Question: After your readings from Fisher, Frey & Lapp (2016), pick a 50 instructional Routines Strategy and complete it on the readings
The readings from Fisher, Frey & Lapp (2016) reveal to us that students may fail to have an understanding of what they are reading because of the presence of text complexities. However, according to the authors of this chapter, the learners should always obtain a balance between the text itself and the skills of the student. There are those texts that are easy to comprehend while there are those that are difficult to understand by the students. Texts that facilitate the student’s understanding are characterized by having excellent text structures, coherence, unity and have an audience appropriateness. If the learners do not have literacy skills, then it is hard for them to obtain the message that is conveyed by a text. Besides, Fisher, Frey, and Lapp inform us that the technique of matching the readers with the text is flawed. It is due to the various reasons that have been put forward. For instance, it is hard for an instructor to establish a student’s comprehension through the use of the technique. Those who advocate for the method argue that instructional level texts should be used by the teachers because they give the learners challenging situations that enable them to develop problem-solving techniques. To make children obtain meaning from their readings, the writers of this chapter inform us that it is imperative for the instructors to apply guidelines that have been provided by the common core state standards. These rules help the instructors to support the students in obtaining an understanding of complex texts.
This paper focuses on the use of a 50 Instructional routine strategy to overcome text complexities that pose a danger to the learner’s understanding of what they are reading. One of the strategies that the teachers should employ when teaching the students how to handle the problem of text complexities is the, “Think aloud” strategy. This approach is vital to a reader because it gives the student a platform that he can use in the negotiation of the understanding of the text. The technique requires that the readers should stop for a while in their reading to monitor their understanding of the texts in the passage. It is accomplished through the creation of visual images and the drawing of inferences from what they are reading. The strategy has four steps.
By the application of the “Think Aloud” strategy, the problem of text complexities can be overcome. An ideal example would be when a student is required to obtain meaning from the following texts obtained from the readings from Fisher, Frey & Lapp (2016); “Anyway, the fascinating thing that I read in National Geographic is that there are more people alive now than have died in all of the human history. In other words, if anyone wanted to play Hamlet at once, they could not because there aren’t enough skulls”. Here, the first thing that the readers should do is to identify confusion areas. This should be followed by the creation of visual images and inferences of the texts. For instance, a student may be confused with the talk of National Geographic and the game of Hamlet because they are not related in the practical sense. However, after reading the two sentences, one can figure out the relationship between National Geographic and the Hamlet. National Geographic provides information for the absence of sufficient skulls
After your readings from Fisher, Frey & Lapp (2016), pick a 50 instructional Routines Strategy and complete it on the readings