Module 7: Comprehension Part Two
Supprting Young Readers Developing Reading Club Conversation Skills.
Hamilton, Bonny (2018).Supprting Young Readers Developing Reading Club Conversation Skills. Reading Link
It is critical to give students tools and opportunity to lead and guide meaningful discussions with peers. Teacher facilitates keeping students on track and providing guided questions to support all readers. Often having discussions with peers can be more meaningful as they can get to know each other better when discussing these topics and may be more willing to share with friends. It also gives them tools to think more critically when reading for enjoyment.
Supporting Disciplinary Talk From the Start of School
Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher, 71(2) Reading Link
Designing pedagogies for literacy and learning through personal digital inquiry:
Coiro, J., Killi, C. & Castek, J. (2017). Designing pedagogies for literacy and learning through personal digital inquiry: Theory and practice from New London to New Times. In F. Serafini & E. Gee, (Editors). Remixing multiliteracies: 20th anniversary (pp. 137-150). New York: Teachers College Press.The Reading
Creating a positive and inquiry based physical environment as well as developing a classroom culture in which students feel confident in sharing ideas and thinking critically is essential. Unfortunately, the environment and social emotional aspects of education are often overlooked.
Why should we use disciplinary literacies? This method supports students in becoming actively engaged in questioning, hypothesizing, planning, creating, and reflecting in ways that are specifically geared toward each discipline. The term literacies is used because there are multiple means and subsets within literacy. This could be a challenge for some teachers if they had not had proper training and professional development to teach them how to best set up a classroom environment, create a classroom culture that encourages higher order thinking and peer collaboration, naturally incorporate prior knowledge and vocabulary across domains, and know how to best scaffold discussions and reflections. Some districts that uses heavily scripted curriculum resources leave less opportunity for student choice and limits the amount of time and lesson extensions that could be done. If students are highly motivated and engaged in an activity and are showing growing increased many districts are forced to move onto next weeks theme no matter what. Making meaningful lessons to children’s interests that can better be built upon prior knowledge would be an advantage, especially for the comprehension level of the child. Allowing appropriate amounts of time for small group and having questions prepared to further engage students is essential. Checking back in with the entire class and allowing children to share what they have discovered will allow the opportunity for them to make connections for themselves and promote sel skills like self confidence, share thought and opinions openly, independence, & sense of pride in their own ability.
Activity: grade 5 desalination
Standards: NGSS: 5-Ls2. CCSSC:
Objectives: The students will design a plan to desalinate water. The students will describe the desalination process. The students will orally predict with their group if desalination would be possible in cities.
Activity: Connect to knowledge of world water maps & the amount of fresh vs salt water in cubic meters. Where is most of the earths water? Prompt students to hypothesis if the salt can be taken out of saltwater. connect to prior knowledge of how matter can be manipulated. Have students design a plan to desalinate a pot of salt water. Provide worksheet for drawing and labeling a photo of design along with design prompt questions like how will we know if the salt has been removed, will this work and why, if the plan is successful do you think the water will be safe to drink. Provide materials and go over safety of the experiment. Children will reflect on their design and if experiment was successful and why. They will write a desalination guide after their discussion. A journal excerpt of a native South African will be provided about how her and her neighborhood were impacted during the 2017 water crisis. The students will be prompted to be prompted to hypothesis if ocean water can be converted to drinking water in Cape Town. Students will use evidence from text, previous lessons, and activity to support their answer.