In order to further assist my students as they learn to read, I am using the book, Shifting the Balance by Jan Burkins and Kari Yates, as a resource. I will share my learning about the importance of talking from the first chapter, “Shift 1: Rethinking How Reading Comprehension Begins” and reflect on some ways I intend to use it this school year.
READ THIS: “Shifting the Balance: Professional Reading for the Summer” *non-affiliate / unsponsored link*
Let’s Start Talking: What Resonated with Me the Most
As mentioned in my initial blog post about this book, Shifting the Balance aims to help in “clearing up some confusion” and discussed various misunderstandings. I really appreciated the visual diagrams and explanations for “Listening Comprehension’s Three Processing Systems” and “The Four-Part Processing Model for Reading Comprehension” (adapted from Seidenbern and McClellen, 1989). It set the stage for talking about the need to realize that reading comprehension doesn’t begin with print on the page (e.g., reading the words from a book), but actually with spoken language.
Now, this information about the power of talking wasn’t news to me. I have learned from experience that a precursor for learning language is through speech. However, I was really excited to see the High-Leverage Instructional Routines for Language Development in Table 1.3 of this chapter. It gave several examples of practical routines that can be used in class, shared reasons why they’re important, and then provided some examples. What I noticed was that the routines shared are actually tasks that have been using in class already! This made me happy because when I first picked up the book, I was thrilled for new learning, yet worried about having to create a new program or completely different routines.
Talking is Important for Reading Comprehension
The old saying of “Talk is Cheap!” doesn’t apply here in any way! There is so much value in using talking as a means of developing comprehension skills in our students. I will focus on three of the awesome routines as described by the authors in this chapter. I look forward to using them this year with a renewed purpose and aim to keep them consistent.
Routine #1: Make Space for Planned and Unplanned Conversation
Students enjoy talking with their friends, especially in social settings such as recess time. Open, unplanned conversation during class time is something I want to use more intentionally this year. I think my students would love periods of time where they can respectfully initiate conversation during class time on topics of their choice. Some may feel like it’s getting a few moments of extra recess time, but it’s in fact an opportunity to strengthen key skills in a naturally fun and engaging way!
Providing opportunities for planned and meaningful conversations during class time helps students build comprehension and strengthens communication / speaking and listening skills. Such planned conversation time can happen during your scheduled day (e.g., sharing ideas about a book that was read in class; asking peers about their favourite games to play, etc.)
I created a “Let’s Talk!” Series of digital slides that I can’t wait to use in my classroom this year! This resource will help me start quick, meaningful discussions in my classroom. They will be on topics specific to our curriculum and also based on topics of personal interest to the students. Click on the image below to see a quick video of the first set of slides!
Routine #2: Use Interesting Words
If I want my students to develop strong communication skills, then I need to introduce them to a variety of words on a regular basis. Teaching new vocabulary to students, helping them learn the definitions of words, and how to use them in context, empowers students! I remind my students that when they use these interesting words in context as they speak, their families will be so impressed! We have lots of fun learning new words on a daily basis. I’m always so thrilled when I hear students using the “Word of the Day” in a sentence or in response to a question asked during a lesson.
To help me intentionally organize my words for teaching each day, I have been using an amazing resource as a guide for many years. A Word a Day (Grade 1) has been extremely helpful to me in teaching new words to my students. There are other books in the series for other grades, too. Some words may seem like they are too difficult for the students, yet you’d be amazed at how students respond to the daily instruction of learning new vocabulary!
*non-affiliate / unsponsored link*
Routine #3: Build Content Knowledge with Text Sets
Read alouds are also a suggested routine in Shifting the Balance! It’s something we all do and something that students love. To help, we can intentionally select books that will allow them to build schema, make connections, learn new words, facts, etc. Engaging them in conversation about the books in a text set can also help them develop a deeper comprehension. It’s a great way to give our students the tools they need to talk more about what they know (or wish to know).
Here is a small example of a Text Set on the science topic of Living Things. In this Text Set, I selected both fiction and non-fiction books about bears (non-affiliate / unsponsored links):
Brown Bear, Brown Bear, What Do You See? by Eric Carle
National Geographic Readers: Sleep, Bear!
National Geographic Readers: All About Bears (Pre-Readers)
Bear Snores On by Karma Wilson
I would use the books to help students discuss facts about bears they notice in the fiction books (especially the story, Bear Snores On).
Closing Thoughts
This first chapter helped me focus on some purposeful routines that I can continue using, but with greater intention. With the reminder that talk time is an extremely important way to help students build and strengthen comprehension, I look forward to including the following routines this year:
- Make Space for Planned and Unplanned Conversation
- Use Interesting Words
- Build Content Knowledge with Text Sets
How do you plan to incorporate more conversation time into your classroom?
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