How do we tie everything together? What does it mean for diverse learners?

Synthesis

Creating a mosaic...

Ordering, combining and recreating over and over and over again making sense of the material and becoming aware of their own ideas  and drawing conclusions.

We are accountable not to our curriculum but to our students! Teaching reading in a high stakes testing environment is challenging. We want our students to gain confidence but they are usually sent to us because they have failed a state test (not a confidence booster by any means). Purchased phonic packages and quick fix curricular measures is not the best strategy to use.

Understanding your students' strengths and weaknesses as well as listening to their feedback and studying past tests will supply a better picture and starting point. Each author from Keene & Zimmerman to Harvey & Goudvis impart the importance monitoring comprehension and creating a framework of strategies. 

Although high stakes testing is important we want to build strong test takers and confident learners. The strategies that have been reviewed in these posts target the best ways to encourage indolence, build confidence and instill a love of reading throughout various grade levels and across the curriculum.

Creating a framework for diverse learners is even more crucial. Explicitly teaching various text structures will enable these learners to gain background knowledge, build vocabulary and eventually understand the information presented. 

Build Confidence, Explicitly teach, model think aloud, model everything, monitor comprehension, discuss thoughts with students and create opportunities. Books and programs don't mean a great deal if you don't know your students. Work together with other teachers to create a consistent program and methodology when it comes to reading, especially challenging texts. Teachers have the ability to change perspectives and lives. Working with parents and community partners to build communities will create a living framework for students to build success upon. We have a responsibility to help teach our students to read and think!!

Works Cited

Dreher, M. J., & Gray, J. L. (2009). Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures with ELLs in K-3 Classrooms. The Reading Teacher , 132-141.

Harvey, S., & Goudvis, A. (2007). Strategies that Work. Portland, MA: Stenhouse Publisher.

Keene, E. O., & Zimmermann, S. (2007). Mosaic of Thought. Portsmouth, New Hampshire: Heinemann.

Ogle, D., & Correa-Kovtun, A. (2010). Supporting English-Language Learners and Struggling Readers in Content Literacy with the "partner Reading and Content, Too" Routine. The Reading Teacher , 532-542.