Module+8_Chapters+10&11

1. What does the research say about the topic? TH: The research raises questions about what it is that makes for effective strategy instruction. Researchers question whether or not the main focus of instruction should be on content rather than strategies. The results of research represent significant progress in our understanding of the nature of reading comprehension and of how to teach it. Research on prediction and prior knowledge has been biased towards narrative texts. VI-S: These chapters discuss effective practices for developing reading comprehension. It also describes a balanced comprehension programs. By assessing comprehension programs allows teachers to find the strengths and weaknesses. MC: These chapters do discuss what is effective. I think as teachers when we read about how effective some methods are it does make us question what we are doing in our classrooms and whether or not it is effective. AW: These chapters concentrated on reading comprehension and how we can teach this better to our students. Reading strategies were discussed like prediction, clarification, and think alouds. Individual strategies, as well as whole group strategies were discussed.
 * Professor's Questions:** **Grand Conversation:**

2. Why must teachers go through extensive preparations to teach comprehension? TH: Teachers must not only plan for the explicit teaching of any particular strategy, they must also plan for modeling and guided practice for use of the strategy. In addition, teachers must choose well-suited texts for the strategy. VI-S: Comprehension involves so many things. If instruction is not explicit then there are so many activities which will not improve their students' reading. Comprehending is the ultimate goal of reading so students need specific strategies to improve their reading. MC: I agree with Toni and Vanessa. In my case we teach several novels over the course of the year, and I have to read the book and look over the material before I can "chew" it with my kids. I feel like I need to understand the novel and think about what certain things in the novel mean before I can teach it to my students. AW: Comprehension does not evolve naturally all the time. Sometimes we have to be explicit in showing this to our students. We have to teach them what the different processes look like and how authors craft language in various kinds of texts. Good readers do not just happen...they are planned and the teacher guarantees success for all students when she plans explicitly.

3. Why has the pendulum changed to balance comprehension instruction? TH: To have balanced comprehension instruction, it includes both explicit instruction in specific comprehension strategies and a great deal of time and opportunity for actual reading, writing, and discussion of text. Educators realized that students need more than just strategies to become good readers and good comprehenders. They need experience working with texts, applying their knowledge, skills, and strategies. Students need exposure to all genres of text. Additionally, they need to be able to increase their vocabulary and concept development through rich classroom discussions. VI-S: By having a balanced comprehension program students have a great awareness of what it means to be a strategic reader. Not all students learn the same way. So in order to help each child gain better reading comprehension a variety of strategies need to be used. MC:I have to have a balanced curriculum working with my inclusion classes and then my special ed classes. I have to be prepared to teach all different levels of students, and I can't do that unless I use balanced instruction. I'm fairly new to the profession, so I'm not sure that I was "around" when there wasn't a focus on balanced instruction. AW: Balance is the key to everything and I'm not sure why research ever shows anything different! When we balance our instruction, then we don't get crazy, one sided results. Balance in comprehension means that the student gets a chance to practice those skills that have been taught and becomes more strategic in the process.

Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond. Post your questions here!
 * __My Three Questions__**

Amanda's ?s

1. Do you identify with the Transactional Strategy Instruction listed on page 249? Why or why not? TH: I identify with the Transactional Strategy because it is imperative that my ESL students discuss the text being read. It is also helpful for them to discuss why and how they came to that conclusion. By talking about the strategies being used, it helps them use the strategy more frequently. Even if they don't contribute as much to the conversation, it is helpful for them to hear and be included in the discussion. VI-S: yes. special education students need to know what they are reading and because they are in 4th grade i feel they need to know what strategies they are learning and practicing. MC: I agree with Toni. I have to use the same strategies to help my LD students in the exact same way. We also break down test questions in that same way, we talk about what strategy they may be trying to get you to use to answer the question.

2. We used the Questioning the Author technique listed on page 230 in our last module. What are the benefits of this comprehension strategy? TH: I think that one of the benefits is that it takes the "heat" off the reader. He/she is able to question why the author said something and determine if it makes sense. It also allows the reader to step back for a moment and look at someone else's point of view. VI-S: I think its important for students to look at other points of view. When students question the reading they become more active learners. MC: I can definitely see the benefit of the strategy. I actually found myself thinking about things that I'm not sure I would have thought about if I hadn't been thinking about what the strategy brought out. I am looking forward to trying the strategy in my classroom this next school year.

3. Do you believe there is more research to be done on comprehension? TH: Even though comprehension involves understanding the text being read, I think that there is always room for research to aid the teacher in exploring strategies that work. VI-S: There can always be research done with comprehension and other aspects of reading. Students and environments change. Research needs to be done so that we can stay current in our practices and try to do whats best for students to be successful. MC: Yes, I do feel like there is always room for more research in any education area.

Mandy's ?s

1. What strategies do you us to teach comprehension? TH: One strategy I use is color-coded questions. We chose a color for each question (which stays constant). I have the kids read the passage the first time for enjoyment. Then, we read the questions, noting if the answer requires more than one part. We also underline or circle the main thing the question is asking so we know what to look for in the passage. We read the passage again to search for answers or clues to help us formulate an answer to each question. The kids circle the question number (in the predetermined color) then they have to prove their answer in the passage by underlining the answer or the clues that led them to their answer. Then, we read the question and the answer to make sure it makes sense. (I used this strategy with my regular third grade class also.) Note: colored pencils are the best, because the colors are constant and they can erase if they need to as well as being less messy than markers or crayons. AW: I use TONS of concept maps and graphic organizers. I use think clouds and color blocks for think alouds and retellings. My kids love to attach a color to a chapter in a book to help them remember the chapter later. The color should be one that reminds them of the main idea in the chapter. It's a great way to retell the story hitting the main points, while also sequencing main ideas. We retell with Non-Fiction Walks too (my exceptional resource).

2. How do you monitor comprehension for your students? TH: Because I have small groups, I ask tons of questions. I usually ask the kids why they think a particular way and oftentimes I ask them to prove their answer by giving me examples/proof from the text. AW: We use AR at our school. Although this is not fail proof, it is a good indicator of whether my students are reading books on their independent/instructional level, comprehending and passing the tests. We don't do many tests on reading in first grade. So, we rely on SAT results and general observation. I ask TONS of questions while we read aloud. If they know what's going on and can talk about it, then I know they are paying attention and generally comprehending.

3. What should one focus on when teaching comprehension strategies to students that are reading below level in middle school or above? TH: I think that since most of the text middle schoolers are being asked to read are textbooks, informative text, and non-fictional materials, those kids should be taught how to use the structure of the text to their advantage. They need to use the headings, subheadings, captions to pictures, graphs, etc. They need to learn how to use the highlighted words also. They also need to understand that they can read the introduction and conclusion to the chapters to gain insight as to what they should learn in the chapter. AW: I would concentrate on graphic organizers. I would work with expository texts and note taking skills for that level specifically. Main idea and details are important, along with highlighted vocabulary and captions. They should be taught to look through the text before reading.

Toni's ?s:

1. Do you use the “think aloud” technique in your teaching? If so, do you find it effective? VI-S: Since my tutoring classes where I had to include think alouds, I feel that it is important to use. Students need to think about what they are reading and have that modeled for them. MC: I also used it during tutoring, and then began to use it in my class. I think that it does help the students process what they are reading. AW: YES! And, yes! We use think clouds all the time. Sometimes I model how to think or what they should be thinking as they read. They pick it up easily and then they read, thinking things I would never think myself.

2. How do you teach children to summarize what they read? VI-S: I don't have a specific strategy I use. We use a lot of graphic organizers that allows my students to get down on paper important ideas. We also discuss a lot and I model. MC: I have done things like have students use sticky notes and summarize each chapter and stick it to the page. We also use a lot of graphic organizers as well. We also do classroom activities for discussion, especially if we are reading a novel. AW: Again, graphic organizers are a great way to order thoughts. Also, the color block retelling (that I mentioned up above) is a great tool for retelling and summarizing thoughts.

*3. Do you think the preparation of the teacher is more important than the technique being used? VI-S: Good question. It depends. Some teachers could be prepared for eternity and still not be able to get the technique across to the students. I think teachers need to understand what they have to teach and how each child learns best in their classroom. I think knowing how to get the information across is very important. MC: That is a good question! I agree with Vanessa. There are some teachers that spend so much time preparing that they really don't get to work with their kids as much or know what their kids need. I think this is another situation where there needs to be BALANCE. Sometimes I have prepared lessons and think they are great, and once I get in the class and start the lesson bombs so I have to change my lesson. I think teachers have to be able to "think on their feet" and be familiar with multiple strategies and techniques. AW: This was tough. So, I am answering for myself and myself only. I don't need the preparation to teach effectively. I have had so much training, that I'm not sure it matters "how prepared" I am for the lesson. But, as a general rule, yes, I think preparation matters. Although, see, I go back again...If it's a good technique, then it shouldn't matter how it's presented.

Vanessa's ?s

1. What weaknesses do you see with comprehension instruction in the classroom? TH: I think that the older the kids get, the less time teachers spend building background knowledge, teaching vocabulary, etc. They expect the kids to already know so much. I also think that teachers take for granted that their kids all have the same background experiences. My kids have no clue about American History - many of them have not been exposed to the "American way of life" for very long. They have many gaps in their understanding about many subjects. In order for them to understand the passage, they need to understand the vocabulary! MC: Toni, it does get harder the older they get, and especially when they are taking as many tests as they do now days. I still try to spend as much time as I can when I am teaching Literature class to establish background knowledge and teach vocabulary. I do wish I had more time to spend with my students one on one to work on their individual comprehension. AW: One weakness I see, would be if the teacher taught 2 or 3 strategies really well or if she bounced around with too many strategies, leaving her students confused. I would also think it depends on the year to year training. Did the students get adequate teaching in comprehension each year so that it builds effectively?

2. Do you think either approach in Chapter 11 is better than the other? Why? TH: I prefer the Transactional Strategy approach is better for my students. My ESL kids need to be engaged in discussions at every possible opportunity. The teacher can teach the strategy and my kids will smile ad shake their heads in agreement. It is not until they start having to discuss it, that the teacher realizes that they have no clue about what's going on. It allows the teacher another glimpse at what they do and do not understand. It also helps my kids realize what they are "suppose" to be doing (mental processes). MC: While most of our classroom instruction is done through DE, then when I can if I can pull our special education kids out of class then I prefer to use TSI. We try to use TSI when we can in the general class. AW: I am always a proponent of being direct in instruction; however, I believe in balance as well. You can't go from one extreme to the next! So, I think the transactional approach is best, while still emphasizing direct instruction. This strategy allows the teacher to take a back seat and works with students to discuss more.

3. Do you feel it's important to use multiple strategies rather than using only one at a time? TH: I think you should teach one at a time and use it until the child gets good at it. But, I do believe that alternative ways to accomplish the same goal should be taught. That way, the child can choose which strategy is best for them. For example, I hate 4 square writing, but I teach it as a strategy. I also teach my kids how to brainstorm using bullets, outlines, etc. Then, they can choose which strategy is better for them. MC: I do think that again it is important to have balance. There may be a strategy that is better for teaching the main idea or main points of a story or informational text. At the same time there may be multiple strategies that need to be utilized while teaching a longer piece of material or a novel. You, as the teacher, need to know what strategy is going to be best for the piece of information you are working with. AW: That is so funny! I didn't see this question at the end, but I have mentioned that I feel it's important to hone in on 2 or 3 more specifically. I do think that you should teach multiple because you students need that exposure. You never know what's going to work for a student in your classroom. However, keep those skills separate and teach the strategy one at a time, if that makes sense?!