HTH Induction Colloquium Sharing Protocol
(maximum of 20 minutes)
Briefly describe the learning context in which you conducted your inquiry.
Wanted to improve reading comprehension and student collaboration during book clubs
(e.g. Class size, range of learners, materials, technology, other constraints or opportunities)
- Moved from analyzing reading comprehension from creative journals to using online bookclub to push collaboration between the students and to help students understand what they are being asked on standardized test and to help students ask questions that will help increase their comprehension and the comprehension of their peers.
Describe your inquiry question
o How can I use Online Book clubs to develop reading comprehension and develop enjoyment of reading?
Which standard is your question focused:
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.
1.3 Connecting subject matter to meaning, real-life context
2.3 Creating a physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
Explain why you chose this inquiry question….
Gave students an easycbm reading assessment and found that students struggled with inferential reading comprehension questions, so I decided to build book club discussions based on the types of questions that a student can be asked. Also, I was curious as to whether or not having students work on reading comprehension task online would help their comprehension in the same way it does when they perform the task by hand.
Describe the three types of evidence you collected to investigate your inquiry question.
- Used this assessment to have baseline of student reading levels
- Stumbled across students struggling with answering literal, evaluative, inferential questions
- Used the assessment to teach students about the 3 different types of reading comprehension questions
-Argelia – “Do you have books like spring school”
What did you find at the conclusion of your inquiry?
- The easycbm reading assessment asked students reading comprehension questions that fall under three categories: evaluative, literal and inferential. After analyzing the results of the assessment, I found that students mainly struggled with inferential comprehension questions.
- The findings of the reading assessment heavily impacted my teaching. I created lessons that taught kids how to answer the three different types of comprehension questions and asked them to ask each other the three types of questions in their online book clubs. I discovered that this was a huge help when it came to teaching students how to ask each other questions during book club. I have always struggled how to teach kids to ask questions during book club; however, I learned that organizing the questions into categories (evaluative, literal, inferential) made it easier for students to understand how to ask questions that lead to deeper understanding of the book and how to ask questions that lead to discussion.
- The impact on students was very positive. Because I used the results from the easycbm assessment, the students understood why understanding the three types of reading comprehension questions is important. After the easycbm assessment, I went over the results with them and asked if they noticed a trend in terms of the questions that the students answered incorrectly. We ranked the questions in terms of difficulty and came to the conclusion that literal questions were the easiest, followed by evaluative and the hardest was inferential. They students understood that literal questions are questions that have answers that are literally stated in the text. During the online book clubs, students were able to create questions such as: what is the main character’s name, where does the story take place or what did the character say when. Since literal reading comprehension questions are answered directly in the text, we were able to tell who was not doing the required reading assignments. The results of the easycbm assessment helped create a structure in which the class can think about asking questions about reading.
- Online book clubs provided students with a structure to write about their reading and to ask questions of each other. After analyzing student work, I have found that students have a better time talking about the book, if they have asked and answered questions about it. Also, the level of detail that a student went into during the responses seemed to correlate with how much detail the student goes into on writing assignments. A helpful accommodation I could have made was providing students with sentence starters.
- The evidence from my second reading inventory shows that my students seem to be enjoying the online book club format. I gave students a reading survey and I asked, “How do you think online book club has helped you as a reader?” I received a lot of positive responses. One of my lower level readers said, “It helped reading as a group.” I thought this was a very meaningful response because reading in a group setting can increase comprehension. I did receive negative responses, however, the negative response shows the power of online book club structure with asking students to respond to reading. One student said, “I don’t think it really helped me at all, for me, no offence, but it kinda just annoys me. Having to take notes on what I read, taking my reading time to answer and make questions and taking my homework time.” Of course every student is not going to enjoy having to do “work”, but this student is showing that the structure forces him or her to ask questions when/after they read.
- Helped increase comprehension, but the students may need a face to face conversation to help with this.
What did you learn about the IEP student(s)?
o Creating questions and abstract learning task can be difficult and some students may need scaffolding for some of the learning task.
Were there other surprises or insights gained from the process of classroom based inquiry?
o Online book clubs can provide students with
How will you apply what you have learned about teaching and learning to next year?
- Use this model in math class.
- Try to keep things consistent within this model by having due dates more consistent and provide students with computers or print outs that do not have access to computers.
- Make sure I push students to read books that they feel comfortable with
Q & A (5 minutes)—see sample questions on the back