Our first day at Hou Kong was busy as we met administrators, teachers, and students and began to learn what a school day in Macau looks like. We observed three separate classrooms that day, having the opportunity to witness students practicing new vocabulary, and listening to chapter books being read out loud to them. While teachers in this building were not using the C. I. A. method yet, it was clear that their priorities matched the priorities of our program; to help students to access the texts they desire to read through the scaffolds of vocabulary development and teacher read-aloud.
In one sixth-grade classroom, we observed students listening and following along as the teacher read the book Tales of a Fourth Grade Nothing (Blume, 2007). Throughout the reading the teachers stopped often to discuss unknown words and encourage students to make predictions. Those who were more outgoing and more confident sharing their ideas raised their hand and were called on. Students less confident simply sat back and listened to the discussion of their peers. While all students were engaged in the lesson, not all of them demonstrated full participation, and therefore, not all of them practiced the oral language and comprehension strategies covered in the lesson.
Not only were these students learning a new language (English), we came to learn that these students were not second language learners but third language learners. In the home and community, students learn and practice Cantonese. Once they enter school, they begin learning Mandarin which differs from Cantonese in pronunciation, grammar, and lexicon. In this particular school, students also begin to learn English, a language not often spoken outside of the school walls. As one teacher reminded us, “Students are learning English as a foreign language.”
I have to confess; there were many moments when I had to clear my throat before speaking because I felt so choked up by these amazing students. I recall one day when I was meeting with an impromptu book club group (a structure students at this school had never experienced) and I called on a boy to share his thinking. I sensed the rest of the students looking at me strangely, but continued to prompt the boy to share his thinking. He began to use the stem, “When the book said…” but his voice came out in a stutter. “When…when…when…the…the…books said…”, and despite the struggle he kept going. He finished the stem inserting his own thinking and textual evidence. The grin on his face when he finished was priceless! But the best part was when someone else in the group responded saying, “I agree with you because…” The power of turn and talk stems was so evident on this day! The scaffolds of the stems and the book club structure gave this boy the confidence and the safety to share his thinking with his teacher and his classmates.
There is power in giving students a head start in putting together their deep thinking about a book. Turn and talk stems are that head start—they get them going. But what I love is that the turn and talk stems also push them beyond what they would say on their own. How rewarding to see their strength, even in a population of children who are learning a third language; a population of students who are used to the traditional method of calling on students who raise their hand, and drilling students with worksheets and skill practice. To see the C. I. A. Approach give confidence to these children was a blessing to me. I hope this story somehow blesses you in your teaching.
I will share more about our Macau experience in upcoming blogs!
Are you not yet using the C. I. A. Approach to get your students talking about books? Find out more about this comprehensive reading program by visiting our website: readsidebyside.com
Written by Sarah Collinge
Founder and President
Read Side by Side Publications, LLC.
References
Blume, J. (2007). Tales of a fourth grade nothing. New York, NY: Penguin.