How are these two readings similar to each other and how are they different? You might explore this question in a global sense or you might consider a few specific points of comparison. Additionally, what aspects of the Optimal Learning Model are evident in the readings? Why are think alouds so important in comprehension strategy instruction? Have you seen this type of instruction in your placement? What is similar or dissimilar?
These two readings were very timely for me. In my fourth grade main placement last week, I had an experience that helped me clarify my small group lesson to be one doing with reading comprehension. In my class (and in the entire school district) the students take AR tests to determine reading levels and comprehension. I was talking with a boy about the book he was reading and I asked him an open ended question about what the book was about. After several blank stares and a little guidance, he was able to tell me a little. I asked him how he would pass the AR test on it if he didn't understand what the book was about and his response was "I will know when I read the questions". I found this discouraging that the meaning was not more clear to him. I talked about this at length with my Master Teacher - who also agreed comprehension was a good area for this class to work.
I had been doing some research on the GLE's for comprehension for fourth grade and there were several - including predicting/inferring and summarizing that I hoped to use to do my lessons. After reading these readings, I feel there are so many more and all of them are important for children to understand and be able to use. I did think one difference was Routman's explicit use of the optimal learning model which consistently teaches everything in the 'demonstration, shared demonstration, guided practice, independent practice' manner. I did not feel Cooper had this depth of layers of teaching - even though modeling was an important part of the lesson.
One last thing I want to touch on in this is the read-aloud. In the past, when I have been doing the read-aloud, I have stopped to focus on vocabulary words that I think the students may not know. And we have had some good clarifications about meaning and specifically meaning in context. But, now I can think of so many more things I could do during the read aloud. Stop for inferencing about a characters purpose for acting the way they do, pointing out an important point, identifying a good area for visualization and on and on. My fear, and my concern, is that all of this stopping and discussing would detract from the meaning of the story. And even more importantly, that it would detract from the pure art of listening to a well-written story. I'm sure a dilemma that will continue to require a fine balance.
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2 weeks ago
Ooh, so many thoughts! One is that, as you note, answering questions does not necessarily ensure deeper comprehension of text. I do not mind AR, but it does have limitations. Also, modeling strategies through read alouds is an excellent way to show the use of these strategies in practice. Think alouds, as Routman describes them. But they also must be balanced with telling the story, so that the flow of the book is not interrupted. This balance takes a bit of practice. Sometimes you don't need to do both, like when I read the Mary Oliver poem with the class. The first time we just read it together. I then read it a 2nd time and did a think aloud at that time.
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