Check for Understanding-10 Reasons Why Kids Don't Do It!

According to the National Capital Language Resource Center (NCLRC), "Reading is an activity with a purpose."  Understanding the author's purpose for writing a selection helps the reader adjust his reading rate to focus on comprehension. To discuss  author's purpose for writing we use PIE (persuade, inform, entertain).  Understanding the purpose seems easy, but when it comes to understanding the main idea it's often a different story.

Last year I polled my students to see exactly WHY they read WITHOUT summarizing, which we call, Checking for Understanding....here are the results (in no particular order)

1.   To be the first one done 
2.   Forget to do it
3.   It's too much work
4.   Takes too long
5.   Don't feel like it
6.   Don't think it's important
7.   Just want to get the reading done
8.   Story is boring
9.   Don't like to read
10. Just to get it done

What to do about it?  Since I compiled that data I felt I needed to do something with it.   Ultimately, I needed to figure out a way that was sure to help my students understand the importance of reading for meaning,  right? So this past summer I did some reading. which led me to the discovery of the Daily5 and CAFE.

This year I decided to try the Daily5 and CAFE are during our literacy block.  The Daily5 is the structure (Read to Self, Writing, Word Work, Listen to Reading & Read to Someone) that students follow during our literacy time, while CAFE is our focus (Comprehension, Accuracy, Fluency, Extend Vocabulary).  "Check for Understanding" is the first strategy (& most important in my opinion) that is introduced.  Students are taught to frequently 'Check for Understanding' by asking Who it's about, What's Happening & to predict what will happen next.  Through modeling & practice, more modeling and practice students learn how to 'check for understanding'. To ensure students make connections which will aid their comprehension, we start by activating Prior Knowledge. Pair these with reading books that are appropriate for the student and true meaning is sure to transpire.

I decided to poll my students this year to see why they are not checking for understanding and the results are as follows:

1.  Takes too long
2.  Story is exciting I don't want to stop
3.  Don't understand it
4.  Can't find a connection
5.  Takes away from my reading time

It's rather interesting that there were only 5 reasons from this group. I wondered if it had something to do with the Daily5 and CAFE.  Is it just possible that more students are 'Checking for Understanding' on a regular basis?

I noticed a difference in the types of answers given by both groups of students.  Do you see how the second group looks at reading differently than the first?   Would love to hear what you think - please leave your thoughts in the comment section below.

It ain't over til It's over - Activating Prior Knowledge - Part 3 After Reading

photo © 2008 Chris connelly | more info (via: Wylio) 


“It ain’t over til it’s over” was the phrase coined by Yogi Berra.  Spoken like a true sportsman or classroom teacher!  

We all know that even when the kids have finished reading a story they’re “not really done”.  We read. We discuss. We assess.  There are all kinds of other activities that we can initiate to make sure the students have made connections to their reading.  This is Part 3 in the "Activating Prior Knowledge" series. 

In the Before reading post, it was suggested to use an Anticipation Guide.  If used, it would be a great (quick) assessment to see if the kids can answer those questions correctly now.  (They love getting them all right too!!).  Also, in the Before post as an alternative to the KWL chart - a Word Cloud was suggested.  How about make a new word cloud to share what was learned.  (The kids love comparing them!) 

The During reading post suggested to use a Wallwisher.  Students could add new thoughts to the Wallwisher.  (The kids will have fun revisiting the Wall!).


Other activities  to institute when the students have finished reading could include creating a retelling of the story.  Why not try have the students create a comic at ToonDoo.  It is free, fun and quite simple to use.  See my sample below.

By Ncarroll | View this Toon at ToonDoo | Create your own Toon

Another activity along the lines of a summary, is to create a talking picture at Blabberize.  Blabberize is a free site where you can upload a picture and record a narration.  In the sample below, a picture was created at Sketchfu then uploaded to make a Blabber. 






For something a little more open-ended, have students create a poem.  With the help of ReadWriteThink students are guided through the writing process.  See the sample below of an Acrostic poem. 

Guiding our students and having them complete activities AFTER reading will help them make connections and therefore, have a deeper understanding of the concepts.  

Hopefully, students will come to the realization themselves that "It ain't over till it's over!"