- SHORT TEXTS FOR READING COMPREHENSION ELEMENTARY HOW TO
- SHORT TEXTS FOR READING COMPREHENSION ELEMENTARY PDF
- SHORT TEXTS FOR READING COMPREHENSION ELEMENTARY PORTABLE
SHORT TEXTS FOR READING COMPREHENSION ELEMENTARY HOW TO
Asking questions and highlighting important information-students need to learn how to discriminate crucial information from secondary information-promote a deeper understanding of the language. The student facilitator introduces the focus of phase two of the reading process: annotating the text and highlighting details that support the main idea. “My favorite thing about collaborative reading is that we all hear other people’s ideas, and we have a chance to build up on a bigger idea,” says fifth-grade student Mia. The opportunity to discuss the core of the text multiple times with their peers creates confidence in new readers, demonstrates that all readers sometimes struggle, and enables individuals to gather knowledge and new perspectives from the whole group. The class reads the text aloud in unison followed by the student facilitator reading the phase one question: “Which sentence best describes the main idea of the excerpt?” After students discuss and answer the question in small groups, they share their responses with the whole class. “Students tend to listen more when it’s one of their peers who is actually providing support,” says Raquel Linares, a fifth-grade teacher. In kindergarten, instead of one student facilitator for all five phases of the collaborative reading process, there is one student facilitator for each phase. Student facilitators take the collaborative reading text home a few days prior to reading it at school so that they’re able to support their peers-guiding them to “use extra evidence” or asking them why they chose a certain answer. Peer learning and student facilitators: Every K–5 class has a student facilitator for the year, chosen for his or her strong reading fluency. For example, it can be difficult for fifth-grade students to understand how the Age of Exploration led to the development of capitalism, so fifth graders analyze a supplemental text on the subject through the collaborative reading process.Īt the beginning of the week, K–5 students receive a handout with the collaborative reading text, along with a list of vocabulary words and questions that get students thinking critically about their materials. Informational texts are often supplemental texts related to the other subjects that students are studying. In kindergarten, teachers choose nursery rhymes to focus on rhyming, as well as particular messages, like optimism-a core value of the school. videoĬhoosing a text: Collaborative reading texts-decided in advance by teacher teams for every six-week module-are either excerpts from fiction books or nonfiction texts that impart information.įiction passages highlight literary elements that may be challenging, like figurative language or themes.
SHORT TEXTS FOR READING COMPREHENSION ELEMENTARY PORTABLE
Because the reading of a single, challenging text is scaffolded over five days, students gradually develop a rich, portable methodology for decoding difficult materials.
SHORT TEXTS FOR READING COMPREHENSION ELEMENTARY PDF
The approach breaks down the reading process into five phases that emphasize repeated exposure to the text to drive deep comprehension: understanding the main idea, annotating the text, identifying key ideas and details, dissecting the author’s craft, and summarizing ( download a PDF of the five phases). The approach, spearheaded by Alexa Sorden, the school’s founding principal and a former literacy coach, is a marriage of shared reading-students read a text together, guided by the teacher-and close reading, which has students work independently and in small groups to produce a critical analysis of a text.Ĭlasses in all grades in the pre-K to 5 school spend 15 to 20 minutes every day deconstructing an above-grade-level text of up to 150 words. Collaborative reading is one of several strategies at Concourse Village Elementary School (CVES) that are meant to incorporate literacy into all aspects of the curriculum.
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