Reading Strategies

Can you imagine living in a world where words were not accessible to you?  Or frustrated you?  It is so important for students to have access to the world through words.  As teachers, we need to do everything we can to encourage a lifelong relationship to reading.  As students become confident in their reading ability whole new areas of exploration are opened allowing access to specific content.

Teachers need to model, practice and apply good reading strategies.  They should ask questions about books students are reading, or what good books students have read lately.  It is such a shame to hear teachers say they do not like to read.  What example is that setting?  I know we are all not avid readers but we should take an interest.  Offering new book titles to kids and their parents is important in the younger and middle years and can even spill over into the high school through the newsletter.

 There are many, many strategies that teachers can utilize to promote reading comprehension.  I like the anticipation guides and guided note taking suggestions.  I can see these being very valuable tools in the coming year.  There are many aspects of reciprocal teaching and reading comprehension strategies that I use regularly but have not named as such.  I now have a more thorough understanding of the skills and will look at my lessons to engage students with the texts more fully.

Personally I love to read and find with teaching it is hard to read anything that does not relate to Biology or teaching practice.  I do however, read at least one book a month for entertainment because of the students in the high school.  High school book club is a source of pure pleasure for me.  Discussing books with no end in mind or expectations is freeing for me and the students.  I can't wait to see what books they come up with for next year.

Vocabulary revisited

After discussing vocabulary in more detail, I find that my thoughts are more focused on setting goals for students when reading in relation to vocabulary.  With students, teachers need to set the goal of the reading, identify words students should already be familiar with as well as identify new words they need to learn.

I also want to think more about the 7 times to remember statement and how I can improve the use of new vocabulary to make sure students are reaching the 7 times goal.  How can I better utilize the word wall in the classroom?

Vocabulary instruction in content areas is extremely important.  In the article titled, Research on vocabulary instruction in the content areas: implications for struggling readers, Harmon, Hendrick and Wood (2005) discuss the challenges that teachers face when instructing content areas.  In content areas most of the vocabulary are tier 3 or low frequency words which do not regularly appear in other contexts.  Many students struggle with the textbooks offered in content courses because they can not access the language being utilized due to insufficient vocabulary knowledge.  Students who have early and intensive exposure to words are more likely to have a greater vocabulary than those students who have had limited exposure.

Struggling readers in the content areas need not only vocabulary assistance but also need to be taught reading strategies that will help them to access the text.  Students must be able to understand the vocabulary of a content area so that more complex concepts can be addressed.
There are many effect strategies that teachers can use to increase comprehension of content vocabulary.  Graphic organizers accompanied by in-depth discussions, provide opportunities to use new vocabulary in many language modes, and actively engage with the language.  Teachers can help students make real world connections to the content vocabulary.

In science, teachers need to ensure that students are familiar with and can comprehend tier 2 words that are non-technical.  I know that I am guilty of assuming that my students are coming to class with basic science language but this is not always the case.  I know in the coming year I am going to focus more on these tier 2 words and meanings hoping to provide more access to the tier 3 words and science concepts being taught.

The authors conclude the article with suggestions for helping struggling readers which can be applied across the curriculum.  They suggest providing opportunities:
 to engage in independent reading
relate below grade level trade books to content area
use contextual-base approaches
encourage independent learning by allowing students to self-select terms for study
teach key vocabulary
provide opportunities for multiple exposures to key terms
avoid drill and practice activities
emphasize structural analysis when teaching vocabulary
provide staff development training in effective vocabulary instruction

I find this last statement an area where probably most school are lacking.  Teachers are not effectively teaching vocabulary nor are they trained to do so.  "Ensuring that students have a conceptual understanding of content area vocabulary is essential for success in all subjects." (Harmon, Hnedrick, Wood, 2005)

One of the first discussions I have with my students when they enter my class at the beginning of the year is one of extrinsic verses intrinsic motivation.  Most of the time, they have a vague idea what those two words mean and after a quick discussion of definitions we talk about the coming year and how important it is to THEM.  The coming year is important to me only in the sense that I want them to succeed.  I stress that I am not the one taking the exam at the end of the year; it is not my future riding on the results but theirs.  We talk about how everything we do in class is practice so that they can learn the material.  It is so important for my students to be self-motivated.  The amount of work they need to complete can be daunting but they need to believe they can achieve their goals.   Students also complete a reflection on what they would like to accomplish and what their goals are for the year.  I discuss these with them individually and we revise them throughout the year.  

According to Guthrie and Klauda (2012) there are five crucial practices for motivating literacy learners when utilizing informational texts.  I believe that these apply to any age and content area.  Students need to develop dedication to the subject.  They must put in time, effort and persistence in order to achieve. 

Teachers must show students that texts have value and they will not get everything they need from the discussions in class.  Students must supplement their knowledge with all of the resources provided.  It is also essential that students be afforded the opportunities to apply the knowledge gained from text during concrete classroom tasks.  Using social situations such as collaborative learning can increase motivation.  Students engaged in collaborative efforts must be accountable and interactive with their peers.  Structured activities must have clear concrete goals.  For higher ability students’, teachers can offer multiple goals and/or choices. Giving choices to students allows them control in their learning.  Text selection is just as important as task selection.  The task selection and text must fit together to achieve a goal of understanding.

The most important for me is that students must have self-efficacy and believe that they can comprehend the material being presented and participate in the class.  If a student feels they cannot understand the material, they will start to shut down and withdraw.  Differentiation plays a huge role here.  It is essential to gradually increase the complexity of the work given, in order to increase the students’ self-efficacy.  Teachers must know their students and build this belief.  Students must have attainable goals that are regularly evaluated.  It is unrealistic for all students to achieve the top marks in a class.  Students must set goals that they can achieve through hard work and dedication. 

Motivation is one area where I find teachers undervalue their impact. 

If a student knows that you believe in them, they will work hard.  In the beginning, this may sound like extrinsic motivation but I believe that students will take on the motivation themselves.  I have seen first hand how positive comments and belief can help students improve and take on the learning for themselves.  Effective teachers are able to use all of these techniques to motivate their learners.

Just for fun:)

  At one point in educational history the blackboard and paper were modern technology being integrated into the classroom.  Digital technology is now an essential component of the 21^st century classroom.  By utilizing technology teachers will enhance the learning opportunities and experiences for both student and teacher.  Technology should be used to assist in good teaching practice. When integrating technology each application is evaluated for its added value and how it helps to achieve the goals and objectives of the class.  There have been many times when I have found a ’cool’ new app or program but it does not fit in with what I am teaching.  If I am patient sometimes it will show its value and other times it will never fit with my content area.

            In todays world we are overwhelmed with information which can be daunting when looking at it as a whole.  I think as teachers, we need to focus on the solid lessons we already have planned, look at the goals and objectives and then peruse technology to see what will enhance the learning.  I teach at a privileged school where all students have a personal iPad, classroom computer carts, apple TV’s and other technologies are readily available but I would not say that the school is utilizing these to the best of their ability.   Students are required to bring these technologies to class so I am going to learn to integrate and use them to the best of my ability.

            Learning new literacies takes time, patience and interest.  Teachers are always short of time and frankly a lot of them are not interested in learning.  It is also frustrating when a technology does not work properly the first time, which provides an excuse not to use it again.  I believe that we owe it to our students to try and help them to comprehend our changing world.  How they communicate, what programs they use regularly, how they interact with the world are important for teachers to understand.  We should not be passing judgment on what is occurring but rather trying to understand so that we can better relate to our students. Teachers need to put aside their fears and embrace digital technology in their classrooms.

            Technology provides opportunities for creativity, collaborations, links between the written and visual worlds as well as opportunities for consequences.  Teachers should be embracing the changing world and exploiting the massive amounts of assistance available to achieve learning objectives.  Technology brings students together to achieve shared goals.  I hear a lot about students sitting silently with their screens but this is as far from the truth in my class.  Technology adds another valuable layer to good practice.

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