Have you noticed that some readers can give you a routine synopsis of a text they have read, but not be able to explain many details with any depth? Students might confuse a concept or idea the writer presents which keeps them from understanding key themes or layered ideas. They may still struggle understanding some concepts and details even after rereading. What can you do about this?
When rereading a section of text, give students a specific question to read to answer or a definitive type of information to search for that will requiring them to put information together to reveal an inferred or suggested idea.
Another strategy that may be combined with the previous one or stand alone is to read several texts over the same topic. Students should build up a deeper understanding of the topic and start to understand information that may have been confusing to them at first. This has been called creating reading ladders among other names. Students can code the texts with a pencil or mentally noticing information they already know versus new information.
+ = new information
*= I already knew this
When reading a second or third text on a topic or concept, it is important to help students notice that writers often share the same information as other authors but add more details to it. Students may end up coding a sentence with both a + and a * when a writer broadens a readers understanding in this way. When students read multiple texts about a topic, they should be able to read increasingly more difficult texts because they are becoming familiar with content specific words and gaining background knowledge. Therefore writers will give more in-depth information that should build a students expertise. Students are reading up the ladder in two ways. If you are not increasing the difficulty of text then students will mostly likely not gain much new information they can add to their schema.
Readers need to notice when writers add on to their understanding of a topic or concept as they read more about it. They need to train their brain to notice and note differences which may include contrasting information and more in-depth information so they can add it into their schema. If we do not instill in our students a mindset to read to gain knowledge and figure things out about life, they often do not do this. Striving readers often do not have this mindset. Students may have this mindset in other areas of their life but not for reading. This mindset has to be modeled and noticed and named in students’ own books as they do it.
Another way to help students understand more difficult or abstract concepts is to have them draw a diagram of the elusive concept or idea you noticed comprehension breaking down with. This is something that can be done in conjunction with the other strategies I have talked about.
This is something that does not work with every book, but can be helpful when the idea lends itself to being drawn. Start with a discussion. Notice and note key words and add in any of the strategies I have already mentioned. Then you can have students draw a diagram representing their understanding. I did this with a group a striving 2nd grade readers. They were reading the level J book All About Bats by Donna Latham
Students were understanding the basic information about bats the writer shared. Information like bats being nocturnal and mammals or an animal that roosts. Some of this information they could have already acquired from other sources. When it came to the concept of how bats use echolocation to find food, students understanding broke down. To help with this I shared a video, which showed an animated diagram of echolocation taking place. When you read across a topic, it can include videos, podcasts and stand-alone diagrams or infographics.
Then we went back into the text and reread the section on echolocation and looked closely at the diagram the writer included in the text. The video added a layer of depth to the students understanding, so when rereading that section students were able to turn and talk to each other and explain echolocation with me helping them pull out some key words to use.
Students then drew their own diagrams and explained them to each other. I then had students write a description next to their diagram. This really help them understand how echolocation works.
I did not focus on spelling with this part of the lesson. My focus was for students to write show their understanding of echolocation. They were able to verbally talk about their understanding more accurately then writing about it. My lesson objective was for students to use details from the texts to verbalize and write about how bats use echolocation. This group of students was able to understand echolocation with more depth than other previous groups. I aways change one or more aspects of a lesson to make it meet the current groups needs and to improve upon it from previous teachings after careful reflection. I write a new lesson plan each time I teach a book no matter how many times I have taught it. I use the notes I took on the previous one as my guide.
As you can see this student mixed up the words bat and insect, but was able to verbally explain echolocation correctly. This was first draft writing. I can build off of the strengths in his reading and writing.
You can even pull out certain sections of other texts that include the concept you want to focus in on with students. Students do not need to read entire texts when you know where and with what concept their meaning was breaking down. As teachers we need to make those instructional decisions of where to focus student thinking. Sunday Cummins inspired me to dig into this type of work through her book : Nurturing Informed Thinking: Reading, Talking, and Writing Across Content Area Sources.
Troy
Reflect 
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