Authentic question: What strategies would you like to use in your
classroom to encourage your students’ questioning and visualizing in just a few
mini lessons each?
I would personally begin
with modeling how I question things while reading. Then I would want the students
to read a text and list their own questions, we would go through the questions
and talk about what kinds of questions they are. To assess how they are
questioning I would have them read a mystery story and as we read stop and have
them pose questions that they have about what is going to happen at the end of
the story.
For visualizing I would use
a wordless book like it suggests in our book. I know of one I can’t remember
what it’s called, but it is about a day at the beach I think and it is a good
book for filling in the in between visuals.
I would have the students talk about what they think they would see if they
were not skipping from one image to another, like it is a movie rather than a
book. Another lesson I would do would be to read some very descriptive text,
possibly poetry, while I am reading it the students would have their eyes
closed. I would then have them draw a picture of what they saw. To assess how
well they are visualizing, I would have them visualize any scene that they want
and then have them describe it in writing and will help them to use descriptive
vocabulary.
Alison,
ReplyDeleteGreat authentic question!
For visualization, I like the practice with a vivid piece of text. I think students would really enjoy this type of practice. I would have students find a spot away from everyone around the room ,if they wanted to get up from their desk, lay down and close their eyes. I would read a passage, like the one suggested in the book, "Charlotte's Web" with a lot of detail in some scene from the book. I would prep the kids into making their mind work like a movie and have them think about what they picture when they hear the words from the text. I am sure each child would love to share their visualization so they could partner up and talk about it before we come back and have people share.
As for questioning, I agree with the modeling of my own thinking, but I like the "reading with a question in mind" shown in our book (pg 117-118). When students do they, they can filter the information they are reading, which is something that I think would really help improve comprehension. When you know to look for certain phrases or words relating to a pre-asked question, it would make all the words on the page less intimidating!
I also agree with for questioning that you would begin with modeling. I think you can introduce many different strategies before you read, but it ultimately comes down if you can successfully model the skill. I like the strategy in the book "Reading with a Question in mind" it somewhat correlates with "Reading to answer a question" but is more broad and allows the students to be taking notes on information to expand their thinking and answer questions. This would be easy to model and even show how you take notes and show your thinking to the students. It really is having the students wondering during learning new information, this is a great comprehension tool. Again the essential is modeling.
ReplyDeletefor visualizing I didnt have to read this chapter, but from reading your responses, I think I would choose the Book I read in TE 348. Voices in the park, it is full of different visualization tools and the way the story is presented there are so many little concepts and images the students can pick up on just reading the story through illustrations rather than text. Its a great way to see what students see and pick up on, and what colors and images they connect with. Also has the students thinking about if their story or world were just to be projected into images and colors, how would it look?
Great Question!
ReplyDeleteFor visualizing, my first response is the same as Sarah's. It was a way that works for me and i think it would work for some other kids as well. Upon further thought, because i cant say the same thing as Sarah, i think the lesson example in this chapter titled "responding to "beyond the line questions" in literature, is a great example of a way for students to visualize the meaning beyond the text.
This strategy asks students to think of a question that cannot be answered in one or two words and cannot be found by skimming the text. It is also a great way to promote engaging group questions. All of this is modeled for the students by the teacher to get a visual idea of what to do. with practice the students can really can this and make it their own.