What GOOD readers do when they read

Oftentimes, my CT has me work with a specific student in order to help her develop her comprehension strategies, and fluency; however, this past Monday, my CT was at a conference and the substitute asked me to take over a literacy group in the back corner. Relatively speaking, the students I was working with were about average in their reading abilities. Since I was unsure of where the group was, in relation to reading their stories and completing assignments, I decided to go with the flow, and just talk to the students about their book, how they were doing, how they liked the story, etc.

Once the group, five students, were seated and attentive, I posed the following question…”What makes a student a ‘good reader’? First of all, fourth graders have strong opinions about their reading and the reading of their peers. They are well aware of who is struggling and who is over achieving. Second of all, their opinions are very worthwhile to hear and understand, and I felt strongly that having them voice their thoughts and opinions, in relation to this topic, could shed a lot of light on their thinking, and why they think a certain way. I also wanted to convey an implicit message; that is, “How you think, and feel, is important to me, and I want you to take ownership in your learning.”

The insights they provided me with, were VERY enlightening, and I want to share them with you. I think you’ll be surprised at how intuitive, thoughtful, and right on, their thinking is!

• “Good readers know why they are reading something and they don’t just read to read, they have reasons behind it.”

• “A lot of good readers will look through the book first, before they read the whole thing, and then they’ll read all of it…they look for pictures.”

• “Good readers talk to their teacher and to their friends about the book they are reading. Sometimes, they will guess what the book is about before they even read it.”

• “Sometimes, if a reader is really good, they stop and write notes about what they are reading…like, if they don’t know a word they will stop and look it up, or if they don’t get something they’ll ask questions.”

• “Good readers can read really fast, they can a whole book in, like, a day!”

• “Well, if you’re a good reader, then you can read like you talk.”

As you can see…my students had a lot to share! I wasn’t sure where this question would lead us, but it turns out, we were able to continue this discussion for a good fifteen minutes. If you look closely at their comments, you’ll see that they’re right! Everything they mentioned is one aspect of what it takes to be a good reader. I was very impressed and proud of the thoughtfulness and metacognitive thinking my students displayed. Hopefully, their ability to understand what it takes to be a successful reader will help them in their own journey towards higher reading levels.

One Hen

I taught my literacy lesson the week after spring break. That being said, please forgive my short memory and inability to give a full and detailed summary/description of what occurred. Rather than present a full synopsis of my lesson (which would be quite boring, long, and dull, I’m sure) I’m going to briefly explain the general lesson layout, and then I will provide you with some insightful comments on the exciting, funny, surprising, and/or disconcerting outcomes of the day.

My literacy lesson was taught to a fourth grade class, and it was comprised of a read-aloud, a large class discussion (occurring before, during, and after the reading), small group discussions, and a written activity. The story book I read was entitled One Hen and it was an exceptionally well-written TRUE story about an African boy who encountered many obstacles, worked hard, became educated, persevered, and despite his many struggles, became the most successful poultry farmer in all of West Africa (and in the process helped his family, community, and entire country). The written activity required the students to reflect on the story, and engage in high-level thinking. I had the students write a letter to the main character of the story (Kojo), and explain what they will/would do to help their community.

First and foremost, I’d like to say that I was blown-away by how enthusiastic and engaged my students were throughout my two day lesson. My lesson began on Friday afternoon and I completed the lesson on that subsequent Monday afternoon. The students could not wait! As soon as they saw me on Monday morning, I was bombarded with questions; “Are you finishing the story today Ms. Forstat?” and “I can’t wait to hear what happens to Kojo, Ms. Forstat!” etc. It was very endearing. Not only that, but during the discussions, every single student participated; before, during, and after the read-aloud. Normally, I have two or three students who sit back and let his/her classmates take the burden of the work…not this time! I didn’t even have to call on students; they were happily voicing their thoughts and opinions.

That being said, I was surprised as to how difficult it is to facilitate a classroom discussion; as opposed to a “recitation”. In my lesson reflection that I turned in to Judy, I went into more detail as to how much I struggled in terms of taking that step back and allowing the students to take the metaphorical steering wheel. Honestly, I’ve tended to judge teachers rather harshly for their, supposedly, lazy approach to class discussions. I was arrogant enough to believe that they (teachers) were just too “stuck in their ways” to develop a more student-led teaching approach. Well, I’d like to take this time to apologize to those teachers whom I have discourteously judged. A student-led discussion is a difficult strategy to promote and I no longer believe that it can come naturally; this will definitely be something that takes some focus, and sincere thought.

Finally, I’d like to end this post with a comment relating to my students’ innate ability to empathize with human beings who may appear (on the surface) to be different from them. Before I began my lesson, I was worried that the class wouldn’t grasp the underlying themes of my lesson. I was anxious to see how my fourth graders would handle such issues as: global citizenship, poverty and poverty alleviation, perseverance, community, and helping those less fortunate. I NEVER should have doubted their ability. The thoughts and feelings my students shared were insightful, sincere, and extremely empathetic. The fact that these fourth graders are able to understand the importance of kindness, empathy, and global citizenship, when so many adults lack these insightful characteristics, is, truly, inspiring.

By the way, in case you are interested...this website...has wonderful activities, lessons, games, and information about the book One Hen, and about the country of Ghana. Make sure your speakers are on because beautiful African music plays in the background!

Recitations vs. Authentic Discussions

After today’s class, I spent some time thinking about how my fourth graders interact and communicate with one another through out their school day. Immediately, I thought about the large amount whole class discussion that occurs during the time I spend in my fourth graders’ classroom. After taking the time in class to discuss Chapter 10 from Carol Simon Weinstein’s text, Elementary Classroom Management, I have come to a realization. Initially, I was very impressed at how well my CT handled the class discussions; whether they were during science, math, reading and/or writing. However, I now believe that what I initially viewed as authentic classroom dialogue and discussion, are actually more closely related to an “Initiation-Response-Evaluation” (IRE) recitation. I’ve noticed that my CT asks a question, the students raise their hands, he calls on a specific student, and they give their answer. Once he receives this answer, he usually digs in and forces the student to elaborate and explain his/her thinking. But it typically ends there, and another question is asked, and so on and so forth.

In regards to the aspects of recitation vs. discussion that we talked about in class, there are obviously positives and negatives to each. When my CT initiates a recitation style class dialogue, he uses tongue depressors with each students’ name; therefore, everyone has a turn to talk. That, in itself, is an essential reason for teachers to continue using the recitation method, when appropriate. I think it’s very important that everyone has an opportunity to express themselves and share their thoughts and ideas. This also allows us (the teachers) the opportunity to give informal assessments of our students. Recitations also clip along at a decent pace. This is very evident in my field placement. The school day flies by and there is so much to get through. Obviously, incorporating collaboration and classroom discussion is a priority to many teachers. But how can we incorporate such a time consuming process? That’s where recitations come in; students answer questions, and we move on.

That being said, I believe that authentic classroom discussions are a must throughout the day. The practice of taking a step back and allowing the students take a more active role in their learning is very important, and that is exactly what happens when a real classroom discussion is taking place. Teachers become the facilitators, and then the spectators, and students take the active role of interacting with each other, asking probing questions, participating in meta-cognitive thinking, and encouraging one another to be creative and expressive. Allowing this practice to take place can be really difficult for a teacher. As we talked about in class, teachers are extremely used to being the “benevolent dictator”. Well, it’s time for that role to change.

As I said before…incorporating authentic classroom discussions into our daily teaching practices will be time consuming; especially in the beginning. Students are not used to this sort of dialogue; therefore, its important that we scaffold the process for them. We should have the students participate in role-plays that show the correct process of interacting where there is no right answer. We need to practice the correct ways in which we should interact with each other; i.e., with respect, integrity, empathy, etc.. Students don’t come to class with this knowledge…we have to help them gather it.

One more important thing to consider...authentic classroom discussion does not have to end when the students leave for the day. It is here, that a teacher must consider the benefits that a class blog, (click on the previous link and you'll find 50, must-read, up-and-coming teacher blogs) and/or wiki would offer. A classroom wiki/blog would be a collaborative forum that students could access at any time. They could facilitate their own discussion. Twitter could be used as a way to facilitate classroom discussion. The technology available in the 21st century is astounding and it is expanding our students' horizons for collaboration.