Understanding Reading Comprehension

Reading and comprehending what is read is the ultimate goal of every reader and teacher. Achieving this goal can often be a great struggle. There are several key skills which need to be in place before most students are able to fully have success in comprehending what they read. Often struggling readers have a hard time understanding what they read, while there are some good readers who also have difficulties. Identifying the skills used to accomplish reading understanding may assist you in identifying just where your students are struggling with mastering reading comprehension.

Comprehension is a natural skill that begins at birth when the child begins receiving responses which please them from caregivers (Knoph, 1986). As the child becomes aware of sounds (language) they begin building their language comprehension. Babies are able to understand words long before they are able to speak (Holinger, 2012). Many parents teach their children sign-language as a way to communicate prior to them speaking. These simple steps are building pathways of understanding in the brain which allows the child to express their understanding.

As the child develops and grows they are building their vocabulary. Vocabulary forms a foundation for comprehension (Robb, 2015). Vocabulary is a skill in which we mainly absorb the meanings of words. Therefore the more we are exposed to the language and use our language the better we are able to connect the dots to make meaning and understanding.  The first step in building vocabulary is hearing words and connecting them to objects or events. As we develop, we also gain information for context clues. When hearing a word we are unfamiliar with, we must determine the meaning of this new word. We use the information we have gathered to make a meaning determination. All of these steps happen prior to the child ever reading any words. Vocabulary, therefore, is a language skill which begins at birth and is a vital component to future reading comprehension ability.

As a person begins learning to read they are transferring their language skills to texts. Many children have no difficulty making this transfer. For others, it is not so easy. Listening and speaking is a natural skill whereas reading and writing are man created skills and often people struggle with mastering these skills (Moats & Tolman, ND). If a person is having difficulty picking up reading skills their language development and vocabulary levels may need to be checked. Building those skills will strengthen the foundation of their reading and comprehension.

People who are struggling with reading may need to take time to focus on decoding and building their understanding of how our language is put into print. As these skills are presented to students in school, they are often presented several at a time, and some just get confused while others catch on without difficulty. If a student struggles to read, they are most likely going to struggle with writing. Some may have a strong language ability and be able to explain what they have heard, but may not have a strong understanding of word structure and most often won’t write well. This is an observation point. They are able to take and tell, but not read and write. The focus area for these students would be word structure (phonics).

Then, there are the students who have decoding down and have no problem reading but have absolutely no idea what they have just read. These students need assistance with reading comprehension. The first thing to check is language comprehension. Are they able to tell about an event or activity? Can they explain something that they watched? Can they retell something that has been read to them? If they are able to complete these tasks then chances are great they just need some support and guidance to transfer the language skill to their reading. If they are unable to do any of those tasks, step back and spend some time focusing on language comprehension.

Reading comprehension is a transferred skill from language comprehension. Prior to teaching reading comprehension, we need to check to make sure the students have an understanding of their language. Once they have language understanding, a strong vocabulary must be built. The next skill is to infer the meanings of unknown words from texts to build their vocabulary. Most students also need support and practice to retell events or passages read to them. Once they have mastered these skills, in most cases, the transfer to reading comprehension is smooth.

Understanding Instruction

What is your pedagogy when it comes to instruction? Are you on the inquiry side or the direct delivery side? What is the best method of instruction for your students? These are a couple of questions you might consider when determining your instruction and your students’ performance in the classroom. 

First, we need to refresh ourselves on the forms of instruction. The two major ones most often found are inquiry or exploratory instruction and direct instruction. Both are key when it comes to instruction there is no question, but when used inappropriately, each can create student struggles along with frustration for everyone. This can often lead to misbehaviors from the students. 

Exploratory or inquiry-based instruction was penned in 1969 by Joseph Schwab based around the exploratory pedagogy or constructivism. You build knowledge based on what you know while learning from questions and applying information to answer those questions. Being able to explain how you were able to achieve your answer allows the learner to be working in the upper levels of Bloom's Taxonomy. Instructors using this pedagogy often use questions such as, “What do you think this means?” requiring the learner to apply their background knowledge to respond.

Siegfried Englemann in 1964 introduced the instructional pedagogy form which direct or explicit instruction has been developed. Within this form of instruction, the instructor provides the learner with the information they are learning. Then guidance is provided while students are processing followed by the learner being able to perform the task at a high rate of success. Direct instruction is often associated with scripted instruction, where the instructor is expected to read exactly what is written in the curriculum. This is extreme direct instruction in every possible way, but Englemann focused on the elements of direct or explicit instruction as, “I do it, we do it, you do it”, followed by some form of assessment demonstrating mastery. 

A strong teacher uses both forms of instruction with their students at some point in each day. One key factor in using either one is knowing the students. The background of your students may have a larger factor in your students’ learning than you thought. Even if you enjoy teaching in an exploratory or inquiry-based environment you can run into problems and students not understanding or who are unable to pass the assessment. Therefore, we also need to examine our students and what form of instruction might be best for them in each instructional situation to fully understand the concepts.

Most commonly classroom teachers find themselves using the inquiry or exploratory form of learning. You can observe this by questions the teacher asks,  such as, “What do you think this is?” Then they start fishing the classroom looking for the response they want. If the students do not have the background knowledge to draw their response from you get guesses or they just look at you. English as Second Language learners may not have the vocabulary to draw from to respond, or there may be other factors in which a student might not have the language development to give a respectable response. Therefore, you have to use this form of instruction cautiously because, in the end, you may simply have to provide the students the answer. When the students are unable to respond they become frustrated and talk or work to get you off task creating other discipline struggles.  As long as you know when to use this form of instruction it can provide excellent results.  

Students with limited background knowledge most often thrive with direct or explicit instruction. Their teacher provides them with the information and they are asked to recall that information building their knowledge bank so, later on, they can learn and understand how to determine an answer with their own knowledge. Often as adults, we want to push our students into inquiry before they have the knowledge necessary to be successful, which assumes they have that knowledge. But in reality, some groups still need explicit instruction where you are giving the students the facts for them to store for later use. 

Our students are our barometers for instruction. Their behaviors are your largest indicator of whether your instruction is on point or not. If the students deem the information you are teaching not relevant, whether it is or not, they are most likely to begin to act out. This also might happen if you are working with a group of students who have a large knowledge base and you are trying to instruct explicitly. They are ready to start applying the information rather than hear you talk about it. Whereas, students with limited background knowledge may be fully engaged because this form of instruction meets their learning needs. The same thing may happen when you are using inquiry. The students with limited background are unable to apply the information so they begin to act out or disrupt, while those who bring a wide understanding to the concept are fully engaged. It is also important to note that vocabulary may also need to be taught in two different groups and with two different approaches to meet the needs of all your students because of their wealth or lack of background knowledge they bring to the lesson. 

As you become aware of how your students respond to the different types of instruction and observe their behaviors you will become aware of what type of instruction each student responds to best and which helps them achieve success. This is a case where one size does not fit all and knowing your student base along with your instruction presentation format can resolve many classroom behavior problems.

Teacher-Survivor Challenge

Teacher-Survivor Challenge

Last week I was reading where someone was going to make a television show about teachers surviving as teachers like contestants; similar to competing as chefs, or as a bachelor or bachelorette, or for sole survivor. This would be a big mistake. 

How sad! This has the make up of setting teachers up for mockery or the satire of teachers. Teaching involves a component which all the other best of the best competition shows do not include, and that is that they influence other people’s children and no two classrooms are ever the same. Teachers have a profound impact on lives, where chefs may have challenging ingredients, and bachelors/bachelorettes deal with interesting adult personalities. Student behaviors are not something to make light of when judging another person’s performance. For one thing, they are minors, and for another, they are someone else’s child. This is a very sensitive population to be putting under a competition show focus. 

Teaching is not a reality show, but is something which has impact on lives at all ages. We hear often that teachers should be honored. Teacher’s themselves need to take some pride in their profession and start showing the public the impact they have on our society rather than throwing another show out into the media picking fun at instruction. My hope is at some point that strong teachers will stand up and show all that goes within a day of instruction. We can no longer assume as an ignorant population that these people walk in off the streets and make geniuses out of their students. The teaching profession is a rapidly changing field that requires teachers who excel to be constantly engaging in self-reflection and action research within their classrooms and the profession in general. It should be honored, not mocked. 

Almost Winter Break!

I found this image showing the phases of first year teachers during their first year. I think we have all had those feelings, I know I have and always look forward to break and the second part of the year. Only a few more school days and relaxation time! You'll be refreshed to tackle the rest of the school year, but who's counting?

(I didn't find who created the chart, but thank you.)

Reading - End of Unit Test -- Why Give Them?

  Barmina Iva ID 1883171 | Dreamstime Stock Photos

I met with a teacher who was very frustrated that she had just given the end of the unit test and all her students did poorly. She stated the test was a waste of time because when she went back and reviewed the the test she felt it did not cover what the unit had been covering. Have you been there? I have too!

The end of unit tests are an applied reading test covering more than just what was covered in the unit taught. They are asking the students to use skills taught in previous units of the program to check whether the students are able to retain previously taught skills and apply them. These tests are testing the students understanding not evaluating your instruction.

Within the program there are often section tests where you are able to check for understanding of the skills just taught. These are very useful for knowing if your students are understanding what you are presenting. We also often make the assumption they understand the skill but these tests do not allow the students to apply the information like in the end of unit test.

The big question then is why give these tests? We are able to gain a great deal of information from the students’ performance on these tests. If they were able to pass their section tests but not the end of unit test, they are able to perform the task but not apply that task in a different application. They also give us a view of their cognition, showing if they are able to retain the information or recall it when needed. These tests are also a great indicator of whether or not a student will be able to pass the state test. It has been shown by the publishers that if the students are able to pass these end of unit tests they are highly likely to meet or exceed on their state test. Therefore, they are a great predictor of how your students will do come state testing time.  

Use those tests as a teaching tool once you have given and scored them. Have the students make the corrections and discuss each of the sections. This will help build understanding of how to apply information which the students had indicated they are struggling to understand. Have the students retake the test or the parts they failed. Not to change their grade but to allow them to understand and comprehend the information. I can assure you by taking the time to use the test as a teaching tool you will see great results on the upcoming end of unit tests.

Understanding and Building Stronger Writing Skills K-3

1. Building Writing Skills. K-3

This chart will provide you with the CCSS for writing narratives K-3 and ways you may guide your students become stronger writers. 

Start of School Think Abouts!

The first couple of days of school is where you set the routines for the year. Taking the time now to think about some basic things will make your school year go so much smoother.

• When the students enter the classroom, what do they need to do?
• What is your attention signal?
• Behavior management plan
• Restroom usage
• Pencil sharpening
• Cell phone rule
• Passing out materials routine
• Submitting assignments
• Emergency evacuation (fire drill)

These are just a few areas to address the first day of school. As you think about these take the time to write each one out. After you have them all written out print them and put them into your sub-folder for any substitutes you might have during the year. By completing this task you will not only help your students’ year go smoothly, but also your year will be fantastic and any substitutes will know your expectations of the students.

Have a great start of the school year!

Time to be Thinking About the School Year!

Time to be thinking about the start of a new school year. For some this will be their first year in the classroom while others this may be the year they are completing their career. Either way your year will be determined by the people you hangout with during the year. They can be Marigolds or Walnuts.  Jennifer Gonzalez on her blog has a great article about working with others in your districts. Find your Marigold and stick close and avoid the Walnuts.

Are you a Marigold or a Walnut? Read her article and you will quickly find out what type you are. If you’re a Walnut, I encourage you to become a Marigold. It will change your life and your perspective of school.

Have a great year!

Technology in the ESOL Classroom

Teachers who are not embracing the use of the technology of today may be putting their ESOL students at a disadvantage. Students have more access than ever before to a wonderful instructional tool through the use of the ever-changing and improving technology that is available today.

A major hold back may be the instructors themselves. Shapiro (2014) shared that many teachers express excitement about technology yet fail to implement such technology activities into their classrooms. She states there seems to be a disconnect between understanding and implementation. Shapiro (2014) states that instructors have shared they often feel administrators will not support their use of technology, and she also expressed that instructors are allowing technology to provide the instruction rather than incorporating it for maximum learning benefit.  The direct opposite could happen with technology in that the instructors would be able to meet their students individual learning requirements at their appropriate levels, which would a allow for greater instructional student engagement during the class period.

We need to move beyond the 1980’s and 90’s with technology. Today students are able to know within hours that major events have happened around the world. They come to school equipped with technology, which instructors need to empower the students to use technology to advance their learning and not suppress the use of it. With the use of technology teachers are able to provide their students with differentiated instruction providing a possibly higher relevant learning experience for the students. One size fits all no longer applies when it comes to learning, therefore instruction and the tools we use to accomplish it need to adjust to meet the needs of our learners.

References:

Shapiro, J. (2014). The blame game: Who’s really holding back innovation in schools-teachers or administrators?, Slate. ASU Publishing

Salomon, G. (2016). It’s not just the tool but the educational rationale that counts. In Educational Technology and Polycontextual Bridging (pp. 149-161). Sense Publishers.

T's of Teaching

Time-Texts-Teach-Talk-Task-Test

TIME:

●      Reading and writing should be the time priority getting at least 50% of the day's time.

●      The other 50% of the day's time could be spent on other subject areas, such as social studies, math, and science.

●      In many classrooms reading and writing are not the priorities which produces less proficient readers.

●      In the classrooms where reading and writing are being given most of the day's time, more proficient readers are being produced.

●      A good way to incorporate more reading and writing into the class time and keep the subject matter content is to have the focus or topic of the reading and writing projects be of science, social studies, and other time consuming subject matter.

TEXTS:

Student need a consistent, rich supply of text with appropriate complexity:

●      Doing so will promote higher success rates in their reading proficiency.

●      Teachers need to focus on grade appropriate vocabulary.

●      Teachers often have to go against organizational grain and buy books themselves that are not state issued - this further benefits their students because not all books are suitable for lower performing students.

●      By doing so, these teachers actually accelerated their students reading levels.

●      Students can't only receive appropriate reading materials when they qualify for special instruction because some that don't qualify also need help.

●      STUDENTS NEED CONFIDENCE AND MOTIVATION

TEACH:

Assign and Assess vs Modeling

●      Modeling, demonstrating, and giving examples- provides new learning for students, teaches strategies gives instruction to know how to do something.

●      Assign and assess- the teacher assigns the work and expects the students to complete it independently, there is no new learning involved.

Useful teaching strategies :

●      decoding, composing, self-regulating as separate lessons to the whole class, to targeted small groups and to individual students as side by side instruction.

●      Teaching requires knowing not only how to teach strategies explicitly, but also how to foster transfer from the structured practice activities to independent use.

TALK:

Classroom talk allows the students to process the information in their own words:

●      should be encouraged within the classroom - teacher -student and student- student.

●      should model and encourage purposeful discussion, that offers problem-posing, problem- solving related to subjects.

●      needs to pose questions that are open-ended thought provoking.

●      should use classroom talk to discuss ideas, concepts, hypotheses, strategies, responses with others by both teachers and students.

●      should have questions that are open-ended  where multiple responses would be appropriate, not just one right or wrong answer. This helps students share ideas and experiences - helping them create a positive learning experience.

●      leads to improved reading comprehension.

●      is still under researched.

●      effective classroom talk should not be interrogational and only have one correct answer.

TASKS:

●      In the classroom there is an emphasis on the greater use of LONG ASSIGNMENTS.

o   Not so much centered around multiple, shorter tasks.

o   Example: Students often worked on a writing assignment for ten days and not just in one sitting.  Read entire books and did group research projects.

●      Work completed is more substantial and challenging to the students.  The work was more self regulated.

o   Students seemed more on task due to complex tasks

●      The students also had a choice in the assignment that they were doing. (managed choice)

o   Focused on one topic. Students did similar but different tasks. Example: insects- students were able to choose their insect.

●      These types of student choices have been documented to show that students have a greater ownership in their work and a greater engagement.

TEST:

Achievement based grading

●       the best performances get the best grades

●      traditional type of test

●      higher level students don't have to put forth much effort to get good grades

Rubric-based evaluation

●      measuring from where students started to where they are now

●      earning grades is students responsibility

●      gives students information needed to improve grades

●      teachers must really know their students

●      little test preparation activity, instead teachers rely on good instruction to enhance test performances

The bullet points were taken from Allington’s article, What I've Learned About Effective Reading Instruction FROM A DECADE OF STUDYING EXEMPLARY ELEMENTARY CLASSROOM TEACHERS. He provides us with good reminders of what strong teachers do everyday in their classroom. Take time to read is paper.

Full Article found:

Richard L. Allington . What I've Learned About Effective Reading Instruction FROM A DECADE OF STUDYING EXEMPLARY ELEMENTARY CLASSROOM TEACHERS. Phi Delta Kappan, Volume 83, Number 10 (June 2002), pp. 740-747, <http://ejournals.ebsco.com.access.library.eou.edu/direct.asp?ArticleID=42ACB8C7BB85FBE63370>