Having students use leveled texts to engage in collaborative discussions is a reflection of strategic and thoughtful planning. We know that, above all, fostering greater, confident participation is essential.
As teachers prepare their lessons and later on, as they conclude them, it’s not unusual for educators to ponder: Is everyone comfortable enough to share their ideas?
Upon reflection an educator might think:
“Yes, they are comfortable because none of my students crossed their arms, nor did I notice any of them looking away from their assigned group.”
Over time, it’s natural for teachers and students to fall into this flow. Students engage in a passive compliance that makes the lesson completion achievable, but is otherwise void of the rich social interaction that propels learning.
So what are the solutions?
How do we, as educators, utilize tailored materials like leveled texts to encourage students to have meaningful conversations?
What if those materials are the key to creating a space where quality conversations can occur?
Experiential learning experts Dr. David and Alice Kolb suggest that in order to have a quality conversation students should focus less on finding answers to questions provided by their teacher and more on uncovering truths. In other words, rather than being passive in their exploration, they should engage readily in something more pointed and active: barn raising.
Barn Raising Conversations using Leveled Texts
A barn raising conversation is similar to a literal barn raising in that student groups share responsibility for bringing an idea (the barn’s frame) to its full truth potential.
In order to do this successfully, they must also have materials that enable them to comprehend the text under study. This can only be executed through materials that are conducive to the students' preferred reading level or language.
Through the Adaptive Reader suite of texts, students can have access to whichever language and level they prefer. This pathway will enable them to access the meaning of the original version of that text.
After all, leveled and translated texts are a means to grappling with the author’s words, not a method of skirting rigor and productive struggle.
Then, when it comes time to have those barn raising moments, one student might offer an idea, but all students can now own and build upon that idea.
One way teachers can practice barn raising conversations is by requiring students to construct as many truth possibilities as they can.
With Adaptive Readers texts, teachers can facilitate lessons where students see one passage at multiple levels and translations.
Examining Leveled Texts as a Class or with the Adapted Reader App
In order to improve student understanding of a text, the teacher would display or direct students to passages written at different levels or languages.
Through the app’s interface, teachers and students can display these levels side-by-side on any device or focus on one version exclusively.
With the presence of paperbacks, students can have texts directly in hand.
From there, teachers can facilitate a discussion on key excerpts and lines parceled into adaptable segments.
How might those barn raising discussions look then? What might change and improve when all students have exactly what they need? What insights might they posit or glean when seeing leveled versions against one another on a single screen?
Let’s explore the strategy of barn raising with leveled texts more closely.