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Supporting Comprehension in Fiction (w/ Focus on Schema)

What role does schema/prior knowledge play in reading comprehension?

What happens when a reader lacks schema/prior knowledge?

What role can teachers play in activating and building prior knowledge?

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Exploring the role of schema in Book Uncle and Me

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Exploring the role of schema in Book Uncle and Me

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In this assignment, I reflected while reading the book on the different aspects that supported my schema or understanding of the story, and the aspects that challenged my understanding while reading. I definitely felt like some aspects, like the integration of the Tamil language, challenged my comprehension at points.

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Analyzing Text Complexity in Book Uncle and Me

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Analyzing Text Complexity in Book Uncle and Me

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Analyzing the text complexity of this book made me more responsive reading teacher by allowing me to critically reflect in the language convections, vocabulary and cultural knowledge needed to interact with this piece of writing. It helped me to determine who this book might be appropriate for without relying on Lexile levels or other leveling systems that do not take these factors into account.

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Focus This Week: Supporting Comprehension in Fiction (w/ Focus on Setting)

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Focus This Week: Supporting Comprehension in Fiction (w/ Focus on Setting)

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- How are setting and plot interconnected in fiction/narratives?
- How is understanding the setting integral to a reader’s comprehension?
- What role can teachers play in activating and building prior knowledge?

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This lesson is adapted from The Reading Strategies book by Jennifer Serravallo. It allows students to map out settings they have read in the book in a visual way. They are then able to use their map as a reference throughout the story to support their comprehension.

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When asked what components made up teaching reading comprehension to students, these were my first thoughts.

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Using the Dollar Street website, I selected some video clips that might represent how Yasmin's home looks like in India. Using these video clips to help introduce Book Uncle and Me to students will help them visualize the setting in a foreign country and build schema by noticing similarities and difference from their own homes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Focus this Week: Supporting Comprehension in Fiction (w/ Focus on Characters)          

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Focus this Week: Supporting Comprehension in Fiction (w/ Focus on Characters)          

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How do authors help readers get to know characters?

What strategies and skills do intermediate/advanced readers need to develop to understand characters in more challenging texts?

What role can teachers play in helping children/youth make sense of characters aesthetically and efferently?

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In this part of the book, Olive has just brought up the idea to her teacher, the issue of unfairness that some students have to stay behind on field trips because their families cannot afford the fees. Even though her teacher responds with sympathy, she tells Olive that there is nothing she can do. Olive responds to this situation with determination as she researches different ways to protest the situation.

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At this point in the story, Olive has just lost the election for a seat representing the sixth grade student council. Although she is upset, she is very graceful with her loss, and realizes that just because she is not on student council does not mean she can't continue to make a difference. This demonstrates humility and perseverance within her character.

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6.2 What's in the Bubble? (pg.167)
I chose this strategy because ACT is a middle grade novel in a graphic novel format that already utilizes speech bubbles as a way to show the dialogue happening between characters. This strategy has students look at the text, and use speech bubbles to answer the questions "What's my character thinking here" or "What my character be saying here". I think students could utilize this strategy to add further thinking bubbles to the text and use dialogue and facial expressions/gestures of characters to determine how they might be thinking or feeling.
6.5 Ready, Set, Action! (pg.170)
This comprehension strategy has students pair up, where one person takes the role of a director while the other person takes the role of an actor. The pair picks a scene to act out, then discusses the character based on their actions and feelings. I feel like this is an effective strategy, specifically for ACT, because of the graphic novel format might be easier for students to interpret character feelings and read like a script.

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Focus This Week: Supporting Comprehension in Fiction (w/ Focus on Theme & Ideas)How do authors “show, not tell” the big ideas/themes in their books?

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Focus This Week: Supporting Comprehension in Fiction (w/ Focus on Theme & Ideas)How do authors “show, not tell” the big ideas/themes in their books?

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- How do authors “show, not tell” the big ideas/themes in their books?
- What skills and strategies do intermediate/advanced readers need to develop to identify and interpret themes, ideas, symbolism, and social issues across a book?
- What role can teachers play in helping children/youth engage with books in ways that help them see the world, feel something, and even question their own beliefs and assumptions?

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7.4 What can characters teach us? (pg.197)
I like this strategy for Act, because I think Olive demonstrates a lot of positive character traits throughout the story. She displays some negative ones as well, adding to the dimensionality of her character. In this strategy, readers will pick a spot in the story that demonstrates a character trait, then reflect on what the character might be teaching them. There are many good spots in Act for this type of discussion.

7.10 Actions, Outcomes, Response (pg. 203)
I think there are some significant moments in Act, where Olive interacts with different characters. This strategy focuses on how Olive acts with these characters, how these characters respond back to Olive, and what can be learned in those moments.

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I chose to crochet a microphone in response to my reading of Act. This is a symbol I felt well-represented the theme of the story, because through the conflict Olive faces she learns how to use her voice "or amplify" her voice to help others. She sees a problem and speaks out against it by talking to friends and family, consulting teachers, staging protests, and ultimately running for student council.

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I wonder what happened on the field trip that occurred after ACT takes place. Were all students able to attend after Olivia's efforts?

I wonder about the insult "pudding brain" that Olivia uses on pg. 166. Is this because of the pudding instance in the cafeteria or an insult within their friend group?

I wonder why the images on pg.56-59 start out sepia, move to the gray color then become full color imagery. It is probably related to the time period those acts were taking place.

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Copy of RE5730, Our Multimodal Responses to Literature (Transmediation Gallery) w/ Act

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Focus This Week:Focus This Week: Teaching About Comprehending (w/ Focus on Theme & Ideas)

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Focus This Week:Focus This Week: Teaching About Comprehending (w/ Focus on Theme & Ideas)

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How do teachers plan for teaching children/youth about comprehending?

What components of comprehension instruction are supported by research?

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This lesson uses ACT as an instructional tool to teach the strategy "What can a character teach us" from the Reading Strategies Book by Jennifer Serravallo. This comprehension lesson was developed with a small group of graduate students to teach upper elementary students how to determine the theme of a book by analyzing character traits through thoughts and actions.

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]Micro-Teaching #1, Planning for Comprehension Instruction Fall 2021

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Focus This Week: Supporting Comprehension in Nonfiction (w/ Focus on Determining Main Topic(s) and Ideas(s))

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Focus This Week: Supporting Comprehension in Nonfiction (w/ Focus on Determining Main Topic(s) and Ideas(s))

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- What is nonfiction? [beyond real/“not fake”]
- What are the challenges and critical demands of reading nonfiction?
- What skills do intermediate/advanced readers need to develop to determine the main topic(s)/idea(s) in complex nonfiction texts?

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Using strategy 8.7 from Jennifer Serravello's Reading Strategies book, I "Stopped and Jot" at each paragraph to determine what the whole text was mainly about

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I feel that this strategy of asking students form questions while thinking is extremely beneficial. It helps students slow down and monitor their thinking and the questions that arise as they read. This helps comprehension by having readers focusing in on what they might not completely understand. Readers are then able to look at their questions, determine common themes and similarities in order to summarize a main idea about the text they have read.

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"That body of work in which the author purports to tell us about the real world, a real experience, a real person, an idea, or a belief."

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"That body of work in which the author purports to tell us about the real world, a real experience, a real person, an idea, or a belief."

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Focus This Week: Supporting Comprehension in Nonfiction (w/ Focus on Determining Details)

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Focus This Week: Supporting Comprehension in Nonfiction (w/ Focus on Determining Details)

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What are the challenges and critical demands of reading nonfiction?

How can teachers support children in doing close, analytic (re)readings of complex nonfiction texts that uncover layers of meaning and lead to deeper levels of comprehension?

What skills do intermediate/advanced readers need to develop to determine the key details in complex nonfiction texts?

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Close Reading, Reading Across Two Nonfiction Texts, Fall 2021 - Google Jamboard

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Close Reading, Reading Across Two Nonfiction Texts, Fall 2021

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I used to think Susan B. Anthony was a noble women who fought for the women's rights to vote, but now I think she was a racist individual who only thought that white women could be worthy of voting.

I also used to think that Black women won the right to vote along with the others with the 19th amendment, but now I know that their rights were abandoned by the white women suffragists when they got what they wanted.

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Focus This Week: Curating Text Sets Connected to Content Area Literacy

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Focus This Week: Curating Text Sets Connected to Content Area Literacy

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- Develop multimodal, multigenre text sets that deepen children’s understandings of the complex world in which we live.
- Curate engaging text sets that position nonfiction children’s literature alongside periodicals, digital texts, and artifacts that scaffold, immerse, and extend readers’ thinking.

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This text set presents two nonfiction texts that work in conjunction to History Smashers: Women's right to vote. These texts were created with the intent to present upper-elementary students with the opportunity to critique the blanket statement "the 19th amendment gave women the right to vote".

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- How might we think more critically about headlines that declare a “30 million word gap”?
- What do teachers need to consider when deciding which vocabulary words to teach explicitly?
- How can teachers create an “energized verbal environment" in their classroom that nurtures word consciousness and curiosity about words?

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This is a snapshot of my language field guide entry. This is an instructional vocabulary technique for students to gain interest and attention with tier 2 vocabulary words. Students spend approximately 30 minutes focusing on a word of choice per week, and research the word parts, origin, definition, possible sentence examples, possible context for the word, and more. As a result, students have a deeper understanding of the word and how to use it in their vocabularies appropriately.