The Active View of Reading
We know about the Reading Rope but did you know there was an Active View or Reading....
And that this Active View of Reading expands the basic concepts of our reading rope for Language Comprehension......
Middle School:
Please read this article.
Elementary AND Middle School:
Please watch this 3 minute video.
In order to truly empower students we must consider the holes we have in our own instruction. Fortunately, many strategies for bolstering language comprehension will also improve comprehension in content areas, as well. Which aspects of the Active View of Reading or Scarborough’s Language Comprehension (part of the rope) is not currently facilitated in your classroom? Given your content area and/or grade level, how could you incorporate that into your lessons to bolster reading and academic comprehension?
I am anxious to see the “Literacy Knowlege” aspect explained next week, but at this point, I don’t explicitly work with “Verbal Reasoning” and could easily incorporate inferencing and figurative language with critical thinking puzzles. I just added inferencing to my Monday Meeting format, and I see the need! Also, although we are advised to teach sentence structures only as needed, I think it might be fun for creative thinking… :)
ReplyDeleteI have been working with inferences in skills and we are having fun seeing how each of our perspectives can give us a unique understanding of what we are reading. I have been using quizizz to help break it into bite sized pieces, then we discuss which pieces of evidence made us make the inference.
DeleteWe've recently spent time working with inferences in skills as well. I loved using Curipod's infer the country. I think their chemical element one might be a bit above where our students are... but a pretty reliable birdy told me that they were making my infer the animal request a reality soon.
DeleteI have recently been incorporating more read alouds and student choice of books in EPIC that are related to the decoable story that we are reading with our phonics pattern each week. I think I am going to begin to add more time at the end of each day to allow students to listen to and explore these books in order to make connections between these books and the text that we are reading. I might allow them to get in a group with a partner and create something that describes the connnections . Our decodables are often fictional stories that have nonfiction ideas intertwined, so allowing students to see the connections between these genres would enhance literacy knowledge.
ReplyDeleteThat is great that you are incorporating the books and tying in different genres. Giving the students time to discuss their connections and thoughts also allows them to practice communication skills! Another skill our students need to be prepared for the future.
DeleteI think it's a great idea that the students have a choice and can pick a book related to the topic. I think this can help them be excited and more engaged when reading and making connections, as will getting the chance to discuss with a partner.
DeleteI love this idea!! The kiddos definitely pick up on connections. Mine make them all the time! Book Creator or Storyboard That would be a good "sounding board" for them to explain and show their connections!
DeleteThat's awesome, Heather! I love the collaborative brainstorming! Safe and fun. :)
DeleteLooking at the Active View of Reading, I feel that I could improve in teaching my students active self-regulation skills and to stop after reading a paragraph or page to make sure they understand what they have just read. I have been modeling this while we are reading a text together, as well as underlining and circling important words or sentences to help us understand the text better; however, I believe that this definitely needs to continue to be modeled and taught explicitly so that students can learn to do this on their own. Focusing on text features for the past couple of weeks has also shown me the importance of building students reading-specific background knowledge, and not just background knowledge in general. Another area I would like to improve in is verbal reasoning and making inferences. I would like to find picture cards or books that I could use with students to help them with their inferencing skills.
ReplyDeleteI think picture cards would be a great way to pratice inferencing. I'm going to try that as well with 3rd grade.
DeleteI agree! these are great places to work to increase comprehension!
DeleteI completely agree this is a great place to start. With so many things vying for their attention, this generation needs all the EF Skills practice they can! Love the modeling!
DeleteOne skill that I need to incorporate more practice in is verbal reasoning, specifically inferencing. 3rd graders are very literal, so my students struggle with inferencing. One way we practice is by predicting what we think will happen next in the chapter book we are reading. This allows them to draw on their knowledge of what has already taken place in the book and infer what will happen next based on that.
ReplyDeleteI think allowing the students to make predictions is great. I know that time may not allow it, but I think a great way to incorporate writing would be for them to have a reading response book in Book Creator where they would be able to make their predictions and gather evidence from the text supporting it.
DeleteI also started asking my students what they think will happen in the next chapter of our book. I really like the idea of giving students time to write down their predictions, as well. In regards to time, maybe a couple of days a week they could write down their predictions for the next chapter and then the other days they could answer a writing prompt that could be about the book or just a prompt in general. I think it would be helpful to ask students or get students to write as if they are in a character's shoes or are a character, and then explain how they are feeling or what they are thinking after an event happened in the chapter.
Deletei like the writing component as well! Great thinking team work ladies!
DeleteDuring the video, I thought it was interesting that the director of the Rollins Center and Cox Campus, Ryan Lee-James talks about how we need to prepare our students for the future by thinking critically about what they are reading and not just on the literal comprehension. As a kindergarten and first grade teacher, I think I can incorporate this more throughout the day by asking students questions that allow them the opportunity to make connections and activate prior knowledge. I have started including the START Reading Teacher Notes on my lesson plans so I have a quick reference guide to help me when we are doing a read-aloud in any of the subject areas.
ReplyDeleteGiven my content area and diverse grade levels, I think my time is best used in the bridging process. I can reach out to grade level teachers to make connections in PE to texted being read in the classroom. This year I have also used some read alouds, perhaps there is a way to incorporate echo reading as well.
ReplyDeleteI would like to increase my student's comprehension by increasing verbal reasoning and self regulation. I do ask questions such as predicting questioning but by being more aware how students can of self regulation, I feel I can better support my students. I like Michele's idea of using pictures to practice inference. I will try to add that to my lessons. I also think the page that Mrs. Minerd shared with us about writing prompts could be another way to incorporate predictions and inferencing. I see this as being a great way to include student discussions. Students could be able to explain their reasoning in small groups. These videos have helped me remember strategies that I may not use as much or did not know about. I am really enjoying the training modules!
ReplyDeleteIn 7th and 8th grade science the biggest drawback is realizing students may have HEARD the language before but they haven't seen nor been asked to read it. I have found myself stopping instruction to ask who has heard the word/phrase, what they think it means, and then if they have ever seen it written before. This allows me to address misconceptions and gives students time to really look at language. I know in Skills we came across the word sequential. They understood it to hear it- but had no recognition of this word written out. We ended up having a whole discussion about what we can do when we see an unfamiliar word or phrase, including empowering them to look up explanations of language then put them into their own words.
ReplyDelete--I also encourage something called talking to the text. That they need to interact with what they are reading. Currently we are working on stronger summarizing and paraphrasing as we work through the passage to internalize what we are reading. The simple step of recalling what you read paragraph by paragraph can help build stamina and the amount of attention paid to the text. In turn this should increase our language comprehension.
I like how you referenced breaking it down by each paragraph to help build stamina. This is certainly a skill that is crucial for informational text because there are so many facts.
DeleteI love this, Amanda. I should be in your class, because although I am a strong reader, reading Science text, is difficult for me! I find I have to read, re-read, and re-read some more to actually grasp and visualize the full meaning. [I do think science is a visual subject area. :)]
DeleteWhile not directly teaching reading fluency strategies in the math classroom, I feel there are still some aspects of The Active View of Reading that I could incorporate into my lessons. One thing I might be missing sometimes is teaching kids how to think about their thinking while reading word problems and solving problems.
ReplyDeleteTo incorporate more of this teaching and learning, I could add some quick lessons on thinking about problem-solving, asking themselves questions like "Does this make sense?" or "What's my plan here?" It's important to show them how to break down problems, pick out important information, and figure out the best way to solve them. I typically try to scaffold some of the word problems I give by organizing information into tables such as "What do I know?", "What do I need to know?", "Plan and work", and "answer the question." This helps with chunking the information and making it less intimidating.
By throwing in these kinds of tricks, we help our students become better problem-solvers and understand math even more, while also teaching them to THINK through what they are doing.
I think this is so important. Our students need to know how to form a plan to attack the harder activities. These lessons will not just help in math, but in EVERY aspect of life and learning!
DeleteAs I watched the video and reviewed the "Reading Rope", I feel that I need to work more on verbal reasoning during instruction. I recognize that during my reading groups, students typically answer multiple choice questions, leaving them no room to infer or guess what they think is occurring in the text. I'm going to begin adding more open-ended or imagery questions that will help my students explore the content, make connections, and add their own language about the text to answer the question.
ReplyDeleteAfter reading "The Science of Reading Progresses: Communicating Advances Beyond The Simple View of Reading", I need to do more with language structures within my vocabulary lessons. I believe doing this will also help to increase a student's ability to actively regulate understanding while reading and help with fluency as well. The image of a "reading rope" comprised of many strands will guide much of what I do when I am planning upcoming lessons. I need to make sure that as I plan, my lessons take into account the many components of reading.
ReplyDeleteI loved the list that was given in this video of the higher order skills we want students to be able to engage in when reading: personal reflection, imagination, empathy, critical thinking, executive functioning. I found myself asking "do I REALLY spend enough time digging into a text so that I can scaffold students into these levels?" Occasionally, maybe. I think this is something I need to practice more often. I get stuck so easily on surface level activities, that I need to be sure I am diving in deep enough to develop deep readers.
ReplyDeleteI have those same thoughts, Jennifer, am I providing enough scaffolding for all students? I keep going back to the concept of a rope with all of its many strands and am trying to really incorporate that in my lessons for student learning.
DeleteI appreciate all the ideas this article had to offer. I know this is probably shocking, but I have a tendency to want to try all the bright, new shiny platforms. But there's still a few tried and true that I always fall back on. Kami is earning it's spot on this list for all the many ways it supports active reading. Recently, to prepare for the test, I went back over notes with the students. We highlighted pertinent information, we connected overreaching ideas to our own experiences, and we reflected on questions raised within supplemental video clips and reading passages. I found it very helpful in identifying what I really needed to focus on in the upcoming review games to improve mastery. And when using mastery mode in quizizz, my struggling group BEGAN at a 69%. This is the highest start score they've had... and I really believe it was due to our active reading practices in Kami.
ReplyDeleteI am at a loss with 8-2 lately on how to best support them. You have inspired me to get to know Kami more and see if it can help!
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