Take a look at this quote:
“Children learn how to make good decisions by making decisions, not by following directions.”
This quote brought me back to my reflecting on transfer and strategy instruction. I am considering what I have learned from Sunday Cumins, Vicki Vinton and Dorthy Barnhouse and reflecting on the works they have written. I am currently putting many of their ideas into practice with my students.
I believe like Barnhouse and Vinton say in their book “What Readers Really Do” reading happens within three modes or processes and those modes are recursive. Students flip back and forth continuously between these three modes.
Comprehension – – Understanding – – Evaluation
We use different strategies while we read within these modes. Readers are constantly engaged in the process of drafting an understanding and revising it as they read.
Comprehension is done line-by-line and paragraph-by-praragraph, page-by-page as readers try to comprehend the text literally and inferentially. Readers consider and assign meaning to the line-by-line details they. This is comprehending at the basic level. Next readers piece together those literal and inferential ideas into interpretations of the text (Barnhouse/Vinton). Reader assign more value to some details without completely disregarding others. Or they should. Striving readers often dismiss what they find confusing or initially understand. They do not carry details with them to consider as they read on. This is often a missed component of the basic level of comprehension.
As readers connect details they make interpretations that lead to some understandings about a text on a whole level or on multi-layered levels. You are building upon those literal and inferential thoughts and are considering and interpreting what the writer might be saying about a topic or life, which can lead to understanding an emerging theme or overarching idea. This is your first-draft understanding (Barnhouse/Vinton). Then you evaluate this understanding you have pieced together and re-examine the text on the page and in your mind. This re-examining of parts of the text is crucial to building a rough draft understanding. This is where you might go back into a text to reconsider some of your thinking, look closer at confusing parts, or simply try to understand what the writer might want readers to take away from a text. This close re-reading of different parts of a text are critical. This is where you may reconsider those confusing details, you hopefully carried with you. You weigh your interpretation and consider their worth. This is a recursive process through the whole text.
Sunday Cummins talks about reading a text closely in her book “Nurturing Informed Thinking: Reading, Talking, and Writing Across Content-Area-Sources.” Vinton discusses reading closely instead of reading a text multiple times through different lenes. Reading closely requires readers to hold on to the confusing details, and the details that confront what they believe and consider them across a text. This is something we have to get better at in schools. When students do not notice and note inconsistencies, misunderstandings and confusing details as they read on, they never reach the understanding and evaluations stages with the depth they need. We have to be wiling to hold onto what we do not understand as readers because we never know when a writer will expect us to refer back to them.
Teachers often expect students to quickly comprehend what they are reading and move them along, to make interpretations and build understandings, without doing the basic comprehension work. This is the invisible thinking of considering the text details and what they might mean literally and inferentially line by line before the considering whole text and its theme or the writers overall point on a topic. I think we are trying to move students through the modes of comprehension and understanding much too quickly.
When most teachers model, they are modeling a strategy in isolation, and it ends up being more of a task added to the reading process. Teachers are often asked to design a lesson that makes a strategy the teaching point, without considering the thinking and understanding a reader has to consider before using of the strategy. We often meet readers with the thinking we want them to achieve at the end, skipping over the thinking work that is not as easy to evaluate and grade.
I think that a teaching point can be more about the thinking readers do or something that readers speculate about as the they consider what the writer might want them to feel or think. It can be helping readers create the mindset they need to do this thinking work. A teaching point can help move readers between the modes of comprehension, understanding and evaluation. Consider using a strategy as a tool to help readers meet the teaching point, not the teaching point itself. In her book Dynamic Teaching For Deeper Reading, Vinton, describes this as a teaching point in one lesson: “Sometimes writers don’t come right out and tell us exactly what’s happening, so readers need to be aware of what they don’t know and then try to figure out what hasn’t been said by paying close attention to the details the writer gives them.” This is not what I see as a typical teaching point. It does not put a typical strategy front and center. Vinton brings readers attention to the behind the scenes thinking a reader has to accomplish. This is what I feel is missing in reading instruction. When we try to make the abstract, concrete we often end up making the strategy something readers do outside of meaning making and a step that separates itself out from meaning making. We too often want to make a strategy something that we have to do to a text, or on a separate piece of paper, not the thinking itself that a reader must complete internally before anything can be shared as an understanding about a text.
I can see drafting a teaching point around how readers need to hold on to details that are confusing, and misleading. Another teaching point might be pointing out that readers are often asked to reconsider current beliefs and consider news ones. These teaching points leaves it open for students to be decision makers. They set them up to be their own problem-solvers by focusing on the thinking work, without teachers answering text specific questions for students. This is a teaching point that could lead into using the strategy of thinking about what we know versus what we don’t know as we read. Some students may need to see this thinking on a What We Know/What We Wonder Chart. (Barnhouse/Vinton). It could lead to using a coding strategy and then annotating some of what was coded with what we wonder or are interpreting. You could use the STP strategy of “Stop, think, Paraphrase with this teaching point, to help you consider what you understanding and what you don’t understand yet, that you will read to find out. If you keep the focus on text understanding and bring in strategies to enhance meaning, not lead it, then students are able to build up some agency to their reading.
We have to give students a chance to consider the many things that might be running through their heads. The what if’s, and might be’s our mind has to consider before making a claim at understanding and being able to evaluate that understanding. When we skip these over this type of thinking, young readers might feel very frustrated because we are expecting them to do what more experienced readers sometimes struggle to do. Our students need more time to consider a text, and be shown how to do that.
Part 2 coming soon.
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