Deeper Reading: Comprehending Challenging Texts (#1)
““If we simply assign writing instead of teaching students how to write, we’ll get poor writing. If we simply assign reading instead of teaching students how to read, we’ll get poor reading.
When it comes to reading challenging text, not enough attention has been paid to understanding the steps we can take to provide effective scaffolding for our struggling readers””
This quote meant a great deal to me as I have continually preached teaching learners skills and strategies versus just content. I am a part of a district committee that is looking at what writing skills we should be expecting of our learners. With all due respect, our district needs a revamped literacy program. The steps for getting learners to where they need to be is being looked at right now, and programs are being considered to implement. However, I am noticing teachers teaching different focuses in regards to writing. For instance, some teachers may feel that grammar is the most important aspect of writing. Whereas the content may be the most important to another. How can we all be aligned so we can provide that effective scaffolding for our learners?
Our district is in year one after spending this past summer aligning our standards and curricula K-12. This year has really been focused on making sure each grade level is teaching to the standards per each unit. There has been no “alignment” per se. As I begin to think about where we would like to be in year two, I want for all grades to provide effective scaffolding for our learners. We must analyze each other’s curricula of skills and strategies hit throughout the year in order to diagnose what we can scaffold.
““We must answer the question ‘We read the book- so what?’ We must ask students to reflect on their reading- to consider the book in a contemporary context. What does this book say to us today?
After reading and discussing ‘Love’ for example, I want students to think of the bigger ideas in this story. I want them to consider the connections these ideas may play in their own lives””
Considering a text in a contemporary context is something I was never taught. I had always been asked to apply the context in which the work was written to my understandings. When asking learners to reflect on a text in a contemporary context, it can lead to more personal connections, deeper understandings, and empathy. This is how we can make texts relevant to learners.
My cooperating teacher, when I was a student teacher, was the first person to look at my lesson plan and ask me, “So what?” I was taken aback by this question. I didn’t know how to answer it. It was thanks to this somewhat offensive question that I became a better teacher. It changed the way I looked at my lessons and activities. I applied my “so what?” to my backwards designed units and everything fell into place. I now am able to ask my learners this same question, and allow for them to consider a more meaningful, authentic experience with anything they do in their lives.
So go ahead, ask yourself: So What?
Gallagher, K. (2004). Deeper reading: Comprehending challenging texts, 4-12. Portland, ME: Stenhouse Publishers.