In this chapter, Keene discusses the concept of schema, how it is used by readers and how it can be taught to young students. A reader's schema is basically their background knowledge and how they use it to understand new information while they read. In my district, we talk about schema with our students, but we use the more student-friendly phrase "Making Connections" to discuss it. It is, by far, the hardest of all the comprehension strategies for fifth graders to apply. The students always seem to understand what a connection is, but they find it very hard to write down their connections in their literature circle packets. I've always thought their trouble may be because true connections can happen so quickly and are such personal thoughts. For a fifth grader to read a text, have a connection, realize and remember it, write it down and then share it with their group - well it takes a small miracle for all this to occur.
I agree with Keene that making connections while reading a text adds a dimension for the reader. How boring and awful it is for someone to read about a subject on which they have truly no background knowledge. Connecting to what we read is not only part of understanding the text, but it's what makes the text interesting and worth reading. Also, I thought Keene's choice of words to describe building background knowledge with students was perfect. She called it "activating mental files before reading" and she wrote that it is one of the most effective ways to improve comprehension.
Keene mentioned two thoughts in this chapter that were actually unrelated to schema building, but they caught my eye. The first was on page 53 and she said that as educators we rarely see classrooms being studied and replicated. This made me think about a comment from a coworker of mine who wished our district would allow us time to observe in other classrooms. As teachers we typically work in our own little classrooms and never get to see the work of others throughout our own buildings even. Keene and my coworker made me think of how wonderful it would be to observe in other classrooms and learn from their best practices.
The second thought was on page 65 where Keene mentions that a unit of study was focused on for five weeks in a classroom she observed. Having this kind of time to spend developing one reading skill seems so nice. I know time is an issue for all teachers, but I feel as if I'm spread too thin much of the time. I think focusing on less material for longer would result in a better education for my students and a less scattered day for me!
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Michelle! I loved how your post was you actively making text-to-self connections about a chapter that's about making connections! That is deep! haha.
ReplyDeleteAgain, with this book, while I do agree with the logic behind the message and the importance of the message itself (in this chapter: greater schema = greater understanding) I have to say I am SO over reading about Shangrila. It's like a perfect fantasy land where the 2nd graders refer to their schema when talking about cafeteria food (not kidding- page 64) and their are 24 hours a day to teach literacy. I hear you Michelle- I need some of that. I would like to model these strategies (text to self, text to text, text to world, author to him/herself) a lot more than I do currently. I definitely don't do enough of that. I would also love to observe best practices rather than just hear about them or participate in a workshop about them. You know how I learned how to tie my shoes when I was a kid? I watched my dad do it every morning before work. Then I gave it a shot. We are told to model, model, model but there is no real modeling for us as teacher's. Not since a few observatory labs in college many moons ago.
We are about to read Maniac Magee for our third marking period novel and I am really going to try to stress making connections.
I meant "there" are 24 hours in a day ... sorry that makes me cringe.
ReplyDeleteMichelle, have you thought about using sticky notes and codes for making connections? (ok..."Strategies That Work" is really starting to get to me...sticky notes sticky notes sticky notes!!!) The kids can use a simple code as they read to mark their thinking. For example, the text recommends using R for "reminds me of", and then the kids can jot down a few word on a sticky note with the R code as they read, not after they read. The sticky note can stay right on that part of the text for reference later, and then they can move on. T-T could be a code to indicate a text-to-text connection, and they could then jot down a title or character name quickly. This might help students make connections as they go, and not have to remember it all at the end.
ReplyDeleteAlthough, I must admit, I haven't actually TRIED this yet, but it SOUNDS good...
I Think I just lost the comment I wrote!!!
ReplyDeleteAnyway, here's a shortened version....I have had the opposite experience with the strategy of making connections. My students frequently make text to text connections, or text to self connections, but don't give enough detail in writing so that others can understand. They write as if we all know the stories or life experiences they've had and there's no need to give an in-depth explanation. They have a VERY difficult time in telling how the connection helped them to understand the story better.
In understanding connections, I frequently give parents and colleagues the analogy of me trying to read a doctors journal. I have no background to understand the vocab nor the concepts presented in those articles. So even though I may slog through the words, when I'm finished I really don't have a grasp of what the article is talking about...that's how kids feel when they read something that they have no knowledge or schema for...I think back to my first year teaching in a very isolated community in Canada. The story discussed a fire hydrant but the students in my class had no concept of it since there were no fire hydrants in the community. So background knowledge is more than making connections...it's having some experience that relates to the topic at hand, whether through real life, a movie or some other means.
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