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