Jami's Week 7 Post

After reading through the articles I have learned a lot about my own comprehension and found it funny that some of the scenarios discussed sounded exactly like something I would have done in elementary school. I know that I am definitely a literalist. When asked a question based on the readings I always go back and try to find it rather than thinking about certain aspects of the story and putting them together to formulate the answer. I have always been the type to go back to the reading and look for the answer. I have noticed that even in field-if the students are having trouble answering a question I have them go back to the readings and find the answer. I also think that I am somewhat of a Quiz Contestant. I feel like if I have to answer a question I need to come up with some reasonable response even if it doesn’t deal directly with the readings. I just assume that if I say something and the teacher doesn’t like it she will just move on. I figure at least I said something and that is better than nothing. I am also a Type B Minimalist. I hate to be wrong when answering a question. Even though I am aware that not everyone is correct and it is okay to have a wrong answer, I hate to give one. I get really embarrassed and feel dumb. I never ask the question, “Did I get it right”. But I am certainly thinking it! After reading through these articles, I thought a great deal about how I comprehend. I know that comprehension was and still is not one of my strong points. It is probably something I struggle the most with when reading.

In the article “Profiles in Comprehension” I found many ways that teachers dealt with these issues with students. I found that many of the strategies involved modeling for the students and showing them exactly what you want from them. Maps or Venn Diagrams were also used a great deal. These strategies allow for students to see what is asked of them and they are also able to make comparisons across characters and situations in the story. I think knowing that I struggle with comprehension I will have more patience with students and be able to come up with my own strategies to help students. I was never taught anything that really helped me to comprehend-but maybe the maps and diagrams will really help students to grasp the information. I also think that underlining and starring key points in the story help students to comprehend. This way they are able to go back and look at key parts and see what is important. I also take notes in the margins when I read-which helps as well. I think comprehension is something that is very hard to teach students, but it is something we can help them with.

Veronica's comment: Modeling is not only an important strategy to use with ELL students,but can also be used to show how to complete a story map or Venn diagram. It might be helpful to send a laminated story map home; students can keep this map at their home and they can fill it out using various books that can also be sent home. Students will be working to develop their comprehension with help from their parents. Ultimately, students will be able to complete the story maps on their own and share their findings with their families.

As I read your post, I wondered how would you go about dealing with a student that is a Quiz Contestant? This student may want to blurt out answers causes a great disturbance when a group discussion is being lead.