There’ll be a different tone to this blog this year as I’ve taken on a new role which comes with a whole new set of hats to wear, metaphorically speaking. As of 2 weeks ago, I am a Leading Teacher – 21st Century Learning/Literacy. To say I’m excited would be a huge understatement – what an amazing opportunity to combine my two absolute teaching passions in a school that I love and with a leadership team I respect. There are certainly some nerves in there as well at the steep learning curve I face but I’m really grateful to have the opportunity.
One of my first roles has been supporting teachers in setting up their Literacy rich classrooms and planning for their Literacy time. Within that, there is a very big focus at our school (and throughout our Region) on ‘just right’ texts. Even though our school has intentionally chosen to call these ‘texts’ and not ‘books’, there is still the inevitable lean towards printed material and a small part of my job is to make sure teachers and students consider other options.
On Friday, I had the chance to do a lesson on ‘just right’ texts in a digital sense after being asked by one of our fantastic graduates how to introduce this. I started with an online text from British Council which we used for Shared Reading. At the end of the first page, we talked about whether this was ‘just right’ and one of the students said of course it was because it was read to us so we didn’t have to figure out any of the words. That lead to a great discussion about not only being able to read the words but also to understand what they meant and what was happening in this text – a quick check revealed that not all students understood what was happening in the first page so some other students jumped in to retell it in their own words. By the end of the story, students were very much attuned to what was happening, predicting future events and making inferences about how the characters might have been feeling. In the discussion that followed, one student offered that he sometimes knew all the words on the page but didn’t understand the story so perhaps that meant that his book wasn’t ‘just right’ for him after all. Breakthrough!
Students then worked in pairs to read/view/interact with texts on the iPads, focusing on whether they were ‘just right’ and ensuring this by asking each other questions and retelling what was happening. We explored The Numberlys, The fantastic flying books of Morris Lessmore, Barefoot Atlas and Dandelion and the classroom was abuzz with really rich discussions of stories, characters, motivations and predictions.
To conclude, we talked about how the digital texts were different or the same as the ‘just right’ texts in their book boxes and whether there were features that had helped or hindered their understanding. I had originally thought some of the features in the interactive books might be distracting but one student said he used them to act out what had happened up to that point and get it clear in his mind before moving forward. Another student said she did find the features distracting and couldn’t remember the story – she’d decided in the end it was because that text was too hard for her so had closed it and tried something else.
I’m certainly not suggesting that students constantly be fed a digital diet but this lesson opened these students and their teacher up to the rich possibilities for comprehension in digital texts and, I hope, added it as an important ‘food group’ when considering their reading and viewing needs in the future.