This last week, I had an interesting reading conference with R. He read two separate reading passages, one about Amelia Earhart and one about steam engines. When we started our reading conference, I gave him a choice of which passage to read. He chose the steam engine passage. He had almost not trouble with miscues or comprehension, and he got through it relatively quickly. Because we had time at the end of the conference, I also assessed him on the Amelia Earhart passage. His ability to retell and comprehend both pieces was strong.
Initially, I had predicted that his comprehension level would be higher on the piece he was able to choose, however, his comprehension was strongest on the Amelia Earhart passage. This is likely because he had more background knowledge going into the reading.
From these observations it is clear that R has a strong ability to comprehend and infer from grade level text. He is also interested in realistic fiction as well as literature about sports. As a result of this, possible learning objectives could be, using a text slightly above grade level for R to make inferences about the author's purpose for writing the text. Analyzing these elements of literature would also be useful in developing R's ideas and content in his writing.
Great ideas for how to extend a skilled reader's comprehension. Making inferences, visualizing, and asking questions while reading are all good ways to approach more challenging texts.
ReplyDeleteKatie,
ReplyDeleteSince your buddy seems to have a grasp on the grade level texts that you have used, your idea to work beyond the grade level to work on the purposes for writing is appropriate. Additionally, I think that having your buddy read different genres to see if his comprehensions skills are the same in areas that he does not necessarily find interest. The problem with this, though, would be the potential on losing the interest of the student, but I would think if done in short passages, it may work. Lastly, I thought that the relation between the reading/comprehension and application to the students' writing was very appropriate and useful for your buddy's continued success.
Jenny
Katie,
ReplyDeleteFirst of all, thanks for meeting with R a few weeks ago and catching me up on what you two did and how it went. Also, I really like your idea about teaching R to make sense of an author's purpose. This would also be a great way to lead into a lesson that has R looking at the purpose of his own writing. Voice is an area I noticed that R could grow in. Mabey within the objective you described, you could think about including an element of recognizing voice and word choice from an author.
Thanks,
Taryn
Sounds like you have a good handle on what R is already capable of, and that you are ready to take his comprehension to the next level. When you have a good grasp of comprehension generally, thinking about the inferences is a good next step. I wonder what text you will use . . .
ReplyDelete