Topic 4 DQ 2
One way to help students make connections and to deepen comprehension is to pair texts. This can be used to compare fiction to fiction, non-fiction to fiction, or non-fiction to non-fiction. Do you feel this supports literacy development in all content areas? Why or why not?
Pairing different kinds of nonfiction and fictional text is a great way to support literacy development in all content areas because it enables educators to compare and contrasts the effectiveness of each type of text through the administration of either a formative or summative assessment at the conclusion of each unit of study. Camp (2000) states, “Pairing fiction and nonfiction books on the same topic, along with interactive class strategies, can boost students’ understanding and enjoyment” (Camp, 2000). Deepening comprehension can be accomplished by giving students interactive assignments such as learning logs or journals, short essays, summaries, free response/discussion questions, and finally allowing them to engage through collaborative learning. Non-fictional text is typically described as more informational, direct, and
factual; while fictional text is based upon stories, creativity, and imagination from the author themselves. I do in fact support using the strategy of pairing text across content areas to deepen comprehension due to the fact that it will enhance critical thinking in students by making them compare and contrasts the texts, analyze and assess the meaning of different texts, learn different
vocabulary words, and understand the syntax and grammar being used. According to Camp (2000) some activities that can allow for the pairing of text to be accomplished successfully are: (1) Venn diagrams/graphic organizers, (2) K-W-L charts, (3) DR-TA (The Directed Reading-
Thinking Activity), (4) webbing, (5) activating prior knowledge, and (6) setting clear goals and standards for learning (Camp, 2000). In conclusion, pairing different kinds of non-fiction and fictional text is an effective strategy for deepening comprehension and to facilitate critical thinking, higher order learning, and collaboration amongst students and teachers.
References:
Camp, D. (2000). It takes two: Teaching with Twin Texts of fact and fiction. Retrieved from: http://ci5451literacystrategiescollective.pbworks.com/f/2765688.pdf
