Comprehension
Making a mental picture is a key skill for a child to develop when attaching meaning to language. The ultimate goal of reading is to acquire knowledge or visualize another person’s story. People are able to store information about what they are reading by making a picture in their mind that is unique to them, based on their experiences and background knowledge. Not all children develop that ability ‘naturally’ or without direct instruction and practice. Reading or decoding individual words with ease is a foundational skill required for comprehension according to researchers.
Composition
Reading and writing are two sides of the same coin. Writers visualize their message and then use words to convey that meaning. This allows readers to form their own mental images. Supporting a child’s reading comprehension (semantics) directly benefits their ability to write stories and reports. Direct writing instruction is also important. Each skill informs the other.
Expanded sentence work
(Whole Group or Small Group. Teacher writes. Students think and share.)
Directly teaching a child how to craft a sentence is a place to begin. Here is an example of this work that you can use daily.
- Start with a simple sentence like: He fed the dog?
- Then ask, “When did he feed the dog?” Children respond. Add one idea. Reread the sentence. “Yesterday, he fed the dog?
- Who fed the dog? Children respond. Add one idea. Reread the sentence. “Yesterday, Ben fed the dog?”
- “How did Ben feed the dog?” Children respond. Add one idea. Reread the sentence. “Yesterday, Ben quietly fed the dog.”
- “What kind of dog do you think it is?” Children respond. Add one idea. Reread the sentence. “Yesterday, Ben quietly fed the St. Bernard puppies.”
- “What do you think they were fed?” Children respond. Add one idea. Reread the sentence. “Yesterday, Ben quietly fed the St. Bernard puppies bacon scraps.”
- “Where do you think they were fed?” Children respond. Add one idea. Reread the sentence. “Yesterday, Ben quietly fed the St. Bernard puppies bacon scraps in their pen.”
Every time you add to the sentence you help the child create a clearer picture in their mind and develop a deeper understand that words convey meaning.
When we write, we are painting a picture in the readers mind. When we read we are discovering what picture the writer had in mind. Words have power. Directly teach children how to use them. Play with the language sharing new vocabulary, offering suggestions, discovering where new phrases best fit in the sentence.
Of course with older children you can talk about grammar and sentence structure. But, capture the imagination of the children first. Show them the joy that is there in creating. Leave other ELA goals/details for another day.
