Multimodal Student Responses: Deepening Comprehension DURING Reading

While students are reading through each section of A Tear in the Ocean (Bouwman, 2019), consider using various forms of multimodal responses to build student comprehension. There are various approaches that can be used to assess comprehension throughout the book as students work to understand theme. The following activities allow students to respond while they are reading through the novel.

Question Web

After students have read through a chapter or section of the text, invite them to create a "Question Web." Divide students into small groups to make a list or a cluster of moments in the text they are wandering about or find confusing. After creating the list, instruct the students to rephrase each item into a question and then choose which question is the most important to them. Provide each group with a large piece of paper. Place the chosen question in the center of the paper and create a web of possible answers to the question. These answers could be predictions for what will happen later in the text or new questions may arise. Invite students to share their question webs with the class and discuss the most interesting questions and answers.

Allowing students to participate in this activity will strengthen comprehension throughout the text. A "Question Web" can be created at any point in the text if readers are confused about moments related to characters, setting, or theme. This activity allows for collaboration and discussion as students work together to create their web. As classmates share questions aloud, the other students will strengthen their comprehension as each topic is discussed. The question webs will also allow the teacher to clarify any misunderstandings or misconceptions that are present.

Graphic Image Log

While students are engaging in A Tear in the Ocean, invite them to keep a "Graphic Image Log". This strategy asks students to select and copy meaningful lines or passages from the text. Students will then write a response to this section of text. Responses may include their interpretation of what the passage means, what it reminds them of, what they like or dislike about it, why they selected it, or whatever is on their mind. After creating a written response to the selected text, the students will create a graphic image (without words). The graphic image should be connected to the line or idea that they have chosen to respond to. Graphic images may include stick figures, cartoons, a symbol, etc. After creating the graphic image without words, they can provide a caption or brief description for the image.

This activity will allow students to evaluate various ideas that are present in A Tear in the Ocean. As educators, we will learn what responses our students have to the lessons that are present in the text. As readers keep a log of the ideas, they will create a better understanding of the themes present in the novel. This activity relates back to our strategies of inferring and synthesizing as readers create a log of ideas that are present throughout the text. Students will be able to make connections of their ideas and responses throughout the novel.

Click Here for a Graphic Image Log Template

Multimodal Student Responses: Deepening Comprehension AFTER Reading

After students have discussed each section of A Tear in the Ocean (Bouwman, 2019), consider using various forms of multimodal responses to assess student comprehension. These alternative forms of assessment will provide an engaging avenue for our readers to develop a deeper understanding of character development and the overall themes in the novel. Invite students to participate in the following multimodal responses: Graphic Representations and Literary "Luck Pouches."

Graphic Representation:

Graphic representations allow students to have an open-ended approach to assess their comprehension of a specific issue that is discussed in A Tear in the Ocean. Invite your students to create a large graphic (chart, poster, banner, etc.) that represents important elements of an issue that is present in the novel. Allow students to work in collaborative groups and present their graphics to the class through a gallery walk. During the gallery walk, students will display their graphics around the classroom. While students are engaging in the gallery walk, they should be jotting down notes about how the graphics are inviting them to think differently about an issue in the novel. Students should make sure to include the following in their graphic:

• Words or quotes from the novel
• A meaningful use of color
• Drawings or symbols
• A thoughtful title

See Example Below:

Literary "Luck Pouches"

In the novel, Artie carries a luck pouch around her neck, which is a tradition from her homeland of Tathenn. Islanders traditionally carry a luck pouch to collect items of significance throughout their life. Invite students to create individual luck pouches for a character in A Tear in the Ocean. Remind readers of the quote on page 275, “The pouch is for things that make you you. Bad as well as good.” The luck pouches should include positive and challenging moments from the character’s life. Students should include artifacts that the character might collect and treasure. Items could also include notes about people, events, and places related to the character. In addition to the luck pouch, the students should provide written explanations for the items they choose to include in the pouch. Recommended prompts for student explanations:

• Explain why this item is significant in the character's life.
• Describe if this item is related to a positive or negative experience.
• Provide examples of how this item has changed or affected the character's life.

This activity will allow for students to form an in-depth understanding of the characters as they analyze their troubles and triumphs. Readers will also develop empathy towards the characters as they step foot into their world. While students are deepening their comprehension towards issues the characters' face, their understanding of theme will be strengthened.

*Variation: Ask students to create a Literary "Luck Pouch" for the significant moments in their own life. How do their lived experiences shape them into who they are?

Find affordable materials for Literary "Luck Pouches" below: