Bill wrote:
They have NO comprehension at all.
My plan was for them to use their reading strategies and apply them
to a movie
18 weeks of cajoling, reminding, and pleading, and about half did it. The
ones who did, though, couldn't remember how the movie ended.
If they can't comprehend a movie, then what hope do we have of them
comprehending a book?
Hi Bill:
I want to begin by telling you I feel your pain¹! I know first hand how
hard it is to work with unmotivated, disengaged learners.
I¹ve been reading the list somewhat sporadically so I might have missed your
earlier posts, but I¹m wondering how you been teaching comprehension
strategies to these students. Have you explicitly modeled strategic reading
(think aloud) using a variety of texts, including film, before asking your
students to try it independently? We expect that by 8th grade students will
have had lots of exposure and practice with strategic thinking but in my
experience not all teachers teach for active learning.
I¹m thinking that Eve is on target with her post about gradually releasing
responsibility to the students after lots of modeling and shared practice.
I¹m guessing that these students have become passive about many things, not
just reading. Perhaps they have not learned how to monitor their reading
(or viewing) for understanding (monitoring for meaning). They are not
accustomed to understanding what they read (and see) and don¹t know that
text and films have to make sense. They don¹t realize it is the readers job
to do something to repair (fix up) understanding when this happens.
If these were my students, I would begin with teaching them how to monitor
and then introduce strategies for fixing up¹ comprehension. I might use
the suggestion someone made of using a suspenseful film. I would stop the
film at intervals, chart (write down) my questions, make predictions, etc.
I might even rewind (reread) if the answer has already been presented. But
I would do ALL the talking to begin with. Ellin Keene suggests introducing
strategies over a 6 week period where the teacher models for at least the
first week. And I would explain what I think and why at each step of the
process.
If you want to know more about how to do this I recommend reading (or
rereading) Ellin Keene, Cris Tovani, Steph Harvey and Anne Goudvis. They¹ve
all written excellent books and articles that will help you work effectively
with passive readers.
Do let us know what you try, and how it goes. Teaching can be very isolating
and it¹s easy to think you are the only one struggling with these issues.
Don¹t give up! The kids need you!
-Lee Brazell
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