It's truly amazing when you examine literacy instruction and initially assume (as a beginning teachers) that the curriculum is dictated by the textbook(s) selected by the school or district as the primary resource. In my early part of my elementary career (and in my secondary teaching career) I fell victim to this thinking. Then, I was introduced to the concept of the standards being the foundation for instructional planning. Great! I can surely do that! I am strong in organization and can come up with a year-long plan! I was sure that this was the end of my understanding - and then I heard such a profound statement after my table of contents for the school year was solidified, "know your students and let their needs be the factor which drives your instruction." Wait...what? How? When? What?
So here I am, seventeen years later and I finally get it (I think)! Focus on the needs of students and let the comprehension strategy mastery lead to depth of literacy knowledge and application. Back to "great" - but now what and how?
In a recent conversation with my son, a 9 year-old entering fourth grade this upcoming school year, I asked him how does he know what is important when reading - his answer, "I don't know how to explain it." We discussed the differences between fiction and non-fiction and he explained how it is easier to define what is important in non-fiction text because "there are facts which provide information as to what I need to know." Great - just what I expected from my kid. If he is having this much difficulty explaining his thinking, maybe the students I had taught throughout my career didn't really get it either!
In Keene and Zimmerman (2007), they clarify what I now have a greater appreciation for (and which I hope my student's students, as well as my own children, understand), "When great readers are reading...they have to listen to that mental voice tell them which words, which sentences or paragraphs, and which ideas are most important. Otherwise, they won't get it. Great readers really listen to the voice saying, 'I think this sentence or this paragraph is most important.' Then they're able to decide which ideas are most important in the piece." As I read this statement, I couldn't help but think to myself - aren't I doing this as I'm reading right now? I have been doing this since I can remember! Why don't students do this naturally? Was I taught this or did I just evolve as I read more throughout my life?
Going back to my question - now what and how? - I realize that the prescription for these can be found in all three of my current coursework texts! As I've pointed out in previous blog posts, Harvey and Goudvis (2007); Keene and Zimmerman (2007); and Cummins (2013) are all texts in which I could use as reference guides for step-by-step instructional techniques that can be used for virtually any literacy strategy instructional situation - cross-curricularly - that an educator can think of for their instructional needs. Furthermore, selecting which technique/approach is appropriate, based on the needs of students, is more apparent thanks to these texts. I have definitely earmarked, tabbed, highlighted, underlined, and text coded these resources so I am able to pass the content onto my own students - especially the ones who ask the same questions - now what and how?
So here I am, seventeen years later and I finally get it (I think)! Focus on the needs of students and let the comprehension strategy mastery lead to depth of literacy knowledge and application. Back to "great" - but now what and how?
In a recent conversation with my son, a 9 year-old entering fourth grade this upcoming school year, I asked him how does he know what is important when reading - his answer, "I don't know how to explain it." We discussed the differences between fiction and non-fiction and he explained how it is easier to define what is important in non-fiction text because "there are facts which provide information as to what I need to know." Great - just what I expected from my kid. If he is having this much difficulty explaining his thinking, maybe the students I had taught throughout my career didn't really get it either!
In Keene and Zimmerman (2007), they clarify what I now have a greater appreciation for (and which I hope my student's students, as well as my own children, understand), "When great readers are reading...they have to listen to that mental voice tell them which words, which sentences or paragraphs, and which ideas are most important. Otherwise, they won't get it. Great readers really listen to the voice saying, 'I think this sentence or this paragraph is most important.' Then they're able to decide which ideas are most important in the piece." As I read this statement, I couldn't help but think to myself - aren't I doing this as I'm reading right now? I have been doing this since I can remember! Why don't students do this naturally? Was I taught this or did I just evolve as I read more throughout my life?
Going back to my question - now what and how? - I realize that the prescription for these can be found in all three of my current coursework texts! As I've pointed out in previous blog posts, Harvey and Goudvis (2007); Keene and Zimmerman (2007); and Cummins (2013) are all texts in which I could use as reference guides for step-by-step instructional techniques that can be used for virtually any literacy strategy instructional situation - cross-curricularly - that an educator can think of for their instructional needs. Furthermore, selecting which technique/approach is appropriate, based on the needs of students, is more apparent thanks to these texts. I have definitely earmarked, tabbed, highlighted, underlined, and text coded these resources so I am able to pass the content onto my own students - especially the ones who ask the same questions - now what and how?