Weaving Threads for 4-12 Readers

Comprehension/Higher Order Thinking Tip:

Students often have the attitude that once they have read a particular text that they do not need to read the text again. As educators, we need to help students understand that they are not finished with a text just because they have "read it once." We need to help them understand that just as when you watch a movie a second or third time, each time you read a text you see new ideas and relationships that you did not see the first time. We need to help students see that to really understand a text at deeper levels, multiple readings help us go deeper and understand more thoroughly than a quick "once over" can provide. When students read a story, have them read it quickly through just for the enjoyment of the story. Once they have some familiarity with the story, then have them read it through the text again this time with a specific purpose in mind. For example, you might ask students to read and think about different characters and to mark with sticky notes places where the author provides clues as to the character traits of the main character. Once students have gone through the text again and cited examples then have them compare their notes and interpretations with a partner or small group of peers. Together the students should come to consensus about what the author is trying to convey in the text. This will help each student delve deeper into the material and understand the text at a much deeper level than they would with a "I read it once and now I am done" level of attention.

 
Vocabulary Building Strategies

Help students keep track of new words that they are learning by having them record new words they encounter in a vocabulary journal. Students can use three-ring binders or spiral notebooks depending on teacher choice. In each notebook, divide the page into columns and have students record the word along with other noteworthy characteristics about the word. For example, some things you might have students record about each word are: the sentence where the word was found, the page and text source where they found the word, a prediction about what they think the word means from the context, a definition put into their own words and even a picture to help them remember the new word. Students can review their words with peers periodically and even feature them on a "new words" board in the classroom.

Weaving Primary Threads

Comprehension/Higher Order Thinking for Elementary Readers Tip:

As primary students are reading their own books, give them slips of paper that start with a sentence stem such as: I think...; I noticed...; I like...; I learned... or I wonder..." Ask each child to record the title of the book at the top of the paper and to then complete the sentence stem you have given them with a thoughtful conclusion. The child then signs the slip and gives it to you. After several slips have been collected on each book, organize the slips of paper by book. Glue all of the slips on the same book to the inside of a file folder dedicated to that book so that other students may read the comments of their peers about the book. Write the title of the book on the front of the file folder for easy reference.

When you have collected several "thoughts" about the book on the inside of the file folder, the folder is ready to be placed in a "literary corner" of the classroom. Ask a student who particularly liked the book create a cover design on the file folder for you so that the record is bright and catchy.

Place these instant "book comments" in the center for other students to read when they are thinking about new books to select for their own reading. The insight of other students will be informative and helpful as students think about whether or not that book will be a good choice for them as well.

Building the Weave of Struggling Readers

Fluency/Comprehension Tip:

Help struggling readers and English-language learners develop a better sense of the "lilt" of the English language by having students read catchy poems orally as a group with your guidance. Consider the poetry of wonderful poets such as Jack Prelutsky or Shel Silverstein to name just a few. Find poems that have a good sense of rhythm and that are fun to recite orally.

For readers who are still reading in a "word by word" halting manner, demonstrate taking appropriate phrasing patterns by a modeling an appropriate "chunk" to read as a group. Students should then "echo" your reading also emphasizing how the words fit together as a group. Practice the poem several times until students can read along with you chorally with the same expression and phrasing. For interest and fun, vary having different groups read sections or stanzas. Introduce new poems daily but allow students to also "bring back" favorites to read again and again that they especially enjoy.

 
Weaving the Readers of Tomorrow