Readingplays a significant role in every individual’s life as it allowsthem to comprehend instructions, understand the content and respond.However, teaching these essential elements brings about vocationalchallenges mostly to teachers for they are required to preparestudents to perform well on mandatory, high-stakes standardizedtests. They also face challenges through the expectation of teachingstudents the ways of choosing methods that involve research-based andrepresentation of best practices (Roe et al. 2014). Additionally,teachers are required to show their students how to choose quality,motivating and appropriate material from the variety of titlesavailable. These may be followed closely by teaching the studentsways of thinking of examples that they could use in portraying theimportance of useful reading for a Pre-K or K classroom (Roe et al.2014). Most importantly, teachers may help their students in viewingreading as a pleasure by availing many books for them to look at,giving them opportunities to share their reactions and sharing thepleasure they get with other students (Roe et al. 2014).
Nevertheless,the current study aims at discussing the element of comprehensionobtained from reading with an emphasis on students in high schoollevel. The discussion of these factors will involve a story depictingthe importance of a teacher in creating a situation where thestudents understand the contents of what they read (Jess, 2015). Theauthor of the story, Jess Burnquist, employs strategies such asgraphic organizers aimed at helping students learn the elements ofthe story. The procedure describes the story map that helps thestudents to identify the characters, plot setting, problems, andsolutions. For instance, in the story about, “A Teacher’s Moment:Finding the Essence of Poetry,” the author uses graphics such asthe setting of an 11th-grade history class to allow the students tovisualize the encounter (Jess, 2015). These graphics occur in thebeginning, middle and end of the story with the aim of helping thestudents improve their comprehension. It also allows them to get aframework for identifying the key elements of the story.
Mostimportantly, students acquire the ability to organize information aswell as ideas in an efficient manner (Jess, 2015). Besides, the storyframe includes a strategy aimed at providing students with astructure to use when expressing their ideas about the story. Itenhances the students’ ability to comprehend the informationthrough providing a structure that supports their expression of thestory (Templeton, 2013). For instance, in the story mentionedearlier, the author implements the story frame through theestablishment of the purpose. He also models the use of the storystructure in illustrating his thinking.
Mostessentially, the achievement of these elements occurs throughengaging the students in the story through their participation indemonstrating comprehension (Templeton, 2013). These strategies wouldplay a significant role to students in high school as they maycomprehend instructions through using background knowledge, makingconnections among pieces of information and visualizing the content.Similarly, scaffolding to students in these high schools would allowthe provision of support in the performance of tasks as it nudgesthem to do things that they would not attempt on their own(Templeton, 2013).
JessBurnquist. (2015, May 29). A Teacher`s Moment: Finding `The Essenceof Poetry’: NPR Ed: NPR. Retrieved fromhttp://www.npr.org/sections/ed/2015/03/29/395288755/a-teachers-moment-finding-the-essence-of-poetry
Roe, B. D.,Kolodziej, N. J., Stoodt-Hill, B. D., &Burns, P. C. (2014). Secondaryschool literacy instruction: The content areas.
Roe, B. D.,& Smith, S. H. (2012). Teachingreading in today`s elementary schools.Belmont, CA: Wadsworth Cengage Learning.
Templeton, S.(2013). Teachingreading and writing: The developmental approach.