produce efficient readers that can read quickly and determine meaning. Erica and her classmates seem to be able to read quickly, but need to focus on comprehension. Reading for meaning is critical, we want our students to be able to recall what they have just read.
First, try modeling HOW you want your students to read. Choose a book that has a few different characters with different emotions. Modeling is always an effective strategy. While reading the book aloud to the students frequently stop and ask questions. Not only about what has already happened, but what they think will happen. Good readers can not only recall information, but use the context clues to make predictions about what they think will happen. Record the information recalled and predictions on a large anchor chart or a pre-made poster and review with the students after you have read the story aloud to see if they were right or wrong. Be sure to emphasize that it is okay to be wrong in your predictions!
Next in a small group, I would suggest that the students try reading a piece of reader's theater in a small group. Using reader's theater will help the students read with expression because they will be in character. Before they begin reading you can have them imagine how their character would sound if they were excited, angry, sad, etc. By using reader's theater with the students you have the ability to choose longer pieces that can be broken up into several days on guided reading. You can break up the pieces of the stories into smaller sciences and focus on comprehension of smaller passages. I think reader's theater will greatly benefit the students struggling with comprehension and expression as they read.
Tiffany, I enjoyed reading your mock memo. Gently reminding the teacher that the primary focus of reading is to obtain meaning is very helpful. Sometimes I think teachers get caught up in all of the assessments they must administer to every student, and the primary focus can be lost.
ReplyDeleteYour suggestions of modeling, asking questions, and discussing predictions are all great strategies! I had not thought of reader's theater to help with expression and intonation. This practice would help in several areas while allowing for student engagement.
Tiffany,
ReplyDeleteI really like both of your suggestions to help Erica. Modeling is such a HUGE component to any student's success, especially a reader who needs additional support. I saw this in my own classroom last year. A lot of times, I would just assume that my verbal directions were enough. I was wrong a lot of times. I plan to model, model, model when it deems necessary. I mean, we as college students, look for model assignments from our teachers for various assignments and projects.
Also, I would have never thought about using a reader's theater. They are wonderful pieces of literature, and the children love them as well. And in the end, it is a great way to get the students to think about the character they are playing. Hopefully, since the students are engaged, they will find a way to connect to the character and gain meaning along the way.
I think modeling is also a great approach to teaching. I mentioned that as well in my mock memo. I also discussed using questioning throughout the reading as well as making connections and predictions, etc. and recording their answers on graphic organizers. I think your idea of recording the information on charts/posters is also useful. That way the charts can stay hanging in the class for future reference. I love the reader’s theater suggestion too! That’s an excellent way to incorporate expression practice. I really think the students would enjoy that a lot too.
ReplyDeleteTiffany,
ReplyDeleteI think that all of your suggestions to help Erica are great! Of course modeling how to ask questions and understand text is an amazing way to get students involved, but I did not even think of reader's theater. Reader's theater is a great way to get students even more involved in the reading because they are having to implement specific emotions. If Erica is having to evoke emotion through her reading she will need to understand what the play is about and details of her specific role.