Teachers Generating Solutions

Lost when Engaging with Challenging Text

Mr. B's concern:

Textbooks seem really difficult for students...

"I find the social studies textbooks to be really difficult for my students. We read aloud as a whole group, but mostly I do all the reading and the students follow along. They seem lost when I try to engage them in activities that depend on using the text."

  • Why is this happening?

    Social studies textbooks are known to be conceptually dense and use complex language, often at a reading level higher than middle school grades. Avoiding the text is not an option because if teachers always use videos or lectures, students do not develop essential disciplinary literacy skills. Studies show that with appropriate supports and guidance, middle school students and ELs can engage with text and develop content knowledge.

Addressing Mr. B's concern:

How might teachers workshop this dilemma?

Mr. B describes the scenario in more detail to his colleagues:

I am currently teaching a unit on ancient Rome. We are in the section on Roman government and the readings for this are really tough- lots of terminology and details to keep straight. I don’t want to just skip the reading, though. I think it is our job as teachers to make sure they can handle reading social studies textbooks and source materials. 

To get them thinking about the topic, I showed an introductory video about Roman government. Then we tackled the reading. I read the first section aloud and we stopped to discuss it. Then, I asked them to read the rest silently so that we could discuss it. I have also tried small group reading. I just haven’t found a good way to get their heads into reading in class. I don’t know what to do!

Ideas offered by colleagues:
  • Break It Into Chunks

    I agree that reading the text is really important. I try to do some substantial reading and writing in class every week and I do a lot of hand-holding. The best way I have found to get through the text is to break it into chunks. I have them read a short section- maybe 2 or 3 paragraphs- and then we stop to digest it. Each time we stop to discuss, I ask them to write a summary statement in their journals. By the end of class, they have at least three big ideas written down.

  • Partner Reading

    I do a lot of class work in partner groups. I know this is tricky because you have to make sure the students who need the most support are with strong partners. I have to tweak the pairings along the way, but after a few weeks, my students know how to work together. I assign sections of reading to the partners and require them to write a paragraph or complete a graphic. This is hardest when the reading is really difficult. Then, I find that they all get stuck in the same places so I tell them ahead of time what vocabulary words or concepts to expect.

  • Provide Discussion Opportunities

    Language is always an issue in my classes, not just for the ELs but I also have a lot of students who are not strong readers. We read the text together- a combination of me reading while they follow along and choral reading. I plan for several stopping points for students to discuss with a partner or we discuss what we just read as a whole group. The discussion seems to really help them get through it. Then I follow up with an assignment that requires them to go back into the text and find evidence. 

Which teacher move would you try?

A Coach's Comments:

Knowing how to use the text is really important in social studies. I am really glad that you brought this up and we can brainstorm together. These are all really good ideas and are meant to support your students while they read. Let me share a few more ideas that might help. 

Foregrounding, or previewing content is one way to get your students prepared for reading. Before you jump into reading, introduce the topic, pre-teach key vocabulary terms, and pose a central question (or questions) that will be addressed in a unit or lesson. I would start by doing the initial reading of a passage as a whole-class activity, breaking it into chunks and helping students to unpack complex ideas. Following the initial reading, select an excerpt of the text for a paired reading activity. In the paired reading activity, partners take turns reading, provide peer support, engage with vocabulary words, discuss content, and find text evidence to support ideas or arguments. After the reading, the pairs complete an activity that involves discussion and a written response. 

See examples of Comprehension Canopy and Paired Reading in curriculum.