Tuesday, 30 May 2017

Rewind - Scanning

My target group is multi - level. Further analysis of data from previous assessments indicates, that students within this group while needing to increase reading skills in global and local inference, also continue to develop skills in reading across the text to connect and discuss information.  The latter is an area for development that is also evidenced in formative observations and interactions with students in 1:1 and in guided reading situations.
Strategies to strengthen these skills for the target group are heavily scaffolded.  I define these as ‘Just in time’ teaching - strategies include
  • Identifying keywords
  • Skimming and scanning across text
  • Asking questions
  • Sharing ideas (think pair share)

Making these connections can also be affected by a lack of prior knowledge that students bring to the learning in relation to the context of the reading. This of course also impacts on student ability to ‘Talk’ about what they are reading.

It was after reading this article, that I then became very aware of my interactions with this group.  Responses (on reflection) were teacher initiated via questions aimed at promoting close reading. Unfortunately, student response which was limited to one or two students and a ‘ping pong’ occurrence took place.

The article reaffirmed my understanding that ‘Talk’ is more than just important to support comprehension - it is essential. It is through talk that we process information, talk is the action born from Thinking.

Reference: Why talk is important?  Douglas Fisher, Nancy Frey and Carol Rothenberg


  1. Hi Adrienne
    I have enjoyed following your inquiry as it aligns so closely to mine, with us both facing the same hurdles in our efforts to get the learning talk going in our classrooms. I think your statement 'talk is the action born from thinking' is very powerful and is something I will be taking back and unpacking with my learners and exploring further myself. We should connect our learners via their blogs in some way so that the feedback/feed forward they give each other is based on the talk. It might be a huge positive for them to see the need for learning conversations is not confined to their immediate learning space.

  2. Hello Adrienne
    Your blog was highly recommended to me by Robyn. She noticed that my Inquiry focus had some similarities to yours. I am also trying to get my target children to engage in more talk about their reading.
    ‘Why is talk important’ is an article that I found most helpful on your blog because it helped to remind me that when my students engage in talk about the text, they benefit on many levels. My focus is to shift the locus of control from me to my students and this has not always been easy. I use speaking frames and the 3 level question guide to get ‘rich’ conversations with my top reading group but have not had much success with my target group.