Multiple Text Comprehension

I think that in kindergarten we not only have to think about multiple texts as using many different books but also by having repeated exposure to the same text multiple times.

By looking at this article http://www.k12reader.com/teaching-reading-comprehension-in-kindergarten/ , I found that comprehension increases with repeated reads of a book. I believe that this is not only true when the student reads the text but when there a read-aloud occurring (picture books).  I model my noticings when I truly do discover something that I never point out that I also notice more things every time I read a book again, whether it is in the words or pictures. I talk with them how it either helps me understand the story or simply enjoy the story even more. 

There also needs to be multiple texts. During our fiction unit we used the Tacky books by Helen Lester ( http://www.barnesandnoble.com/s/?series_id=628998 ), we compared multiple books to define Tacky and his "companions" as characters, we focused on what the author chose to keep the same in every book and how she changed it, and we discussed why we thought she made these decisions. It was because they understood Tacky/fiction so well, we were then easily able to compare Tacky to our non-fiction study (books, websites, magazines, etc). I found a blog from Tim Shanahan that stresses the importance of not only using multiple books but multiple texts. They need exposure to these different boundaries (Shanahan, 2010).

http://www.shanahanonliteracy.com/2010/09/multiple-texts-versus-multiple-books.html

Text Complexity Evaluation

WOW!!! What a range of text levels that I use with my kindergartners and I didn’t even know it. Now, they are not doing the reading of these texts so it is much different than other grades where they are reading all these texts. I used the Fry Readability scale to measure the texts quantitative levels.

Literature: The Emperor’s Egg is a realistic fiction book with factual sentences placed throughout the story. I read this aloud to my class and we discuss the text and pull facts from it.

Quantitative-I was able to average out three sets of 100 words, which ended up being a 6^th grade level. I was surprised at this knowing how well they are able to understand, discuss, and pull from the text.
Qualitative-This had literary and informational adding a layer of complexity. You must be able to follow the story and attend to the straightforward facts the author is giving. Medium level of vocabulary but presented in a child friendly manner.
Reader/Text Factors-My students were very engaged in this book since to them it seemed more like a story. We have been discussing penguins prior to this so they had prior knowledge but still engaged.

Informational: Penguins! from National Geographic KIDS is an informational text about penguins. It’s labeled as Level 2-Reading Independently (“perfect for kids who are ready for longer sentences and more complex vocabulary. New words are defined on the page, but occasional adult help might be welcome”). This is another text that I read either parts of or read it over a few sessions.

Quantitative-I averaged two segments to get an end of 2^nd grade rating.
Qualitative-Although the grade level is quantitatively 2^nd grade, there are many informational text features like table of contents, labels, maps, vocabulary words, glossary, etc. These all make it harder for them to follow along. Medium level of vocabulary but still accessible for kindergarten. Short, choppy sentences.
Reader/Text Factors-The colorful photographs will keep their attention while I read this to class. Something that will help keep their kindergarten attentions spans is that a classmate brought this book from home (very important in the k worldJ).

 

Website: I typically use this more for the photographs of the penguins and to get specific information (where they live, what they eat, one other fact). I also will have it displayed on the SmartBoard and highlight the facts that I am picking out as I read them. I go through this fairly quickly in order to keep their attention.

Quantitative-WOW!! With two segments the average was right between a 9^th and 10^th grade level. No wonder I go through this quickly.
Qualitative-It looks as though this is based out of New Zealand, so many of the spellings of words are not aligned with American English. I have 1 student who might notice this but he has difficulty attending so it would probably pass by him as well. High level of vocabulary. Lengthy, difficult sentences.
Reader/Text Factors-They are really just excited to see the photographs and to learn about the specific penguin that they picked to ‘research’ so they are able to attend long enough on this website, especially because the photographs are so brilliant.

 

I think that for me, at kindergarten, vocabulary played a huge role in the complexity of my texts. I do think that by reading several texts to the class, they are never experiencing the vocabulary in isolation, which Dr. Hiebert is against in her webinar. After actually comparing these three texts that I use within our non-fiction/informational unit, I understand her graph about how narrative and informational texts share about 90% of words and the 10% is specific to either narrative or informational. All three of the texts shared many words but they each had specific vocabulary to themselves.

  

Texts I referenced…

Literature: The Emperor’s Egg by Martin Jenkins
Informational: National Geographic KIDS Penguins! By Anne Schreiber
Other text:   www.penguinworld.com

 

*I have tried (even asking our tech guy) to help me post a link to my scanned documents for the actual text but haven’t had any luck yet. *