Text Analysis - When do I ask questions?

Some of you have asked why I do the text analysis portion of my read-alouds during reading instead of after.  Well, I actually do a little bit of both. HOWEVER, I do definitely incorporate deeper thinking during reading.  Why? Because that's what good readers do.  We think before, during, and after.  So my questioning depends on multiple things:

1.  When is the best time to stop and analyze based on the reading strategy and objective?  For example, if I'm teaching how to make a prediction and using predictions to analyze a character, then I need to stop during reading.  You can't make many predictions after a book is over (though you can make few).  So my modeling and questioning will be during the text.  BUT I will still often go deeper with the text at the end.
2.  What is the best way to keep my students engaged and comprehending the text? This is a hard one, and I'm still learning. Sometimes, stopping and modeling chops up the text too much and distracts students.  (I still do this! It's hard for me!)  They need to hear a flow of a text without it being interrupted, but if I'm modeling strategies it can be difficult to do that.  On the other hand stopping and analyzing during reading can actually help them to process the text and comprehend what is going on and allows you to check for understanding and incorporate turn-and-talk and other engagement strategies.
3. What do I have time for? Sometimes, you just don't have time to go deep during reading. Sometimes you do.

So...what do you do with all that??? First, you've just got to know that there are always different opinions and perspectives.  So, you've go to believe in yourself as a professional and do what works best for your kids!  It's about them.  What's going to help them learn most?  What's going to help them love reading most?  What's going to help them master the objective most?

I know this is a slightly vague post...but the point of text analysis isn't when you do it.  The purpose of text analysis is analyzing the text. The end.  As adults, we analyze text before, during, and after. SO what is important as a teacher is thinking through those three segments of reading.  Post-it your read-alouds and plan out questions that will engage students before, during, and after reading...and plan out questions where it seems most purposeful in mastering the objective.  You can ALWAYS go deeper after reading, and it's important to.  But you don't want to miss out on engaging conversations during reading if it will help students learn. :)

Hope this helps!!

Read-Aloud Engagement Strategies

Monday I read-aloud an article titled "The Upside of Dyslexia." For my amazing EL babies, it was a little hard to fully comprehend, and it didn't use the most kid-friendly language. (Though, it was an awesome article and I think 100% worth using!)

Side note: It's okay for read-alouds to be above students' heads (to a degree).  During read-alouds, teachers do most of the work with modeling, scaffolding, anchor charts, think-alouds, and what not. This is their chance to engage in above-level texts with teacher support. Levels of support for reading from most teacher support, to least teacher support:

• Read-alouds (can be above their grade level, involves most teacher support)
• Shared Reading (should hit middle range of students, on grade level)
• Guided Reading (leveled grouping, students are grouped according to reading level)
• Independent Reading (students read on their levels, with little to no teacher support)

Okay back to the point...As I taught on Monday, I front-loaded some vocabulary, discussed the celebrities that would be in the article, and gave them insight into what we would be reading about.  I think overall my students were actually very interested in learning about dyslexia (specifically because it connected with Trisha from Thank You, Mr. Falker and because we read about celebrities. HOWEVER, I still felt like engagement could have been better.  So, I reflected:

Here's what I think I did well (feel free to agree/disagree if you observed me):

• Reading with expression: I think I mostly made the non-fiction text seem exciting 
• Students actually exhibit a lot of curiosity when it comes to non-fiction, because they are so curious. I try to model curiosity and how learning from non-fiction is an adventure so that I can affirm/encourage the curiosity that seems to come more natural to children!  Sometimes, schools and our education system teach children to unlearn curiosity...UGH! That's awful!
• Building background knowledge
• Scaffolding with questions and through the use of an anchor chart/table (organized information in a student-friendly way)

Here's what I want to improve:

• Consistent student engagement
• Checks for understanding (I think I should have done a few more comprehension checks throughout the read-aloud and at the end)

So to make my reflecting more meaningful, here are some ideas/strategies I brainstormed that I may use during future read-alouds to increase engagement and accountability:

1. post-it notes: give my students more responsibility by having them listen for an answer, record feelings, or something similar while I read.  So for this particular text, one example: I could have had students write down all of the struggles that the celebrities had during their childhood OR one interesting thing they learned
2. give students a graphic organizer (GO) while I read aloud for them to fill out; for this article I could have given students a "t-chart" GO, on one side they could write "struggles that people with dyslexia have" and on the other side "strengths"
3. more partner share (implementing more comprehension questions/opportunities for students to make connections and share)

Hope that some of my reflections and these ideas are helpful!

Here are some more generic but SUPER HELPFUL ideas on engagement in the classroom by an actual research-based expert:

Marzano's 5 Ways to Get and Keep Your Students Attention