Creative Approaches to Reading from a Textbook

As catechists, we rely on a variety of resources to help us faithfully and comprehensively present the Catholic faith to those we teach. One of the most common resources in faith formation is a textbook. It falls to us catechists, however, to make sure that the content on those pages comes to life! Let’s look at some creative approaches to reading from a textbook that make it not only more engaging, but also more effective. 

Key Word Clue Cards

• In this strategy, look over the text ahead of time, identify key words, and write the key words on small index cards—one word per card.
• Then randomly distribute the cards to your participants and explain that, as the text is being read aloud during the session, as soon as they hear one of their clue words mentioned, they are to yell, “Time Out!”
• The child then tapes the clue card on a word wall for all to see as you or a volunteer explains the importance or definition of the word.
• If a participant fails to call, “Time Out!” when his or her clue word has been read, that participant must stand for the remainder of the reading (or whatever amount of time seems reasonable without being cruel or unusual punishment!).
• When the reading is completed, you can go back over the cards taped on the word wall and invite participants to recall their understanding of each word.

This strategy encourages participants to pay closer attention to the text that is being read and enables them to be actively involved, even when they are not the one reading aloud. This strategy also requires us catechists to look over the text carefully ahead of time to identify key points, something we should always do but at times may not do as thoroughly as we ought! The result is a more fully prepared catechist and more thoroughly engaged participants.

Listen to the Sound of My Voice

• Read over the text ahead of time, and highlight key words and ideas.
• Tell participants that you will read the text aloud and that they should listen to the sound of your voice to identify and highlight key words and ideas.
• As you read aloud, use your voice (volume, tone, expression) to emphasize the key words and ideas as young people highlight them in their text.
• Make this more fun by exaggerating a key word or phrase or by using a funny voice to get attention at significant parts.
• When you are done reading, ask participants to identify and share the key words and ideas that they’ve highlighted.
• Go back and cover any key words or ideas that they may have missed.

An alternative to changing the sound of your voice when coming across a key word is to use sound effects to grab participants’ attention. Consider using a “clown” horn or “cycle” horn (or some other type of noisemaker) in order to inject some fun and energy into your exploration of a text.

Graphic Organizers

• A graphic organizer is a worksheet that is given to participants to help them visualize, identify, organize, and make sense of information they are reading silently from a text. It can help learners to identify relationships between important concepts in a text. It is basically a visual map of what they are reading, which is why graphic organizers are also known as “concept maps.”
• The graphic organizer should be simple: a sheet of paper with a few boxes or shapes in which young people are to record specific information as they read. One example might label the boxes as:
  • Big idea(s)
  • Key words
  • Most interesting idea
  • Huh? (concepts not understood)
• Assign a text to be read silently, and provide each participant with a graphic organizer.
• Go over the information participants are to organize, and then provide them with a set amount of time to complete the reading and organizing. Announce less time than is realistically possible to do the reading in order to create a sense of urgency. Then you can extend the reading time a few minutes if needed.
• Use the graphic organizer as a basis for your follow-up discussion and as a way of assessing learners’ comprehension of the material.

Paired Interviews

• Arrange participants in pairs, and assign half of the text to one child and the other half of the text to the other.
• Provide an interview sheet with questions such as:
  • What is the main idea of your section?
  • What is a key word from your section? What does it mean?
  • What is the most inspiring sentence from your section?
  • What is one idea from your section that all Catholics should know or do?
• Before participants read their assigned sections, have them look over the interview questions so that they know what to look for as they read.
• Have them read their assigned sections silently, highlighting the information needed for the interviews.
• Then invite participants to take turns interviewing one another about what they read, using the interview sheet. Set a time limit for each interview, such as three to five minutes.
• Each participant should record the answers to the questions that her or his partner provides. As interviews are going on, walk about, keeping participants on task and announcing how much time they have.
• Invite the pairs to share with the large group. Volunteers report on what their partners read as you highlight and emphasize important information. Fill in the cracks, so to speak, about anything they missed, and elaborate on key concepts.

Preparing Participants to Read 

One other strategy to consider is preparing participants for what they are about to read. If there is a summary at the end of the section you will be reading, start there. The summary will provide learners with clues as to what the material is all about. Alternately, tell participants to skim through the main headers in the section they are about to read so that they see the structure of the content and get an idea of where the text will be leading them. Finally, look over pictures in the section you are about to read to pique curiosity.

Skimming works particularly well if you are assigning something to read for homework or having participants read independently during your session before gathering as a group for discussion.

No Bored Reading

Of course, when reading from a textbook, be sure to pause often to ask discussion questions, tell stories, and check for comprehension of key words and ideas. Consider showing a brief video before or after reading that reinforces or sheds light on the content and further brings it to life. We want our participants to be well-informed about their faith. Textbooks, among other resources, help to organize and present the rich treasury of our Catholic faith. Don’t let boredom get in the way of participants accessing the critical life-giving truths that our Catholic faith offers us.