Reading is difficult for some of our students. If we ask the students to "Say Something" before, during and after the text, we are allowing them to show the teacher that they are comprehending the story or history text. This strategy will allow the classroom or group to speak up and talk and those that reluctant and/or quit may speak up too. However, it promotes conversation and a difference of opinion about the text. It would be beneficial to have this posted in the classroom for review and laminate for the students. It is pretty small, but it gives the students short statements to think about.
Bookmarks: This strategy may be more difficult. Some students may be able to pick it up quickly and others may struggle. However, it may be a great resource to help the dependent reader; one character at a time. The reader can always complete it later.
Sticky Notes: This is a strategy that I just started. When I am reading and hear some main points (details) I put it on a sticky note. It also can help students write down words, phrases that they may not understand, and want to consult the teacher or dictionary. Students can also color code sticky notes, for example "yellow for a question for the teacher."
Great post! I used the sticky note technique last session when I took Educational Measurement and Assessment because it was so hard for me to understand the text book. I probably three colors going with about 100 post its. It was the only way I got through the brutal quizzes and tests!
ReplyDeleteI think the students would also think the say something strategy was fun because it allows them to talk. Something most students feel like they can't or shouldn't do while reading.
ReplyDeleteI like when conversations get started. It makes teaching a lot easier. You just have to guide students and keep them on subject. It also can help bring out the students who usually don't volunteer or say much when you call on them.
ReplyDelete-Darrien
I do like the "Say Something" strategy as well. However, I fear teachers may leave themselves open for the class to be high jacked through conversations that no longer add value to the lesson. As an educator, the moderating of such conversations would have to catch it quick before the class is down the wrong path.
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