It’s been awhile! Scrolling through my Facebook feed this morning (which has now become my primary access to the outside world), I stumbled across something I just HAD to share (driving myself back to the blog):
At our district, we spend a lot of time in the early grades talking about re-reading as a comprehension strategy, but we generally keep that “specialized” to comprehension while reading books.
If other students are like my first and second graders, there is NO re-reading happening in math! In fact, they’re lucky to actually read the story problem at all; instead, they tend to find the numbers and (typically) add them up hoping it’s what the problem asked them to do.
What I like about this strategy for math problem solving is that it mirrors thinking we typically apply to literacy: read multiple times, digging deeper with each read.
This strategy makes me think of the work our primary did last year with Comprehension Connections. We brought in a speaker who led our K-3 teachers through the activities in the book, and followed up with book studies during our 40-minute, grade-level Encore (PLC) time. Our focus was trying a strategy and using PLC to reflect on how it worked, what we noticed, what we’d change in the future, what we know about kids, and what we know about ourselves as readers.
Comprehension Connections was the piece our primary was missing (we’re taking the concepts through subsequent grades over the course of next year)…we have Fundations for Phonics, Lexia Core 5, Aimsweb, DRA, the full gamut…but the common verbiage of Comprehension Connections allowed us to put all the pieces together. We talked a lot about metacognition (thinking about our thinking and being an active vs. “fake” reader) and how we can recognize “fake” reading and help students learn to dig deeper into texts. I think the rereading strategy for math above is a great way to bring metacognition into other content areas.
I felt so strongly about it that I just had to share as widely as possible!