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Listening to this snippet of Serravalo's magnificent brain got my wheels turning! How do I assess student comprehension? Usually in guided reading it's informal and observational. Can I be more intentional and differentiate how I ask them questions about the text that is in front of them? Yes I can!

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It was interesting to listen to her describe the research about the different skills and approaches we use when reading digitally vs. actual books vs. audio books. While our students may not be listening to audio books or podcasts on their own, they certainly listen to us read aloud every day during shared reading. We know that some students who struggle with decoding have excellent comprehension skills when listening and likewise, students who read independently but have a hard time focusing during shared instruction. The way that we assess students' comprehension can therefore have an impact on the results. For example, some K-1 students do great on MAP because they listen to the audio but cannot read on their own. Others do poorly even though they can read because they struggle to focus and just click away on their iPad! This reminds me that MAP is just one data point and does not define my students or inform my effectiveness as a teacher. In D54 we do not use MAP for evaluative purposes, but unfortunately plenty of other school districts do.

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Each student is a unique type of reader; some are really into non-fiction text and bring a lot of background info to their reading, while others do not enjoy non-fiction and prefer reading novels and stories instead. This is certainly true of us as adults, and it makes sense that kids approach reading in this manner too! We as teachers need to meet students needs and support them in acquiring the skills necessary to access all different kinds of texts.

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I think I will try and integrate technology when reading. A lot of the general education teachers that I support use Raz-Kids as an independent task. However, I don't know if they were explicitly taught how to read and comprehend using digital books. Practice using these tools in small group guided reading, may help how on task they are when using digital books in the classroom.

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I wonder if I need to be providing students with longer texts to comprehend. Even if they are low level texts A-C, maybe I can find longer texts that encourages them to understand more complex elements such as how characters change.

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I found it interesting that students can seem like they are comprehending but actually are not. I liked the story of the girl and how she seemed like she was comprehending these higher level texts when they are short. But when the text becomes longer, and she had to pay attention to moving parts, it was hard for her. I have some students who seem like they understand a text, until you ask higher level questions.

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When Jennifer was talking about the difference in comprehension level between a paper book and reading on a screen, I really related. I feel that having the text on paper helps with out comprehension level just as she was saying. My students are often reading on their chromebooks but now I am going to really think about that and think if that is what is best for my students. I noticed this when giving our common assessment on paper versus on edulastic where more students scored higher on paper than they did when reading online. To meet the needs of my students, I plan on having the text for a common assessment printed out for them so they can read it on paper and then answer the questions on the computer. I am hoping that this will help with their comprehension of the texts.

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After this podcast, I took a step back to think about the texts that I am giving my students. I try and give my students different genres that fit with our shared reading genre but I never really thought about teaching the skills needed for the genres. This is something that I really want to focus on and make sure that I am giving my students all the tools and skills that they need to be successful.

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After listening to this podcast, I had several takeaways. One of my big takeaways is that a student is going to read a short read different than they would read a novel and that plays into their comprehension level. It is also important that we are teaching our students to be lifelong readers. Students need to be exposed to different kids of texts, as well as taught strategies for these different kinds of genres.

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Jennifer spoke about comprehension assessment. At our school, across all grade levels, I think we do a great job of having students respond to text through writing. This is done not only on formative assessments but on day to day tasks. I want to continue to think of different ways students can respond or show they are making meaning while reading. I think SeeSaw is an excellent platform for students to show they are understanding the text through speaking, pictures, etc. I plan to purposefully use technology as a way for students to showcase they understand what they are reading.

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While listening to this podcast, I thought a lot about the kinds of texts I'm exposing students to during the school day. Jennifer spoke about students' comprehension skills for different types of texts. I want to continue to keep this in mind as I'm pulling books for guided reading. While it's important to engage students based on their interests, it is just as important to expose them to new topics and genres to grow their comprehension.

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The biggest take-away I had from Jennifer's podcast was her reminder that our goal should be to build life-long readers. It's so important that we stress to kids that making meaning when we read is everything! Reading should be fun and students should love the idea of interacting with books!

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After listening to this podcast, I want to ensure that I am providing my students with various types of text so that I can assess their comprehension across genres and text types. I also think that it is important to explicitly model the different strategies that apply to different types of texts. Showing students that importance of comprehension and helping them to comprehend independently will help them to foster a love for reading.

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This podcast made me reflect on the types of opportunities I am providing my students to engage with various types of text. The majority of time, I am seeing how students engage with a guided reading text. However, with the implementation of Chromebooks this year, I think it is also important to see how students are able to engage with digital text, especially since they will be expected to read digitally for state assessments. As discussed in the Podcast, we often read at a more surface level when reading digitally, so I wonder how we can ensure that our students are still reading closely when they are presented with digital text.

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-It is important to take into consideration the type of reading that students are doing (digital, fiction, non-fiction, etc.) and remember that their comprehension skills for each type may be different.
-Meaning is everything when it comes to reading so focusing on comprehension is important.
-Reading short text vs. whole books and assessing comprehension for the two may look different.

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I enjoyed listening to this podcast because it was another reminder of just how important it is for students to comprehend what they are reading. I think students often feel like reading words accurately is what teachers expect and want. Prior knowledge certainly plays a part in comprehension, but it’s also essential for teachers to direct students back to the text to support their thinking.  Looking at students in a holistic way encourages teachers to consider multiple factors such as written comprehension versus oral comprehension and reading digitally versus reading on paper when supporting readers in the classroom. 

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I enjoyed listening to this podcast because it was another reminder of just how important it is for students to comprehend what they are reading. I think students often feel like reading words accurately is what teachers expect and want. Prior knowledge certainly plays a part in comprehension, but it’s also essential for teachers to direct students back to the text to support their thinking.  Looking at students in a holistic way encourages teachers to consider multiple factors such as written comprehension versus oral comprehension and reading digitally versus reading on paper when supporting readers in the classroom. 

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This podcast has reminded me to provide all readers with time to practice comprehension strategies, regardless of their reading level.  It’s important for me to model what it looks like to go back in the text and support my thinking so that students can do the same when they are reading on their own. Directing students back to the text will hold them accountable and support a classroom environment of independent readers. I also need to make sure that I’m showing students that reading is enjoyable when you can understand what you’re reading.

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This podcast has reminded me to provide all readers with time to practice comprehension strategies, regardless of their reading level.  It’s important for me to model what it looks like to go back in the text and support my thinking so that students can do the same when they are reading on their own. Directing students back to the text will hold them accountable and support a classroom environment of independent readers. I also need to make sure that I’m showing students that reading is enjoyable when you can understand what you’re reading.

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1. Reading should be fun and if you’re just reading words it won’t be fun
2. That “lost in a book” feeling comes from making meaning of text
3. Students often read short texts differently than long text
4. Students can be different readers when they are reading fiction vs. non-fiction
5. When we’re reading digitally we tend to read more superficially and with less depth→ therefore creating different meaning from the text

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I am going to continue to keep comprehension at the forefront/core of my literacy instruction. I'm also going to continue to think critically about the differences between literature and informational and how I'm approaching teaching the standards in each. I also like show she affirmed the importance of students not relying on schema but rather text evidence and will continue to have this as the focus of my instruction as well.

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This podcast reminded me how comprehension is at the heart of all of our reading instruction. I also appreciated Jen's message that even our highest readers need specific and meaningful comprehension instruction. I also appreciated how she noted that informational and literature texts are approached much differently and there are often times more complexities that go along with informational text. It also resonated with me how informational text should be read more slowly with more attention to detail.

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I really appreciated how comprehension was at the heart of this podcast. They discussed how even if a reader is fluent and able to decode, comprehension is at the core of guided reading. I like how Jen pointed out that informational text take much more attention to detail and length than literature often does. Like she noted, I have also seen readers draw on their schema rather than pull text evidence, although since the implementation of CCSS and our current literacy curriculum I feel like my students have become so much stronger at using their text evidence including my youngest and struggling students!
It also resonated with me when she said even above level readers need specific and targeted comprehension instruction.