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Modes of Expression (Harvey & Goudvis, 2017, p. 83 - 85) 

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Modes of Expression (Harvey & Goudvis, 2017, p. 83 - 85) 

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ORAL:

Turn & Talk

Think, Pair, Share

Paired readings

Informal discussion groups

Jigsaw discussions

Book Clubs & Lit Circles

Informational Study groups

Inquiry Circles - investigate curiosities! (Consider having Inquiry Circles that add to a FART Chart from Erskine's The Incredible Magic of Being!!!)

WRITTEN, ARTISTIC, DIGITAL:

Annotate - sticky notes, edmoto, padlet, google docs, texting in with Poll Everywhere, Kahoot, etc.

Short responses

Response journals - write, sketch, draw, cut and paste artifacts

Creating/making - legos, models

Dramatic responses - Tableau, a "What if" scene

Musical Responses - a rap, a song, a parody (set to existing song)

Poetic Responses - found poetry, blackout poetry, response poetry in free-verse

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Instructional Practices we should Include in our Comprehension Instruction (Harvey & Goudvis, 2016, p. 74 - 75)

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Instructional Practices we should Include in our Comprehension Instruction (Harvey & Goudvis, 2016, p. 74 - 75)

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- Thinking out loud
- Re-reading for clarification/detective work
- Interactive read alouds (infused with Turn & Talks, note jotting, and student participation in discussions)
- Text Annotating - leaving tracks of thinking through drawing, writing, and interacting with the text while reading
- Co-constructing Anchor Charts - we all need these engaging and visual charts to help remind us of our thinking/strategies
- Guiding Discussions and Student Conversations - facilitate and shape, but don't manipulate
- Sharing our own literate lives with students - infusing our readings and writings into workshops and lessons as much as possible so that WE too are seen as a part of our literate community

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How to GAGE student Learning & Progress (Harvey & Goudvis, 2016) 

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How to GAGE student Learning & Progress (Harvey & Goudvis, 2016) 

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- Listen in to student's conversations and confer
- Read their responses (Writing is THINKING slowed down :)
- Confer one-on-one with students and have open conversations
- Observe non-verbal communication and body language during discussions (expressions and avoidance behaviors)
- CHART student responses regularly - everyone adds their sticky-notes to a chart that is a tangible representation of their thinking and learning
- Keep anecdotal records
- Evaluate student learning through ongoing and authentic assessment of skills taught and practiced over time... use rubrics and consider work samples, students' conversation, and artifacts for learning.

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"In a thinking-intensive classroom, literacy is an ACTIVE process" (Harvey & Goudvis, 2017, p. 64). 

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"In a thinking-intensive classroom, literacy is an ACTIVE process" (Harvey & Goudvis, 2017, p. 64). 

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As teachers, we set the tone in our class culture about how we approach literacy and reading and how we honor the voices of each student in the classroom.  Harvey & Goudvis (2016) suggest the following principles to help teachers cultivate a positive literate community:

Cultivate wonder, curiosity, and passion... these things are contagious and we want our classrooms to multiply these dispositions

Value collaboration and co-constructing meaning... everyone's voice and experiences are valued in adding to the construction of meaning in class discussions

Set apart large chunks of time for extended reading and writing... using Writer's Notebooks and curate a diverse class library so that students have plenty of time to read from motivating self-selected texts and writing about self-selected topics

Model respectful, inclusive, and empowering language in the classroom... this gains trust and creates a safe space for thoughts to be shared

Invite a myriad of authentic responses to learning... talking, writing, blogging, vlogging, drawing, creating, performance, presentation, etc.

Differentiate instruction with responsive teaching...adapt to students need with intentional, targeted changes and flexibility to support learning for all students

Provide powerful, diverse, rich texts

Arrange the class to foster conversation and collaboration... work in clusters, have an "up front space" for modeling, quiet nooks and crannies, differentiated seating and lighting, a class library... make the classroom INVITING and COMFORTABLE :)

Keep materials and resources accessible to students at all times for on-the-go learning... clipboards, TONS of sticky notes, notebooks and journals galore, and consider projectable, online resources

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"Comprehension strategies are interrelated, and we don't keep this a secret form kids.  We show them how strategies OVERLAP and INTERSECT.  We demonstrate how readers WEAVE them together for a more engaging, REWARDING read" (Harvey & Goudvis, 2017, p. 62). 

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"Comprehension strategies are interrelated, and we don't keep this a secret form kids.  We show them how strategies OVERLAP and INTERSECT.  We demonstrate how readers WEAVE them together for a more engaging, REWARDING read" (Harvey & Goudvis, 2017, p. 62). 

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- Teacher models a whole-group strategy lesson then devotes rest of workshop to group work/partner work and finally independent practice
- Model should be short and explicit, making the tacit, invisible processes tangible, explicit and visible to students
- Teacher should circulate during workshop and pull up a chair to converse, listen in, and lift the level of conversations and comprehension
- Teacher can also support flexible grouping of students who need more support during workshop time
(Harvey & Goudvis, 2017).

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Elements of Effective Comprehension Instruction 

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Elements of Effective Comprehension Instruction 

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Instruction accounts for individual needs of students

MODELING and gradual release of responsibility (I DO, We DO, Ya'll DO, You Do)

strategies used for better understanding and engaging with the text

Emphasis on THINKING ALOUD and power of thoughts while reading

generalization across genres, texts, and contexts

large amounts of time for practice and reading

Responses through art, writing, talking

Teacher observation of students' conversations/comprehension used to inform instruction

Teacher revises instruction based off students' levels of understanding

PLENTY of Turn & Talk

(Harvey & Goudvis, 2017)

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MODEL PURPOSEFUL RE-READINGS OF TEXTS... 

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MODEL PURPOSEFUL RE-READINGS OF TEXTS... 

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Students need the repeated access to texts for familiarity and digging deeper through with each pass of close reading... looking at different angles as led by the teacher in the Read Aloud (Nichols, 2006).

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We should design text sets that purposefully invite students to think and talk about reading in increasingly complex ways while learning about opportunities for a more just world and how to contribute as active participants in our communities (Nichols, 2006). Text sets should incorporate critical literacy and allow students to dig deeper into topical themes that address different aspects of diversity

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involves moving beyond "code breaking" (How do I crack the code of this text?) and "text participating" (What does this text mean?) and into "TEXT USING" (What do I do with this text right now?) and TEXT ANALYZING (What does this text do TO me?) (Nichols, 2006, p. 72).

"It is only when we use rich meaning of text to open conversations about the wyas of our world and our role in perpetuating or challenging these ways that we are becoming purposefully literate" and adopting a critical stance and habit of mind to push back and critically challenge and question text (Nichols, 2006, p. 72).

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Make TURN & TALKs part of class culture and routine 

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Make TURN & TALKs part of class culture and routine 

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- Have pre-assigned partners and invite students to come to the rug and sit next to their partner
- practice Turn-&-Talk positions (knee to knee & eye to eye) and transition from Turn & Talk to whole class discussions
- set clear expectations for Turn & Talk with positive statements (ANCHOR CHART)
- having long-term partners across texts allows a history of conversation to develop as students get to know one another and their connections/experiences with texts expand as a pair

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Gives each child a chance to be heard

Invites participation b/c each student is accountable to their partner

Teacher can circulate and gauge individual and group comprehension then call certain group convos to the forefront of group discussion

Helps avoid clamor of all students wanting to talk and be heard at same time in riveting part of group discussion

Gives "oompf" to lulls in discussion by re-engaging students

Can be preplanned to help students process complex plot points or spontaneous to address energy and engagement of group

Let shy/softspoken students rehearse ideas/conversation with single partner

provides immediate feedback to students and opportunities to revise/strengthen ideas through partner's input

NEGOTIATION in smaller scale

Builds class community

MINE CONVERSATIONS FOR GEMS to bring to the whole group discussion (helping students recognize value in their thoughts and in their partner's thoughts!)

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How will you invite students to PREPARE for whole group discussions? 

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How will you invite students to PREPARE for whole group discussions? 

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I think it is important for all voices to contribute to the thinking through conversation, even if not in the big group discussions. To achieve this, we need partner talking (Turn and Talk), students writing on sticky notes during discussion to contribute their thoughts, small group discussions before large group discussions, etc. (Nichols, 2006). Giving students time to get their thoughts and ideas spinning before a whole group discussion can enhance the quality of large group discussions.

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6 Discussion Moves teachers can use to keep convos focused on negotiating and building meaning 

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6 Discussion Moves teachers can use to keep convos focused on negotiating and building meaning 

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(Nichols, 2006, p. 65) cited from Beck, McKeown, Hamilton & Kucan (1997)

*Recapping - aids in retracing steps of conversation for meaning, gives everyone a chance to rethink the key points of the conversation thus far and lets people who got lost in the original conversation a chance to jump back in based off the teachers' recap.

*"Say more about that" or "Tell us more" encourages students to dig deeper and elaborate their thoughts

*Revoicing - should stay true to the original intent of meaning of the speaker but clarify a convoluted talking point

*Turning back - invites students to re-anchor to the text and reconsider their original ideas

*Marking - emphasizing a student's own words in our prosody and in repeating to the group

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"To ensure strong thinking and talking, we want our children to hold new information up against what they think they know, ask questions, form theories, read for evidence, and consider how the information links together and leads them toward bigger ideas" 

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"To ensure strong thinking and talking, we want our children to hold new information up against what they think they know, ask questions, form theories, read for evidence, and consider how the information links together and leads them toward bigger ideas" 

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(Nichols, 2006, p. 61). THIS is CRITICAL THINKING...

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Be FLEXIBLE in your Read Aloud directions and ACTIVELY PARTICIPATE in your students' construction of meaning... especially when it is insightful and meaningful! 

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Be FLEXIBLE in your Read Aloud directions and ACTIVELY PARTICIPATE in your students' construction of meaning... especially when it is insightful and meaningful! 

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If we want students to truly be creators and contributors of knowledge in the classroom, we must be attentive to their interpretations through conversation and invite them to lead and go deeper in developing thoughts and insights we may not have seen ourselves! (Nichols, 2006)

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Conversations should move students beyond LITERAL interpretations of text to deeper HEART connections that will help them navigate the real world through their literary experiences. 

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Conversations should move students beyond LITERAL interpretations of text to deeper HEART connections that will help them navigate the real world through their literary experiences. 

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(Nichols, 2006)

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Effective Read Alouds Require Reading Ahead! 

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Effective Read Alouds Require Reading Ahead! 

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As educators, we must read the rich texts we plan to use for rich discussion ahead of time and get to know the text, possible themes, main ideas, deep talking points, critical literacy perspectives and have flexible ideas about the understandings we hope students will build.  We have to then plan ways to strategically support students in connecting with the text and analyzing deeper meanings (Nichols, 2006). Effective Read Aloud Lesson Plans are strategically crafted to provide "experience with a progression of thinking and talking curriculum that builds in complexity" (Nichols, 2006, p. 61).

Plan strategic stopping places in the text that allow readers to build clearer understanding of characters, sense of setting, conflict, etc.

Have an idea of what strong conversation would sound like around these stopping points and plan open-ended questions that will target such strong conversations by inviting students to think strategically and share their comprehension!

Start with LESS supportive questions, more generic and open-ended to get students' natural thoughts without directing them and ramp up the specificity of the questions to turn students to important ideas as necessary

Plan how you can model your own strategic thinking to address these questions if needed

Devise plan for constantly drawing student's attention to the MEAT or the HEART of the story

You should ALWAYS have a reason for each stopping place... why is it important to engage students in conversation when you do?  What importance are you hoping they will discuss?

Always go after theme... what does the author want us to think about through this story?

Plan to move beyond the text in isolation and consider what we have learned from the text and how it might live more _______ in our world.

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Text Selection... serves the foundation for meaningful, strong conversations during Read Alouds... 

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Text Selection... serves the foundation for meaningful, strong conversations during Read Alouds... 

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Texts should be...

COMPELLING - draw students in to WANT to negotiate and engage in conversations around the text

Heart of the text is relatable

characters with depth and believability that students can identify with (deal with universal human challenges and emotions)

text serves as windows, mirrors, and sliding glass doors

Consider relatable narratives/lyrical nonfiction for Read Alouds that stimulate and support conversation with rich visual support as well

(Nichols, 2006)

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"The negotiation of meaning... is the hallmark of purposeful talk and constructivist learning"

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"The negotiation of meaning... is the hallmark of purposeful talk and constructivist learning"

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(Nichols, 2006, p. 53).
NEGOTIATION is critical to model and encourage in class discussions around rich texts because part of meaningful, purposeful literacy involves the understanding that there are a myriad of perspectives and lived experiences among readers that influence comprehension and connections to texts. Openness to hear other's perspectives and interpretations of texts enriches our own thinking... this is a disposition we have to cultivate in our classrooms and model during our Read Aloud discussions!

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Gradual Release of Responsibility (Diagram from Nichols, 2006, p. 53)

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Gradual Release of Responsibility (Diagram from Nichols, 2006, p. 53)

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Teachers have to approach comprehension instruction in such a way that we scaffold students through thinking about texts in increasingly complex and meaningful ways. Nichols (2006) suggests that thoughtful student-led discussions are the "product of thoughtful planning, explicit instruction, modeling, and orchestration of purposeful talk in the highly supportive instructional approach of Read Aloud" (p. 52). Rome wasn't built in a day! Students need time, models, and plenty of supported practice to develop these meaningful conversation skills. In these ways through Read Alouds, we help support students' construction of meaning in texts they may not be able to access on their own.

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"Only within a community that allows talk to thrive will children develop the habits of mind that bring purpose to their talk"

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"Only within a community that allows talk to thrive will children develop the habits of mind that bring purpose to their talk"

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(Nichols, 2006, p. 52)

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Through talk, children can construct critical insights about texts and use their understandings to think about how what they read may change how they live (Nichols, 2006).

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Harvey, S., & Goudvis, A. (2017). Strategies that work: teaching comprehension for understanding, engagement, and building knowledge, K-8. Portland, ME: Stenhouse , Pembroke.

Nichols, M. (2006). Comprehension through conversation: The power of purposeful talk in the Reading Workshop. Portsmouth, NH: Heinemann.

Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.