I took this idea from Kelly Gallagher, the History teacher who wrote the “readicide” book. At some point, he started having kids read current news “articles of the week (AOW)” in groups and told them to work together and “highlight their confusion.” I honestly haven’t though about this in a decade, then it just popped into my head the other day. I realized this could be another “skip the quiz” assessment that gives us just as good data, if not better. The task was simple:
- In groups of 3-4, read the text (i.e., this week the full Pisces myth from signa zodiaca: vol. III).
- Highlight your confusion.
I handed out one text and one highlighter per group. To complete the simple task, students read and interacted, helping each other understand the story. I collected them for use the next class. What I got was a list of words and phrases nearly all groups didn’t know, and a few here and there that each group blanked on. That’s all I needed to make the language more comprehensible, discussing the text the next day and having a short list of words/phrases to park on. Here, “park” refers to a strategy of asking questions and restating answers while focusing on a part of the text that wasn’t as comprehensible (i.e., unknown words). This provides micro-exposure to the words in question, making subsequent reading go more smoothly.
Key Observations & Pedagogical Implications
- This was a major confidence boost for students who might have doubted their ability to read a text of about 400 words long. Even the most-highlighted packet turned in had no more than 10 unknown words. These were level-appropriate texts. If, however, the packets I got back were marked up beyond belief, that’d tell me the full version couldn’t be read with any ease—the majority of class time and effort unnecessarily spent arriving at comprehension, not starting with comprehension and doing something more with it, prompting a new text or new level of the text. This is more valuable data than any quiz.
- Students read the story together, receiving input once. Then, we read the story together as a class, students stopping me when we got to a place they highlighted. We discussed the story’s meaning, as well as any etymological connections to the unknown words, and whenever possible, additional input was provided through Q&A. Therefore between a) the first run through in groups with their discussion & rereading while negotiating meaning (because I monitored student interaction), b) the rereading the next day, and c) hearing the Q&A, I wouldn’t be surprised if this 400-word story ended up providing over 1,000 words of input over just two classes. I’ve never heard of any quiz with that much input.