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Helping Students Build a System for Processing a Variety of Texts

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Helping Students Build a System for Processing a Variety of Texts

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"Processing refers to getting access to and working with several different types of information to arrive at a decision." 

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"Processing refers to getting access to and working with several different types of information to arrive at a decision." 

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Comprehension questions can call for literal understanding of the story; others require readers to think beyond the text. Sometimes they can spark interesting discussions and comments from students, and there are no wrong or right questions. As educators we can't think that teaching processing strategies can only come from asking questions. Instead of asking questions to your students it should be more of a conversation shared thinking discussion.

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Comprehending is the thinking readers do before, during, and after reading. Processing refers to the reader's complex of strategic actions. Students use visual information along with thinking before, during, and after reading. We can't separate our thinking into compartments. Before, during, and after reading we are constantly:

1. Notice the important information and details within the text and put it together in a coherent way.

2. Make their own connections beyond the text and bringing their own prior knowledge to make a hypothesis.

3. Notice important concepts about the text such as language, organization, and the writers purpose.

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Two Kind of Information - Visible and Invisible 

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Two Kind of Information - Visible and Invisible 

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Accessing Visible and Invisible Information 

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Accessing Visible and Invisible Information 

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Young readers have to learn how to look at print. Searching for visual information can take a lot of practice but it's a great skill to have.
While accessing visible information can be easy students also have to access the invisible information. This combination is called the "working systems"

These working systems allow readers to

Scan features of letters and recognize them.

Look for letter sequences that form words or parts of words.

Access knowledge of syntax, recognizing language that is meaningful.

Access knowledge of text structure to support the search for information

Access background knowledge and combine it with information from the text.

Bring out emotions and responses that make characters, events, or information that is meaningful.

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During the reading process, proficient readers will make hundreds to thousands of decisions. The "working systems" allow them to access the kinds of information they need at a faster rate. The working systems go back and forth from visible and invisible information as the reader encounters different challenges.

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Understanding what proficient readers do can help us understand what children who are having difficulty need to learn. 

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Understanding what proficient readers do can help us understand what children who are having difficulty need to learn. 

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Children can develop a proficient processing system by engaging in reading continuous texts. Fluency is a major part of the processing system.
Fluency involves

1. Accessing visible and invisible information rapidly and integrating it smoothly.

2. Reconstructing written signs into language.

3. Performing all operations rapidly and smoothly.

4. Reading with ease so that the attention is focused on the text.

5. Reading phrases or groups of words with the proper voice and tone that matches the text.

6. Reading with correct punctuation.

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Using a Gradient of Texts to Match Books to Readers

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Using a Gradient of Texts to Match Books to Readers

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A text gradient is a collection of leveled books in which processing demands have been categorized along a continuum from easiest to hardest.

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During Guided Reading the text gradient can be used as a tool in selecting instructional leveled texts.

During Interactive Read-Aloud you wont use text gradient because you are processing the text. Students texts will be based on their interests, opportunities, prior experience or knowledge, and vocabulary.

During Literature Study, Shared Reading, and Independent Reading text gradient can be used sometimes.

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What is the Relationship Between the Text Gradient and Grade Level Reading? 

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What is the Relationship Between the Text Gradient and Grade Level Reading? 

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Grade-level ranges as indicated on the chart are goals and may not be appropriate for every child.

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How do I use the gradient to select texts for guided reading? 

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How do I use the gradient to select texts for guided reading? 

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1. Find out what the student can read independently with fluency and understanding.

2. Determine the highest level the student can read independently with understanding accuracy and fluency, think about what they can do with instruction and support.

3. Consider student interests, genre of texts, think of opportunities to learn as you select books.

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1. Genre

2. Text Structure

3. Content

4. Themes and Ideas

5. Language and Literary Features

6. Sentence Complexity

7. Vocabulary

8. Words

9. Illustrations

10. Book and Print Features

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Questions to ask when considering a text for a student. 

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Questions to ask when considering a text for a student. 

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1. What is the genre?

2. Does the text tell a real story that will engage the children?

3. Are new concepts being introduced?

4. How many plots are there?

5. Is the narrative straightforward and easy to follow?

6. What background experiences will be required to understand the content?

7. Are concepts and ideas clearly and simply explained in the text?

8. How much unfamiliar content is in the text?

9. Are themes and ideas familiar or relevant to children?

10. Are historical concepts available to children?

11. Are themes and ideas simple enough for children to grasp?

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Reading a variety of texts - genres, authors, and topics.

Learning how to select books for oneself.

Accomplishing a large amount of enjoyable, interesting readings.

Thinking deeply about reading.

Discussing reading with others in thoughtful ways.

Getting better at writing about reading.

Taking on new genres, authors, and interests.

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It's important to match texts with readers carefully and provide small group instruction that ensures these students ill process these books successfully. The gradient and grade level aren't a strict guideline that has to be followed. A child who is below grade level will need intervention in addition to good daily teaching at the instructional level.

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Children Who Are Reading Above Grade Level.

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Children Who Are Reading Above Grade Level.

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Many children are in this grouping of exceeding expectations, but you want to make sure that the material is still appropriate and are of interest to them. Educators should not encourage students to read "harder" books just to say they can do it, because they might not fully understand it.

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There are many factors that can contribute to Text Difficulty. By looking at all these factors you can determine a students reading level along with the gradient.

Most levels will have a range of genre, except A-M because they are beginning readers and need to be exposed to relevant information. Young readers who are just starting out have to read simple books that have examples that are easy to understand. Because these students are building a reading processing system they shouldn't be struggling with confusing concepts. Lower leveled books are broken into simple narratives such as realistic and fantasy.

Books for proficient readers are leveled I-Z+ and these contain multiple genres and the texts will become more complicated. These texts will include more realistic fiction and historical fiction because setting a book in a different unknown time or place becomes more challenging to grasp. These books will require a lot of background knowledge.

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Supporting Thinking Across a Variety of Genres.

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Supporting Thinking Across a Variety of Genres.

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Genre can be thought of as a set of rules for the text. Genre helps readers build meaning, shapes predictions, directs attention, and eliminates possibilities that can be distracting.

The main purpose of a Genre is that the author has created a specific kind of story, it describes the way speakers speak, write and organize work.

There are many different kinds of Genre and sub-genres within those categories.