Scenario Response 5

The first question I would ask myself is why are students who seem so engaged in the learning process (they respond to class time, and have a high degree of interest in engaging text, either fiction or non-fiction) reading at two levels below grade level? I would take as a clue the research of E.D. Hirsch, Jr. (1988, 2003, 2007, 2013) who asserts that in order for students to comprehend, they must have core knowledge of words and of the world. So perhaps I would begin with building their core knowledge; and since they are eager to learn, perhaps I can begin by expanding on what they already know; thus I could tap into their enthusiasm for learning to engage them in broadening their understanding. To accomplish this, I would select short readings, even poems, that we could master in a single class, a different reading for the first three days (M, T, W). The process would be the same for each reading so hardwire the process into how they approach reading. I’d begin with a repeated readings of the text out loud, first I would read the text with expression and then have the students write down a single thought in reaction; then I’d read the text again and stop after each small section (in poetry this might be a stanza, or even a line) and ask a question about what they see in the text). The focus on these questions would be to understand the context and background knowledge necessary for drawing conclusions about what the author intends. We would annotate the text together. Then in small groups I would have the students work collaboratively to complete a two-tiered graphic organizer to first assess basic comprehension and then assess higher order thinking. On Thursday I would have them again in their groups work on selecting one of the readings for the week and turn it into a dramatic or artistic presentation. I would give them a Choice Board to provide them with creative options. They would work on preparing their creative option on Thursday while I circulated to assess engagement and understanding and to field questions. Fridays would be a showcase where we presented are dramatizations or artwork to the rest of the class. Wrap-up would be in the form of Showcase Reviews written by each student of the works they saw or heard.