K-5 Curriculum Newsletter
Volume 2 - Issue 6
Strategies for Using Multiple Texts
"Students grasp more information, think more critically, and learn to synthesize when they read many texts on one topic."
“When students read multiple texts on a topic, their understanding of that topic expands, and they can use knowledge they develop reading the first text to help them comprehend a second and third. What’s more, readers can begin to think critically about what’s being shared in each of those texts because they’ve read multiple texts” (Cummins, 2017). When we talk about reading more than one text on the same topic, we’re not necessarily focusing on two nonfiction pieces. This can include a fiction story in which the main character is an animal, an article based on the characteristics of that animal, and a video showcasing that animal’s natural habitat.
In the article, The Case for Multiple Texts (2017), Cummins discusses that when researching a topic over multiple texts, most students have difficulties synthesizing information and coming up with a summary of all information sources. More times than not, they simply copy entire excerpts into their notes, or worse yet, get overwhelmed and shut down. With a little guidance, we can help students develop a focused approach to research that simplifies the process of consolidating an overload of information. The first goal is to establish a purpose: students (with teacher help) need to develop specific focus questions that will lead their reading to specific areas of the text related to the purpose of their research.
Teachers can also assist in helping students make connections between the texts. An Inquiry Chart (I-Chart) is a valuable graphic organizer students can use to synthesize new information collected from multiple sources. There is an I-Chart example below, as well as a link to a blank I-Chart template.
Finally, we can better our students’ understanding of information within multiple texts by modeling classroom discussions. After reading and taking notes on multiple texts, ask a class to turn-and-talk about the new knowledge they learned. How many students do envision actually looking at their notes, and engaging in meaningful discussion? It’s important to model this discussion prior. The teacher might project an example completed I-Chart on the board, and role-play the conversation with a student ensuring to demonstrate how to use specific information in their notes to drive the discussion.
As Cummins points out, “The layers of knowledge students develop when they read multiple texts can help them contribute productively to real conversations - the kind that lead to deeper understanding and innovative thinking.” Nurturing a mindset based on the importance of multiple sources of information develops students’ capacity to be informed and answer their own questions.
Disciplinary Literacy
Sharing Digital Books with Families
I recently read a blog post about a 2nd grade teacher's use of Google Slides to connect her students' work with their families. During a lesson on sea lions, the teacher had students develop questions they simply wanted to know the answers to. As a class, students created a Google Slides presentation based on their questions; pairs of students were required to create one slide in the presentation. Students were able to embed pictures, videos, sounds, and text to present the answer to their question.
The next step is what made the project very exciting for the students. Using the Remind app, the teacher shared the link to the presentation to parents. This allowed parents to view and comment on, in real-time, the work their children were creating. The teacher shared her experiences as she discussed the excitement students felt as their parents logged on and commented while they were in working on the assignment in school.
Notes from Mr. Scotto
All staff recently submitted their SGO Mid-Year Check Forms. While the NJ Dept. of Education may perceive this as a compliance document, I certainly hope that you have seen this form as a way to:
- Take a moment and reflect on student progress;
- Further examine the "root causes" of student difficulty;
- Ask yourself the honest question,"Have I taken the extra time to help these particular students?"
- Adjust your instruction to further promote academic success.
Just some food for thought....and a different perspective regarding student growth objectives.
Joseph R. Bond
Email: jbond@barnegatschools.com
Twitter: @JBond_EDU