Comprehending the fullest meaning of a text is the goal every time we read anything. We do not teach comprehension by applying one strategy to one book during one lesson: we help students learn how to focus on the meaning and interpretation of texts all the time, in every instructional context, each instance contributing in different ways to the same complex processing system. Below are some suggestions for you and your colleagues to provide your students with opportunities for processing texts:
- Bring together a cross-grade-level group of colleagues to think about text experiences. You may want to have them work in small grade-level groups and then share as a whole group.
- Use large chart paper divided into columns. As a group, consider (1) processing orally presented written texts; (2) processing written texts; and (3) acting on the meaning of texts after reading. These three actions occur across instructional contexts.
- Have each group use their weekly schedules to discuss a week of instruction in their classroom. Make a list of all the processing opportunities students have in each of the three areas in the three columns on the chart paper.
- Review the charts. Have the whole group participate in a larger discussion of how these opportunities can be expanded. Emphasize that there are specific ways of teaching for comprehending in each of these settings.
From Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading by Irene C. Fountas and Gay Su Pinnell. Copyright (c) 2006 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.