In the comment section below, share at least one "aha" moment (evidence) and "why." Read comments by other group members and respond to posts by at least two other teachers.
Chapter 9, The Evolution of Meaning, was a very aha moment for me in that it demonstrated the importance of nonfiction readings. The explanation of how and why human history unfolded differently on different continents made me aware of how a bureaucratic society could unfold. Also, I could almost hear the groaning of students when told they needed to summarize a story they just read. Summarization is a good way for readers to recall/retell events in a sequential manner, but yet it denies the reader the opportunity to synthesize, to make the text more elaborate and concrete for the reader. I can certainly relate to the students who failed to realize the different size balls were a visual to help them understand the size and location of planets within our solar system. Instead they thought the reading was about balls. Synthesizing can help address this problem with our readers.
I thought the example of the students reading about the planets was helpful too, Paulette. It really helped me to understand the thinking process that occurs for some of our learners. The explanation given in Mosaic of Thought helped me to understand how these students latch on to the first connection they make and don't change their thinking as they read and are given new information. It really helps me to see how I can help those students who have difficulty comprehending! I need to model this process for them so they know that they need to be flexible and change their thinking as they progress through the text.
I agree as well, Paulette and Elizabeth. As I read this section I could not believe how closely this related to an experience I just had with my reading group. We were reading about different sea animals and one passage mentioned that sea otters are the smallest mammal in the sea. Some of my students did not take the time to sythesize what they had read began to write that sea otters are smaller than brine shrimp. We had to go back and have a converstion about rereading and thinking about what we have read before we begin to write.
I agree with everyone also. If the students are taught to synthesize their reading, they can come back and tie in their life experiences or past reading and it would be much more fun to talk about the reading than just to recall it!
Tiffany and Katie, I can relate with both of you. As educators I think we can agree that much of this process, is taking the time, providing rich experiences through the text (mentioned in chapter7) and allowing students oportunities to dive in to text. Providing multiple discussions in order to clarify meaning and promote the ability for the learners to "constuct beautiful mosaics of meaning" (p.228)will promote the ability for students to synthesize text. We need to begin this process as youngsters learn to read.
Aha moments for me in this chapter were the metaphors used to describe both synthesizing(each individual piece of glass in a mosaic comes together to create a complex picture) and our changing understanding as we read(ripples in a pond that grow and spread out). I am a pretty visual learner, so these visual examples really helped me to understand these important aspects of comprehension that we need to teach our students to use in their own reading. I also found the explanation of the difference between summarizing and synthesizing to be enlightening. It left me thinking..."why wouldn't we want our students to synthesize? Not only are they retelling the most important pieces of information, but it allows them to make personal connections to what they are reading, have read in the past, and their lives and also allows them the opportunity to make the text their own!" It lets them think deeply and is engaging...what more could you want! :)
I too am a visual learner and reading those two metaphors really helped me. I could the picture in my head! I love when students start to make life connections to their reading. Even if it is just telling me they ate corn for dinner the night before when we are talking about how corn is grown :)
I was also struck by the metaphors used to describe synthesizing. I thought it was amazing that a first grader could come up with such an accurate and beautiful description of synthesizing. It's just another example of how students will never cease to amaze you with what they are capable of.
While reading this chapter I most definetely noticed the great difference between both summarizing and synthesizing a reading. I never thought about it quite that way. A student can summarize a story, fiction or non-fiction, and recall important events that took place. However, when a student synthesizes it becomes apparent what the text meant to the student. It shows how they understood it and if they had real life events that match up to it. They can make so many connections to life events and books read in the past!
I wonder how many of your students will be able to synthesize their autobiography projects when done. I bet you will have a high level of learning from the activity as students connect with their selected person by portraying them. Now when a student wants to explain to me how they read about a planet and then include personal information what else they know about it, I will be even be more impressed with their understanding.
Katie and Tiffany, I could really identify with your comments. Many of our students can summarize text by recalling facts they read. I feel students get caught up in rereading for more information by merely looking at the written text and identifying facts straight off the page, not taking the deeper step; synthesizing. Close reads provide opportunities for the student to engage in the synthesis process, allowing students to feel the deeper connection with text. Yes, with Common Core, I feel students will become more proficient in synthesizing due to the expectation of the learner to defend their reasoning as we dive deeper in to curriculum.
My aha moment was the same as everyone's posted above. I did not understand that by asking my students to synthesize their reading that I would be asking them to go to a deeper level then just recalling facts from the text into their summary. I thought by asking them to summarize that I was asking them a higher level question. But the more we learn about different levels of questions and the common core, I am seeing now that I can go deeper with my questioning. I love it when books bring things together in a visual image and I agree with the post above about the image of sythensizing each piece of glass that comes together to make a picture is a great visual to include.
I think a true "aha" moment for me was in Chapter 9 when the author talks about encouraging children to ask "What does this really mean to me?" The authors go on to say that something even more important happens with systhesis: Children create original interpretaions of text. They "own" the evolution of their thinking and their conclusions because they are "uniquely theirs"! Even though teaching synthesis requires more think-alouds and conferencing than any other comprehension strategy, it is definitely well worth the effort since this is the type of "reader" that we are hoping to mold as we move into using the Common Core standards in an effort to prepare students for higher education and the work force in their futures. In the Epilogue, the authors refer to teachers as "sculptors", creating the environment and providing the tools students need to read deeply, comtemplate ideas, and write persuasively about what they read. These "sculptors" know that what matters most is the "joy of learning", and the comprehension strategies we teach are the tools used to chisel meaning into the reader's memory. I truly love the following quote: "Each time we encounter a great piece of writing, we set out on a personal journey of self-discovery with a destination as unknown as that of Columbus." WOW -- how very true that is!!!!!
I loved that question too, "What does it really mean to you?" I think we have often confused summarizing with synthesizing. The quote was inspirational.
I agree with everyone that synthesizing an important skill, but also one that is often difficult for students. I remember when we read the first edition of Mosaic of Thought, we really struggled with what sythesis truly was and how we were going to teach this to our students. I liked the graphic organizer that the used where the students started out with "I'm thinking", moved to "Now I'm thinking", to "Now I'm thinking" again and finally to "Finally, this is what I am thinking". That helped the students realize that their thinking about text will change as they read and learn more. I definitely think that this is one of the more difficult strategies to teach.
It makes sense that when a child synthesizes a text and begins to "own" what he/she thinks about it that the lessons learned from the text will stick with the child much longer than simply repeating back important details from the book. I love to see my readers change their minds about a book as we go through it. You can see the "lightbulbs" all over the room, and they can't wait to share their new thoughts.
I love the "thinking" graphic organizer Kathi. I agree that teaching a child how to synthesize is a difficult task. I think our students have gotten either lazy, due to sensory stimulation via technology or accustom to reciting script off the text- memorizing information given rather than synthesizing it for personal meaning and connection. As the author states, "slowing down to think about the conclusion-the evolving meaning(p. 229)I feel, is a task that educators need to focus on. The example they give in regard to synthesis; about children sitting down at the dinner table describing their days events, "culling out the important and creating their interpretations of the day", promoted aha moments in the class room as students have begun the process of synthesizng text. Kerry you mentioned this in your reply. If we could get all of our students this excited about reading, we would not be competing with the video, game playing many of our students are so engrossed in.
I loved how the little girl explained synthesizing by the ripple in a pond. The visualization helped me understand the definition. I think the strategy of synthesizing shows the importance of giving students time to reflect throughout the reading of a book. The idea of using different colored sticky notes when the thinking changes would be helpful to students. Synthesizing will be important to meet the expectations of common core.
At the risk of repeating much of which has been said above, I have to say that I loved reading the metaphors about synthesizing as well. It's such a difficult thing to describe, and yet the mosaic and ripple examples bring it to light so well. It makes me want to work with my readers right now! I would like to share the metaphors with them, and discuss their thoughts about them. I love it when something I read makes me excited to get back to teaching!
I enjoyed chapter 9. Our students have become robotic readers, they are drilled about summarizing. As educators we have all been taught and told that summarizing was an assessment of comprehension. Students are missing the opportunity to create a mosaic of thought because they are extremely caught up in the structure of the text. Not letting their guard down as they read, our students are missing opportunities to engulf the written text. An aha moment came to mind when I read about Alicia as she "summarized" a story about "Dog Heaven". Listening to her "retell", I reflected on students in my reading group. I hear the comment the author made in regard to the struggle students have in "making up their minds about the major themes and ideas in a text and failing to adjust their interpretations" (p.232) The example Riley portrayed in regard to the "ripple effect" is one I may use in my class room. I do think the common core will help us as educatore change our focus. We will become more attune to advocating deeper meaning throughout our curriculum, taking more time and promoting more collaboration amongst our students. These skills will help our learners understand the difference between summary and synthesis.
I will try this for the third time. I keep losing the screen. My original comment was that as teachers we have so much to decide on what we need to teach and what our students are missing or have to idea how to do a certain task. It is difficult to encourage a young elementary student who keeps declaring, "I don't like to read and I don't want to read." You encourage them and hope one day they develop a love of reading. I value book discussions because we often have different interpretations and the thinking of others help us to understand the scene from another's perspective or to understand our own thinking.
As I read Chapter 9, my aha moment was apparantly the same for me as it was for several others. Riley really put into perspective for me just how “big” our kiddos can and do think when given the opportunity to explain their thinking. Way to go Riley! I think I will use this very accurate explanation for my kiddos when we talk about sysnthesis and see if that makes it easier for them to understand.
I was filling out my learning plan, while I thought I had blogged I realized I had not.
I also have to agree with Cathy Hollis. We drill on the summarizing and retell portion of reading. We forget to let our students be engulfed in reading and have that joy and understanding of it. I felt like that this is what the book reminded us of. We need to teach all parts of reading and put them all together for our students.
The idea of changing sticky notes when changing their thinking is something I can apply within my second grade classroom. I think students need to be aware when they change their thoughts in regards to their comprehension.
Chapter 9, The Evolution of Meaning, was a very aha moment for me in that it demonstrated the importance of nonfiction readings. The explanation of how and why human history unfolded differently on different continents made me aware of how a bureaucratic society could unfold. Also, I could almost hear the groaning of students when told they needed to summarize a story they just read. Summarization is a good way for readers to recall/retell events in a sequential manner, but yet it denies the reader the opportunity to synthesize, to make the text more elaborate and concrete for the reader. I can certainly relate to the students who failed to realize the different size balls were a visual to help them understand the size and location of planets within our solar system. Instead they thought the reading was about balls. Synthesizing can help address this problem with our readers.
ReplyDeleteI thought the example of the students reading about the planets was helpful too, Paulette. It really helped me to understand the thinking process that occurs for some of our learners. The explanation given in Mosaic of Thought helped me to understand how these students latch on to the first connection they make and don't change their thinking as they read and are given new information. It really helps me to see how I can help those students who have difficulty comprehending! I need to model this process for them so they know that they need to be flexible and change their thinking as they progress through the text.
DeleteI agree as well, Paulette and Elizabeth. As I read this section I could not believe how closely this related to an experience I just had with my reading group. We were reading about different sea animals and one passage mentioned that sea otters are the smallest mammal in the sea. Some of my students did not take the time to sythesize what they had read began to write that sea otters are smaller than brine shrimp. We had to go back and have a converstion about rereading and thinking about what we have read before we begin to write.
DeleteI agree with everyone also. If the students are taught to synthesize their reading, they can come back and tie in their life experiences or past reading and it would be much more fun to talk about the reading than just to recall it!
DeleteTiffany and Katie, I can relate with both of you. As educators I think we can agree that much of this process, is taking the time, providing rich experiences through the text (mentioned in chapter7) and allowing students oportunities to dive in to text. Providing multiple discussions in order to clarify meaning and promote the ability for the learners to "constuct beautiful mosaics of meaning" (p.228)will promote the ability for students to synthesize text. We need to begin this process as youngsters learn to read.
DeleteAha moments for me in this chapter were the metaphors used to describe both synthesizing(each individual piece of glass in a mosaic comes together to create a complex picture) and our changing understanding as we read(ripples in a pond that grow and spread out). I am a pretty visual learner, so these visual examples really helped me to understand these important aspects of comprehension that we need to teach our students to use in their own reading. I also found the explanation of the difference between summarizing and synthesizing to be enlightening. It left me thinking..."why wouldn't we want our students to synthesize? Not only are they retelling the most important pieces of information, but it allows them to make personal connections to what they are reading, have read in the past, and their lives and also allows them the opportunity to make the text their own!" It lets them think deeply and is engaging...what more could you want! :)
ReplyDeleteI too am a visual learner and reading those two metaphors really helped me. I could the picture in my head! I love when students start to make life connections to their reading. Even if it is just telling me they ate corn for dinner the night before when we are talking about how corn is grown :)
DeleteI was also struck by the metaphors used to describe synthesizing. I thought it was amazing that a first grader could come up with such an accurate and beautiful description of synthesizing. It's just another example of how students will never cease to amaze you with what they are capable of.
DeleteWhile reading this chapter I most definetely noticed the great difference between both summarizing and synthesizing a reading. I never thought about it quite that way. A student can summarize a story, fiction or non-fiction, and recall important events that took place. However, when a student synthesizes it becomes apparent what the text meant to the student. It shows how they understood it and if they had real life events that match up to it. They can make so many connections to life events and books read in the past!
ReplyDeleteI wonder how many of your students will be able to synthesize their autobiography projects when done. I bet you will have a high level of learning from the activity as students connect with their selected person by portraying them. Now when a student wants to explain to me how they read about a planet and then include personal information what else they know about it, I will be even be more impressed with their understanding.
DeleteKatie and Tiffany, I could really identify with your comments. Many of our students can summarize text by recalling facts they read. I feel students get caught up in rereading for more information by merely looking at the written text and identifying facts straight off the page, not taking the deeper step; synthesizing. Close reads provide opportunities for the student to engage in the synthesis process, allowing students to feel the deeper connection with text. Yes, with Common Core, I feel students will become more proficient in synthesizing due to the expectation of the learner to defend their reasoning as we dive deeper in to curriculum.
DeleteMy aha moment was the same as everyone's posted above. I did not understand that by asking my students to synthesize their reading that I would be asking them to go to a deeper level then just recalling facts from the text into their summary. I thought by asking them to summarize that I was asking them a higher level question. But the more we learn about different levels of questions and the common core, I am seeing now that I can go deeper with my questioning. I love it when books bring things together in a visual image and I agree with the post above about the image of sythensizing each piece of glass that comes together to make a picture is a great visual to include.
ReplyDeleteI think a true "aha" moment for me was in Chapter 9 when the author talks about encouraging children to ask "What does this really mean to me?" The authors go on to say that something even more important happens with systhesis: Children create original interpretaions of text. They "own" the evolution of their thinking and their conclusions because they are "uniquely theirs"! Even though teaching synthesis requires more think-alouds and conferencing than any other comprehension strategy, it is definitely well worth the effort since this is the type of "reader" that we are hoping to mold as we move into using the Common Core standards in an effort to prepare students for higher education and the work force in their futures.
ReplyDeleteIn the Epilogue, the authors refer to teachers as "sculptors", creating the environment and providing the tools students need to read deeply, comtemplate ideas, and write persuasively about what they read. These "sculptors" know that what matters most is the "joy of learning", and the comprehension strategies we teach are the tools used to chisel meaning into the reader's memory. I truly love the following quote: "Each time we encounter a great piece of writing, we set out on a personal journey of self-discovery with a destination as unknown as that of Columbus." WOW -- how very true that is!!!!!
I loved that question too, "What does it really mean to you?" I think we have often confused summarizing with synthesizing. The quote was inspirational.
DeleteThis comment has been removed by the author.
DeleteI agree with everyone that synthesizing an important skill, but also one that is often difficult for students. I remember when we read the first edition of Mosaic of Thought, we really struggled with what sythesis truly was and how we were going to teach this to our students. I liked the graphic organizer that the used where the students started out with "I'm thinking", moved to "Now I'm thinking", to "Now I'm thinking" again and finally to "Finally, this is what I am thinking". That helped the students realize that their thinking about text will change as they read and learn more. I definitely think that this is one of the more difficult strategies to teach.
DeleteIt makes sense that when a child synthesizes a text and begins to "own" what he/she thinks about it that the lessons learned from the text will stick with the child much longer than simply repeating back important details from the book. I love to see my readers change their minds about a book as we go through it. You can see the "lightbulbs" all over the room, and they can't wait to share their new thoughts.
DeleteI love the "thinking" graphic organizer Kathi. I agree that teaching a child how to synthesize is a difficult task. I think our students have gotten either lazy, due to sensory stimulation via technology or accustom to reciting script off the text- memorizing information given rather than synthesizing it for personal meaning and connection. As the author states, "slowing down to think about the conclusion-the evolving meaning(p. 229)I feel, is a task that educators need to focus on. The example they give in regard to synthesis; about children sitting down at the dinner table describing their days events, "culling out the important and creating their interpretations of the day", promoted aha moments in the class room as students have begun the process of synthesizng text. Kerry you mentioned this in your reply. If we could get all of our students this excited about reading, we would not be competing with the video, game playing many of our students are so engrossed in.
DeleteI loved how the little girl explained synthesizing by the ripple in a pond. The visualization helped me understand the definition. I think the strategy of synthesizing shows the importance of giving students time to reflect throughout the reading of a book. The idea of using different colored sticky notes when the thinking changes would be helpful to students. Synthesizing will be important to meet the expectations of common core.
ReplyDeleteI agree with you 100% I think that visualization will really make a difference for so many of our readers.
DeleteAt the risk of repeating much of which has been said above, I have to say that I loved reading the metaphors about synthesizing as well. It's such a difficult thing to describe, and yet the mosaic and ripple examples bring it to light so well. It makes me want to work with my readers right now! I would like to share the metaphors with them, and discuss their thoughts about them. I love it when something I read makes me excited to get back to teaching!
ReplyDeleteI agree Kerry it is very exciting and worthwhile. Thank you for letting us feel your enthusiasm.
DeleteI enjoyed chapter 9. Our students have become robotic readers, they are drilled about summarizing. As educators we have all been taught and told that summarizing was an assessment of comprehension. Students are missing the opportunity to create a mosaic of thought because they are extremely caught up in the structure of the text. Not letting their guard down as they read, our students are missing opportunities to engulf the written text. An aha moment came to mind when I read about Alicia as she "summarized" a story about "Dog Heaven". Listening to her "retell", I reflected on students in my reading group. I hear the comment the author made in regard to the struggle students have in "making up their minds about the major themes and ideas in a text and failing to adjust their interpretations" (p.232) The example Riley portrayed in regard to the "ripple effect" is one I may use in my class room. I do think the common core will help us as educatore change our focus. We will become more attune to advocating deeper meaning throughout our curriculum, taking more time and promoting more collaboration amongst our students. These skills will help our learners understand the difference between summary and synthesis.
ReplyDeleteI will try this for the third time. I keep losing the screen. My original comment was that as teachers we have so much to decide on what we need to teach and what our students are missing or have to idea how to do a certain task. It is difficult to encourage a young elementary student who keeps declaring, "I don't like to read and I don't want to read." You encourage them and hope one day they develop a love of reading. I value book discussions because we often have different interpretations and the thinking of others help us to understand the scene from another's perspective or to understand our own thinking.
DeleteAs I read Chapter 9, my aha moment was apparantly the same for me as it was for several others. Riley really put into perspective for me just how “big” our kiddos can and do think when given the opportunity to explain their thinking. Way to go Riley! I think I will use this very accurate explanation for my kiddos when we talk about sysnthesis and see if that makes it easier for them to understand.
ReplyDeleteIsn't it wonderful when we find and understand we can truly use with our students.
ReplyDeleteI was filling out my learning plan, while I thought I had blogged I realized I had not.
ReplyDeleteI also have to agree with Cathy Hollis. We drill on the summarizing and retell portion of reading. We forget to let our students be engulfed in reading and have that joy and understanding of it. I felt like that this is what the book reminded us of. We need to teach all parts of reading and put them all together for our students.
For Shannon:
ReplyDeleteThe idea of changing sticky notes when changing their thinking is something I can apply within my second grade classroom. I think students need to be aware when they change their thoughts in regards to their comprehension.