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I would like to give my students more opportunities to write about the text.  Right now, they are doing a lot of discussion, and I think that linking reading with their writing would not only help them understand the text better and communicate that knowledge effectively,  but will also aid those students who struggle with what to write.

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While listening to this podcast, I thought about the need to assess students' comprehension of longer texts such as novels.  In guided reading, even when we do chapter books,  they are very short.  The common assessments are all shorter passages as well.  Does this really give us a good indication of how students read all kinds of texts? Probably not.

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One big take away for me was all of the different variables that affect comprehension.   Some of them were familiar to me, such as genre, presentation (I can't remember exactly what she called it, but basically text v audio v digital), and prior knowledge, but I hadn't thought deeply about how the length of text affects comprehension.   It's interesting to me that the skills needed to comprehend shorter texts differ from those needed to read longer texts.

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A couple years ago my action research project for grad school was on comprehension and if students learn better reading independently versus reading aloud to themselves. Very eye opening.  I feel as if this ties in with the variables Jennifer was talking about. I would really like to get to know my readers even better by understanding the strengths and weaknesses when it comes to Fic v. NF, genre, prior knowledge, etc. I am curious what the best way of assessing this would be. 

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A couple years ago my action research project for grad school was on comprehension and if students learn better reading independently versus reading aloud to themselves. Very eye opening.  I feel as if this ties in with the variables Jennifer was talking about. I would really like to get to know my readers even better by understanding the strengths and weaknesses when it comes to Fic v. NF, genre, prior knowledge, etc. I am curious what the best way of assessing this would be. 

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After listening to the podcast I relfected in two ways. One way I reflected was me as a reader. It took me a while when I was younger to "love" reading, but it also took that ONE that got me "lost in the book." Then my perspective changed! This is what I always share with my students that if they don't love reading (YET!) it is because they haven't found the right book/genre they love! I also reflected on how I am such a paper copy person when I am doing my own work. Digitally, I notice I am more of the "skim and scan" reader and have that "digital brain."Reflecting on the teacher side of reading and comprehension one thing that she said that stuck with me was "why read if we are not making meaning." Then I think of that with my students and really making sure I am getting to know them as readers. Taking what I know and being flexible with my groups especially when we work on different skills (F/NF), genre, topics, etc. Thinking: Does my reader change during those? 

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After listening to the podcast I relfected in two ways. One way I reflected was me as a reader. It took me a while when I was younger to "love" reading, but it also took that ONE that got me "lost in the book." Then my perspective changed! This is what I always share with my students that if they don't love reading (YET!) it is because they haven't found the right book/genre they love! I also reflected on how I am such a paper copy person when I am doing my own work. Digitally, I notice I am more of the "skim and scan" reader and have that "digital brain."Reflecting on the teacher side of reading and comprehension one thing that she said that stuck with me was "why read if we are not making meaning." Then I think of that with my students and really making sure I am getting to know them as readers. Taking what I know and being flexible with my groups especially when we work on different skills (F/NF), genre, topics, etc. Thinking: Does my reader change during those? 

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Like many others have mentioned, I want to apply ideas from this podcast regarding assessment. I will now be more intentional with assessing comprehension in multiple modalities and with a variety of text length. With so many new print, digital and audio resources this year, I will consider how to best assessment students' comprehension in guided reading and literacy acceleration.

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Like many others have mentioned, I want to apply ideas from this podcast regarding assessment. I will now be more intentional with assessing comprehension in multiple modalities and with a variety of text length. With so many new print, digital and audio resources this year, I will consider how to best assessment students' comprehension in guided reading and literacy acceleration.

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While listening to this podcast, I reflected on how little I know about my students' comprehension with novels and longer texts. Since most reading of longer text happens while I am meeting with guided reading groups, I struggle with assessing their comprehension of this type of text. I am beginning to look for authentic ways to learn more about whole book comprehension. I also reflected on how digital reading can be quite different from paper book reading. As my third graders move toward more digital reading and assessment, this is be an area where they may need to learn and practice new strategies. 

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While listening to this podcast, I reflected on how little I know about my students' comprehension with novels and longer texts. Since most reading of longer text happens while I am meeting with guided reading groups, I struggle with assessing their comprehension of this type of text. I am beginning to look for authentic ways to learn more about whole book comprehension. I also reflected on how digital reading can be quite different from paper book reading. As my third graders move toward more digital reading and assessment, this is be an area where they may need to learn and practice new strategies. 

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A take away for me was how broad of a term comprehension is. It was interesting to hear Jennifer talk about all the considerations for comprehension. Students comprehend in such different ways depending on the length of the text, genre, background knowledge, and receptive modality. I now will more thoughtfully consider assessment opportunities in all these areas.

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A take away for me was how broad of a term comprehension is. It was interesting to hear Jennifer talk about all the considerations for comprehension. Students comprehend in such different ways depending on the length of the text, genre, background knowledge, and receptive modality. I now will more thoughtfully consider assessment opportunities in all these areas.

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I want to incorporate more discussions about how to read a text before we even open the book. I think my students would benefit having a discussion about their process of reading a literature vs. informational text and reflect on how we read each of those texts differently. I think students would also benefit from me modeling my own process reading and how I might preview a text/my purpose for reading.

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After listening to Jennifer discuss herself as a reader, I reflected on my own process as well. I think it's important to reflect as a reader and share this information with our students in order to show them the process a reader goes through when tackling any kind of text.

I also thought about my own students and their own process as well when it comes to reading things on paper/text/digitally. While I mostly use only hard copy texts or photocopied texts, I could start to incorporate digital texts as well and teach students how to read these texts differently.

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The big take away I had was that no matter what type of text we are having students read, comprehension is the most important skill we can teach to our students. She talked about the different things we analyze when we read literature/informational texts; key events, main idea, relationships between characters, how the text features relate to what we're reading. Hearing these skills she mentioned really reinforced what we already do during shared/guided/acceleration.

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I really want to incorporate a variety of assessments within my literacy block. In guided reading or acceleration students can read digitally and on paper. I love having Chromebooks in third grade because this is easy to do now! I am going to ask them a variety of questions to make sure they have the chance to be assessed in different ways. I am excited to use Seesaw to assess students. They can record themselves answering questions verbally. I always love having students compare a video source to a text. This way they are reading & listening to text. I am going to make a checklist of the different ways to assess and evaluate comprehension, this way when I am planning I can really see all my options.

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I really liked how Jennifer kept comparing herself as a reader to her instruction. I found it helpful to reflect on what I do as a reader and how I prefer to read. I like to listen to podcasts but I do not love to listen to books on tape. I prefer to have the book in front of me rather than reading digitally. I also find myself skimming the text when I read a text on the computer. It is a good reminder that each student has different strengths and preferences as a reader. We are making the shift to make most of our common assessments online. We are still printing out the text for students. They have the choice to read on paper or on the screen. I am really glad my team decided to do this! I also think we should have more conversations about what other ways we can assess our students. If we decide to keep common assessments online, we need to make sure that during guided reading and LAC we are assessing our students in a variety of ways. Then, we need to realize that our common assessments are just one data point when thinking of our students as readers.

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I would like to explore using more audio and digital text in both guided and acceleration. When doing so I plan to model effective strategies to ensure comprehension which still focusing on the text and skills the students are working to master.

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I continue to think about myself and how I read in different ways both at home and school. Then I think about my students reading. I typically need a paper book. I even like to highlight and take note, which helps me with my comprehension. Then, I think about a audio book/podcast and I think about how distracted I can get because I am just listening. I need to take notes to stay focused over a period of time. Then there is the digital option for reading too. Now I wonder what my students like and what way is best for their learning.

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After listening to this podcast, an important take away I had was that students are doing different types of reading today and I as a teacher am teaching them the same way. Now that we are 1 to 1 I need to be sure I am teaching what each students needs to be successful and modeling it explicitly in kindergarten.

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The big take away I had was that comprehension is everything because saying words is not reading. This is so true... our students will not be engaged and interested in the books they are reading if they are not reading for meaning. This is a great reminder that even our strongest readers need to be monitored closely for comprehension. Reading levels are not everything and we need to choose a variety of texts purposefully. We also need to have a balanced approach when thinking about HOW we are assessing our students for comprehension.

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An important take away that I had from Jennifer's podcast was how relatable all of it was! For example, when she discusses screen versus paper reading that we use different skills for each of those. As our classrooms have completely gone 1 to 1 and that we assess our students digitally its essential to keep in mind the different skills were asking them to use. Also, the variables of comprehending a text such as short text versus whole text, text genre, prior knowledge, and receptive modality.

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An important take away that I had from Jennifer's podcast was how relatable all of it was! For example, when she discusses screen versus paper reading that we use different skills for each of those. As our classrooms have completely gone 1 to 1 and that we assess our students digitally its essential to keep in mind the different skills were asking them to use. Also, the variables of comprehending a text such as short text versus whole text, text genre, prior knowledge, and receptive modality.

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I thought Jennifer's ideas on paying attention to a reader's fiction versus nonfiction fluency and comprehension to be very applicable, as we make the switch from informational to literature texts.  It is important to remember that literacy as an umbrella has many different, valuable parts that play out differently in the context of different texts, genres, and modes of representation.  One type of text is not an accurate representation of whether or not a student is comprehending what he/she is reading.

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I thought Jennifer's ideas on paying attention to a reader's fiction versus nonfiction fluency and comprehension to be very applicable, as we make the switch from informational to literature texts.  It is important to remember that literacy as an umbrella has many different, valuable parts that play out differently in the context of different texts, genres, and modes of representation.  One type of text is not an accurate representation of whether or not a student is comprehending what he/she is reading.

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Jennifer's emphasis on teacher reflection of what am  I/am not looking at in regards to students' literacy development is monumental to structuring lessons for authenticity and student success.  She made note of some important factors to keep in mind when designing, implementing, and assessing literacy strategies such as long versus short texts, genre, prior knowledge and interests, and the receptive modality from which the reading is occurring (holding the book, listening to someone else read, screen versus paper, etc.).

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Jennifer's emphasis on teacher reflection of what am  I/am not looking at in regards to students' literacy development is monumental to structuring lessons for authenticity and student success.  She made note of some important factors to keep in mind when designing, implementing, and assessing literacy strategies such as long versus short texts, genre, prior knowledge and interests, and the receptive modality from which the reading is occurring (holding the book, listening to someone else read, screen versus paper, etc.).

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The biggest take away for me was that fact that the students have to do different types of reading ( digital, auditory, books) and we are teaching them the same way.  It is so true that each one has their own unique way of understanding/ tackling it.   After listening to Jennifer I am setting a goal for myself and students to expose and teach them how to work with each type of text.  

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The biggest take away for me was that fact that the students have to do different types of reading ( digital, auditory, books) and we are teaching them the same way.  It is so true that each one has their own unique way of understanding/ tackling it.   After listening to Jennifer I am setting a goal for myself and students to expose and teach them how to work with each type of text.  

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I can relate to what Jennifer said about the difference between having that book in my hand verses reading digital text.   When reading digital text I much rather it be something that I am reading for enjoyment.  Something that I might not have to necessary pay very close attention to detail.  When I am reading and need to focus information or learn something from the text I need to have that paper copy.  I need to be able to go back easily and either mark up the text.

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I can relate to what Jennifer said about the difference between having that book in my hand verses reading digital text.   When reading digital text I much rather it be something that I am reading for enjoyment.  Something that I might not have to necessary pay very close attention to detail.  When I am reading and need to focus information or learn something from the text I need to have that paper copy.  I need to be able to go back easily and either mark up the text.

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I liked how Jennifer talked about the assessment of students.  She has such a valid point about using many different ways to assess our students.  I think about our early readers and how they need to be able to listen to text on MAP and be able to answer questions. I would like to try and add short audio text to my acceleration groups with a few questions.  This will not only give me valuable information from an assessment stand point but also give the students opportunity to show what they know in another setting.   

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I liked how Jennifer talked about the assessment of students.  She has such a valid point about using many different ways to assess our students.  I think about our early readers and how they need to be able to listen to text on MAP and be able to answer questions. I would like to try and add short audio text to my acceleration groups with a few questions.  This will not only give me valuable information from an assessment stand point but also give the students opportunity to show what they know in another setting.   

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One of the most impacting takeaways I had from this podcast was the importance of allowing students to utilize both writing and speaking in assessing their comprehension, as some more successfully convey their thoughts in one mode versus the other.  I think we often utilize the written piece for formal assessment and the oral piece for informal check-in's and discussion.  By allowing our students both opportunities to formally convey what they have learned, we may gain a clearer picture of their comprehension levels by meeting them where they are at.

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One of the most impacting takeaways I had from this podcast was the importance of allowing students to utilize both writing and speaking in assessing their comprehension, as some more successfully convey their thoughts in one mode versus the other.  I think we often utilize the written piece for formal assessment and the oral piece for informal check-in's and discussion.  By allowing our students both opportunities to formally convey what they have learned, we may gain a clearer picture of their comprehension levels by meeting them where they are at.

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I like how right now we have a variety of texts that the students have access to.  We have RRJs that are digital in both fiction and nonfiction.  Same with our CFAs.  Guided we usually stick to paper copies so students can really delve deep into the text/skill.

Moving forward I think practicing (annotate.net or Classkick) with the students on how to tackle a digital text would help them even more when it comes to understanding/annotating their RRJs and CFAs.

I also want to think about strategies that would be beneficial to students when they are reading non-fiction. Savavello made a point that students try to read non-fiction the same way they read fiction but that's not what good readers do. So I think the more practice we can build in the better.

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As I was listening to this podcast I was reflecting about myself as a reader.  I know that I am a much more visual person so even listening to this podcast presented some struggles for me.  I then started thinking about how that connects to the students and their strengths when it comes to reading and comprehending. Being more aware of the different modalities and tasks that are given is important to help increase their comprehension. Also, making sure to focus on every student because there is always room for improvement and useful strategies to help them tackle their own issues. I often just think about the level of reader, not all the variables that come into play when they are reading. So I am being too broad in my thinking and should really focus in on their areas of need.

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It was kind of a wake-up call to me when she was talking about the different kinds of reading. It was interesting to think about how we mostly assess students using digital texts and reading from a screen is a very different skill. I had never really taken a step back to think about how that would impact comprehension.

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I would like to try assessing students in my acceleration groups with in a variety of ways. In the past I have known there is a difference in comprehension of one text genre and another, but I want to monitor more closely how the genre affects my students comprehension individually. I am going to first start focusing on the genre and the differences there, and when I feel that is ready I will move on to how the students comprehension is affected my the receptive modality.  I would like to see how well my students comprehend when presented with a text read aloud versus how they do when they read it themselves, or when it is presented on a screen.

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This year and every year I have been focusing on getting to know my student more so I can create better instruction. How Jennifer explained the aspects of comprehension has given me some ideas of where to start. Her thoughts made me reevaluate what I think comprehension is. It is not just reading a short text and answering multiple choice and a few short answer questions. It is an evolving question of "Is the student making meaning from this text?" I know from my own experience my comprehension varies depending on the type of text and how I am taking in the the text. I am encouraged to go back to my students and start working at determining where their comprehension is strong and where it needs more instruction.

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I really liked Jennifer's perspective on comprehension. She explained the different receptive modalities for taking in a text. Each is so different and requires different skills to make meaning from the text. There are also the expressive modalities, which are how students express what they know from the text. Another factor is the genre of the text, which effects how the student might read the text.

They talked in depth of how each modality is different and each student will have strengths and weaknesses in different ones. I think this is an important perspective to have. Really understanding the student's comprehension means knowing how well they comprehend in each of these areas and how to help them improve. I was motivated when she said every student can use instruction in comprehension because it is so complex and important.

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One thing I want to try in my groups is accessing different ways to assess student comprehension. I liked how Saravello talked about the differences between listening comprehension, comprehension of digital texts, and comprehension of printed texts. With the introduction of 1:1 devices, I have slowly started using digital texts, but would like to try more of them. In addition, I would like to work on more of the listening comprehension in my groups as well. Saravello spoke to the wide variety of ways we can comprehend text, and I want to make sure I have a firm understanding of how that relates to my students.

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I thought Saravello’s point about reading different types of texts in different ways so important. I have noticed in my own reading how I read differently when it is presented digitally versus in print. This is something that is critical for the students we work with. So many students spend a majority of their time looking at devices, we need to make sure we are teaching them how to read the materials and gather meaning. We need to teach students when it is appropriate to skim or when they should read closely, no matter which format the text is in. This is something I will be keeping in mind as I move forward with my literacy groups this year.

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I found Saravello’s discussion about comprehension relatable. She talked about how comprehension is so very important but as teachers, we often are not sure how to tackle it all. She shared that comprehension is critical for children and adults to make meaning. As teachers, we need to help students know how to read different types of texts (genres, long vs. short passages, different reading levels, etc.) and answer a variety of questions. It can be hard to identify where to start. I thought she had good points of really knowing your readers and that this knowledge of their abilities can help determine what to focus on.

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The biggest thing I want to apply in my classroom is utilizing different types of assessments. Having 1 to 1 I-Pads will really support this. I feel like I have done well with paper and pencil assessments. I would love to bring in more technology based assessments. I am especially excited about the recording tool on Seesaw. Many of my 1st/2nd students are ELs or non-writers. They struggle to get their ideas out in writing. I am excited to have these students record their thoughts to demonstrate their knowledge of certain concepts.

On the flipside, I am so happy that we have access to great apps like Epic and RAZKids where the kids can listen to stories. However, I want to make sure my students take time to read physical books as well. We have already had that discussion as a class on the importance of trying both, so that was affirming.

I do love reading with technology but still there is nothing like opening up and turning the pages of a book!

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This really helped me reflect on myself as a reader. I have never done well with just listening to a text. My mind always begins to wander. I do much better when I am able to access the text and be able to look back at it. This makes me think of my students. Some of them may be stronger with listening to a text where some of them may be stronger at actually reading the text. It is important that I give my students ample opportunities to develop both of these skills.

I love when she talked about the reason we get lost in a book is because of the way we are comprehending it. I never thought about it like that. I teach 1st/2nd, so we don't tend to read many novels. However, as my students grow as readers, I hope to discover books that my students can get lost in. It would be great to use an interest inventory to help my students find what kind of books might excite them!

It also interested me when she discussed book reading vs. tablet reading. I honestly never noticed a difference in my comprehension with one or the other. However, it really hit home when she talked about having a book and being able to flip back through to find a part you need to reread. I definitely think that is much easier to do on a physical book.

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I love how she talked about 3 different ways we access text and how comprehension may vary with them: listening, reading a book, and reading on a tablet. I love how she discussed that each type of reading needs to be taught a little differently.

I also enjoyed how she discussed the different assessments and how they should be considered to get a true picture of a reader.

I found it affirming that she discussed some of the major informational and literature strategies. We do a really great job of sticking to those strategies in SD54!

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I liked how much she broke down the modality of things. We have offered different forms of reading during certain weeks but never have for an assessment. She talked about students being stronger in reading to themselves vs. hearing us read, or writing vs. verbal. I would like to try this for exit slips or quick checks. There are certain students that I know verbalize better than write so I think using their best skill to assess, all the same concepts, would be beneficial for all.

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I like how things were easily connected.  She talks about how engagement helps the reader want to read but that then helps with their comprehension.

From the teacher stand point, it's good to look at longer passages (novels) to get a better grasp of a student's comprehension.

Knowing your students needs: paper vs. audio vs. e-reader
assessments-reading vs. speaking vs. genre

Have students be accountable to the text. Students take their prior knowledge a lot of the time for nonfiction so it's good to have them go back and "revise" their knowledge; possibly prove a new concept to them.

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"Comprehension is everything". She talked about comprehension making life long readers, which I think is true because if they don't comprehend something they are going to feel less motivated to do it again. (Concept of "why read unless you make meaning")

I liked that she talked about breaking down guided based on their level (Schaumburg does a nice job at this). This helps the students build on the skills at their pace with more guidance.

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* I loved how she mentioned she wants to "get kids lost in the book". I want my students to be interested in our text not just reading because they have to. I'm going to try and implement ways to get the students more engaged in text as well, I'm going to try some of the different ways to assess with the exit slips.

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* I loved how she discussed how as readers ( early readers especially)-can't decipher between the ways that we need to adjust in order to be the most effective reader. Example: she mentioned how challenging it is to read on a kindle and having the actual book in front of you.  She mentioned how sometimes she likes to reread and review the information but on a kindle that's so frustrating so at times she would rather have a paper copy in front of her.  She tied this to kids- how we need to help figure out what type of reader they might be and how we assess them.  Maybe we need to change our instruction and not always assess in the same way- ( verbal, reading lengthy text, reading shorter text, fiction text, nonfiction text, or some writing responses)- Are we really getting the true picture of what the students understand?

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How do we Sustain Comprehension in our students.

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How do we Sustain Comprehension in our students.

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*Comprehension really involves making meaning*

*In order to help students become efficient readers, as teachers, we need to dig deep and find ways make text engaging which will help with comprehension.

*She listed 3 big ideas on how students should comprehend. ( it depends on text length, genre, and knowledge

*how will teachers help support the comprehension piece?

*Describing the differences between fiction/nonfiction comprehension and why it's important for teachers to factor different strategies when teaching.