A few years ago (when I was first able to teach reading instead of SRA) I realized that my students struggled with comprehension because they really had no idea what proficient readers did while they read. They did not understand basic strategies-even though I had assumed that they would. I knew then that I would need to incorporate some strategies into my reading time-and structure my reading block so that students had opportunities to practice the strategies through authentic reading. I appreciated Routman's discussion of the key strategies readers use to monitor comprehension. I was happy that we have discussed these with our kids and continue to do so! However, I also think that I need to re-emphasize to my kids that I don't use these strategies in isolation. I use most of them simultaneously. I need to make sure that my students know that "It's impossible to read for understanding and only make connections or only summarize or only ask questions" (p. 129). However, I agree with Routman that when teaching these skills it is appropriate to have our students practice them (briefly!) in isolation. We must also make sure to emphasize the importance of using them all.
Something else that stood out from this chapter is the importance of modeling the strategies I use as a reader to help my students understand that proficient readers always use strategies to make sure they understand their reading. I have worked very hard to help my students understand the importance of self-monitoring. While reading Outlander I have often taken my book to school to share a sentence with students that demonstrates how I had to use a skill we have discussed. For example, I did not know what "choler" meant before reading the book. I was able to determine the meaning using context and I talked with my kids about how I knew that I needed to know what that word meant because it kept coming up. After making my prediction using context, I googled the word and found that I was correct. I also shared with them a section where the main character was gathering lichen (connection) and my prediction for what she was going to do with it. Sharing my reading strategies with them gives us a lot to talk about together and provides an example for them of how the strategies we discuss in class can be used! I love to have them share their reading thoughts too!
I also love the teaching tip about fluency on pg. 128. I have been trying to find ways to help my students improve their reading fluency. I think we may start doing a "Fluency Fun" activity once each week!
Your opening comment is so true. Sometimes I think we as teachers don't even know what proficient readers do--it comes naturally to many of us, just like we don't think about how breathing works! I also have learned a ton about myself as a reader through this class. Like you said, we use strategies all together, not in isolation, and it's kind of neat when I realize, "Woah, I just used these comprehension strategies, even as an adult!" I love that you are sharing your reader life with your students as you model what proficient readers do. :-)
ReplyDeleteHi Keri,
ReplyDeleteI chose to read this chapter too and loved the point that Routman makes that comprehension is essential at all grades and it should not be minimized to isolated skills and strategies outside of the context of real reading. I love her think aloud strategy to help provide metacognitive modeling to students to show them what proficient readers do.