Last week we read Butterfly House, a beautiful piece by Eve Bunting. The difference between browsing in the anthology and browsing through the original authentic text yielded only one difference. My book had an illustration that was reduced in the anthology. From my picture the students noticed that the characters were in the kitchen or dining room. The specific setting wasn't evident in the anthology version.
What I gather from the student observation differences is that when all of the pieces are there the children have the opportunity to predict and gather meaning necessary for them to connect with the text for understanding. When many pieces are missing the students are clearly at a disadvantage. Why would we ever want our students to be at a disadvantage? WHY?
My findings thus far in my project have had a major impact on my teaching practices. One of my colleagues who has implemented the same changes commented to me how surprising her test scores have been. Without teaching vocabulary in isolation has shown to increase her student's vocabulary skills. It is exciting to both of us.
The single most important finding is in comprehension development. The majority of the stories in the anthology are well above grade level. Why are we testing for reading comprehension with stories that are above grade level? What I have found is that students have great listening comprehension and the listening comprehension is evident on the "Friday Test". I am able to teach reading strategies through the read aloud and students are engaged---the proof is in their test scores. Reading comprehension should be at a level where the students are fluent and can read for understanding. I sound as if I am standing on a soap box! :O)
Bottom line, or as I keep hearing on the news, "At the end of the day"---I am pleased with my changes and my findings. Life is good in room 11!
What I gather from the student observation differences is that when all of the pieces are there the children have the opportunity to predict and gather meaning necessary for them to connect with the text for understanding. When many pieces are missing the students are clearly at a disadvantage. Why would we ever want our students to be at a disadvantage? WHY?
My findings thus far in my project have had a major impact on my teaching practices. One of my colleagues who has implemented the same changes commented to me how surprising her test scores have been. Without teaching vocabulary in isolation has shown to increase her student's vocabulary skills. It is exciting to both of us.
The single most important finding is in comprehension development. The majority of the stories in the anthology are well above grade level. Why are we testing for reading comprehension with stories that are above grade level? What I have found is that students have great listening comprehension and the listening comprehension is evident on the "Friday Test". I am able to teach reading strategies through the read aloud and students are engaged---the proof is in their test scores. Reading comprehension should be at a level where the students are fluent and can read for understanding. I sound as if I am standing on a soap box! :O)
Bottom line, or as I keep hearing on the news, "At the end of the day"---I am pleased with my changes and my findings. Life is good in room 11!
4 comments:
What powerful discoveries you have made! I think between your vocab not in isolation strategy and Falhon's art strategy, there are some great ideas to help all readers! You guys should team up and present at a conference together!
I think Sharon is absoluetly right =) I've thought a lot about your project and it's relation to my own. They are very much connected and I am excited about how much comprehension has come out of both of them. It is exciting to see students thinking. My students as well have very good listening comprehension...some of mine actually have very good oral comprehension in their responses but I've found that these students, if they are low readers, often times don't convey those thoughts very well on tests =( This troubles me! I know they can think yet their report card grades indicate otherwise...BUT I wouldn't change what I'm doing for anything because I have seen all of my students in a different more coherent light as I'm sure you have. Keep up the good work =) =)
Sharon is right, you should team up with Falhon and present at a conference. You have a lot to offer other teachers. I'd come to your workshop so keep me posted!
I agree with Sharon, too. You and Falhon aught to get together and present. I'd love to come!!! I think that illustrations provide a wealth of information when reading a story. I asked my students to write a descriptive paragraph on a character that the book described as wearing rough leather clothes and not being able to speak. They had to use the illustrations to provide what the character looked like. Without the illustrations they would not have been able to write a very good paragraph.
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