Makeda Holley Strategy Demonstration Reflection #1

Strategy: Four-Stage Text Investigation

How would you teach this strategy?

I would teach this strategy using both fiction and non-fiction to have students investigate a text, both implicitly and explicitly. Depending on the text, I would switch the frame to match the context and relevancy for students. I would not utilize this as an opening activity for this material, but as students have explored the concept and/or idea in order to get higher-level thinking.

What resources would you need?

There would not be many resources utilized, but there are some things that would be essential to making this strategy a success. First, I would need a series of texts that pertain to the concept that we are discussing in the unit. I would have texts that vary in length and rigor because my students vary in levels. I will also make frames for each group of fours made out of large chart paper. I will give students four different colors that they can write with on the frame. Lastly, they will receive a packet of questions that pertain to their particular critique. Most importantly, students have to come into the class with an open mind and be willing to transform into a role.

How would this promote active engagement in reading?

This strategy promotes active engagement in reading by having students both look at the text and beyond the text. Students have to answer right there questions but also look at both personal and impersonal contexts. Students will enjoy working in groups of our to produce a product. Also, I sometimes have students move around the paper as they are answering the questions to get them up and moving. Students are encouraged to have conversations about what they are writing about and the text that they just read. Students also get to think like someone else than just looking through their own eyes.

How does this relate to the research on proficient readers?

This relates to the research on proficient readers by showcasing that reading is something that must occur in more places than just an English Language Arts class. Students must know how to decipher text in various disciplines from various perspectives. Filtering a text from multiple perspectives enforces both strength and flexibility in literacy and through reading. In order for students to become proficient, they must read on a regular and consistent basis, which will help with the various thoughts and text complexity. Students are encouraged to utilize this strategy to use in any discipline and any classroom depending on the text.

How does this relate to the reading that you have done for this class?

This relates to the reading by showcasing how to download information in order to fully understand the reading. Students have to utilize comprehension and thinking skills to answer the questions and be able to discuss with their groups. The information being downloaded are items that students are aware of in every day life and their surroundings. Students have to think outside the box in order to be successful in their particular field of study. In addition, they are able to frontload and comprehend deeper than the text that is just on the page.

Differentiation Within my classes, I have both students with disabilities and some students with language barriers. With these students, I work by giving them the questions that they need to answer and discuss. Students also get a support station that they can go to and I will come over and answer any questions that are left unanswered for students. I also make certain that these students are strategically placed into a group where they are able to work to the best of their ability.

References

Piercy, T., & Piercy, W. (2011). Disciplinary literacy: Redefining deep understanding and leadership for 21-st cntury demands. Englewood, CO: The Leadership and Learning Center.