Comprehension Focus Groups - WSRA...Introduction to the genre ! Read aloud a mentor text to students...

Comprehension Focus Groups

The goal is to help struggling readers develop efficient strategies for problem solving in texts and to comprehend the message at deeper levels.

Overview

! Planning for the Intervention ! Preparing for Reading Phase ! Reading Phase One ! Reading Phase Two ! Preparing for Writing Phase ! Writing Phase Three ! CFG in the Middle School !  Tips and Resources

What does it look like at different levels?

Elementary Secondary

!  30 min period within grade levels’ reading block time

!  genre unit focus; matches what happens in classroom

!  48 min class periods due to bell schedule

!  content unit focus; matches topics from science or social studies

Planning for Intervention

! Select a genre to study ! Select a mentor text ! Select 3 texts for students to read

Preparing for Reading Phase

!  Introduction to the genre ! Read aloud a mentor text to students !  Text map ! Preview 3 texts

During this time student does…

!  Assists teacher with

completion of text map/writing guide with mentor text.

!  Previews texts !  Assists in selection of

order to read three texts.

During this time teacher does…

!  Introduces genre or

content. !  Models comprehension/

strategy with mentor text.

!  Models completion of text map/writing guide with mentor text.

!  Introduces three texts of same topic/genre for student selection.

Preparing for Reading Phase

Reading Phase One ! Comprehension or Problem-Solving

lesson using mentor text ! Orientation to text including relevant

vocabulary and unfamiliar language structures

! Set a purpose for reading ! Students practice a strategy while

reading and/or close reading ! Students write about strategy use

Reading Phase One During this time student does… !  Reads books independently. !  Demonstrates and reflects

on comprehension/strategy focus.

During this time teacher does… !  Models comprehension/

strategy with mentor text. !  Prompts students with

strategy/comprehension focus.

!  Provides book orientation/vocabulary for each text.

!  Confers with students while independent reading.

Reading Phase Two

!  Text map !  Literature Discussion Group ! Write about reading

Reading Phase Two During this time student does… !  Completes text map/writing

guide. !  Adheres to group norms !  Uses conversational moves to

discuss text and go deeper with their understanding.

!  Assess themselves with LDG rubric.

!  Responds to text in their response log

During this time teacher does… !  Confers with and scaffolds

students as they complete the text maps

!  Provides prompt(s) to help students initiate focused discussion of the book.

!  Documents students’ comprehension through listening.

!  Seeks clarification of student’s thinking if needed.

!  Provides scaffolds as needed to keep comprehension at a deep level of talk.

!  Provides a prompt for responding to text

Literature Discussion Group

“Talk is a necessary condition of literacy learning. Literate talk is developed through reading and discussing books. Literature discussions help children learn how to hold discourse chains of meaning in their memories, while they consider how their ideas fit into the meaning-making chain.” (Dorn, 2012)

Literature Discussion Group “Literature discussion groups are

grounded in the theory of apprenticeship learning, including the role of scaffolding for regulating assistance in accomplishing a literate task. Teachers mentor students in how to talk about books. The goal of literature discussion groups is to move students toward deeper levels of comprehension.” (Dorn, 2012)

Phase One and Two are repeated until students have read 3 books in the genre . . .

Preparing for Writing Phase

! Review of genre !  Text map for organization ! Writing aloud (shared writing) ! Planning for independent writing

Writing Phase Three

! Daily Mini-lessons on author’s craft, organizational structure, revising, editing, etc. while taking students through process of writing their own text in this genre.

!  Independent Writing ! Reflection

Writing Phase During this time student does… !  Participates in shared writing

of genre or topic. !  Rehearses writing with peers. !  Writes in genre /topic

independently. !  Revises writing independently

or with peers.

During this time teacher does… !  Invites students to help with

completing of text map/writing guide.

!  Confers with students while independent writing.

!  Provides students with writing checklist for revisions/editing.

Writing Lifts Reading “Writing plays a special role in lifting reading

achievement, as writing slows down the reading process and increases reader’s...phonological knowledge....” (Dorn, 2012)

“Reading and writing are both communication activities, and writers should gain insight about reading by creating their own texts leading to better comprehension of texts produced by others.” (Tierney and Shanahan, 1991)

CFG in the Middle School

"  Mini-lesson focused on theme (resilience) (5 min.) "  Comprehension Focus—finding evidence in the text to

support thinking/being able to answer 5 W’s and H to summarize as well as compare/contrast

"  Guided Practice "  Workshop—independent time (32 min). ○  Students read new article independently ○  Respond to text on computer (reflection log) ○  Compare/contrast several articles in theme ○  Teacher confers with students ○  Additional activities when finished (other articles,

Achieve 3000) "  Share (5 min)—students come back together and share

learning

CFG in the Middle School

! Use of technology: " Ongoing reflection log is on the computer "  Kids use google docs—created own page

and shared with teacher. She “pushes” assignments out to their individual google doc files.

"  Kids use Achieve 3000 regularly (allows her to check lexile level)

" Use of STAR to monitor progress as well (every 3-4 weeks); MAP three times a year.

CFG in the Middle School

! Resources: "  Scholastic Magazines—Action (Primary

reading levels), Storyworks (4th/5th grade reading levels), Scope 9 (Middle School reading levels)

" Reading A to Z books and articles "  Picture books "  Students really like magazines—cycles for

magazines last about 2 weeks, book cycles last about 4 weeks.

CFG in Middle School—Menomonee Falls’ Current Status !  Tier 2: 3 sixth grade groups, 2 7th grade

groups, 2 8th grade groups !  Tier 2: maximum of 8 students (during

elective class). Students DO NOT miss their regularly scheduled ELA class.

!  Tier 3: a few students at each grade level—currently during Flex time (30 minutes in groups of 1-3)

Middle School VIP Entrance and Exit Criteria

!  Entrance Criteria: "  Prior to school year: <25% on MAP, WKCE—minimal/

basic, teacher observation "  During school year (Tier 2): <25% on MAP, QRI 2 grade

levels below, availability "  During school year (Tier 3): lack of growth in Tier 2

(STAR, or Achieve 3000), QRI 3 grade levels below, possible SLD referral)

!  Exit Criteria:

"  MAP RIT range goal achieved for grade level or RIT target growth achieved

"  Achieve 3000 lexile growth meets grade level range "  STAR—above 25% goal line or “on watch” "  QRI instructional level meets grade level.

Comprehensive Intervention Model “The future of our society depends on literate

populace--a culture of learners who understand how to solve problems, seek solutions, communicate effectively, and construct meaning. If a student is struggling in literacy, it is critical to provide an appropriate intervention as soon as possible. Furthermore, an intervention for reversing reading failure must be grounded in a model of effective, strategic reading.”(ITW, pg1)

Resources !  Dorn, L. & Soffos, C. (2012). Interventions that

Work. Pearson Education, Inc. !  Dorn, L., & Soffos, C. (2005). Teaching for Deeper

Comprehension. Stenhouse Publishers. !  Dorn, L., French, C. & Jones, T. (1998).

Apprenticeship in Learning. Stenhouse Publishers. !  Dorn, L. & Soffos, C. (2011). Shaping Literate

Minds. Stenhouse Publishers. !  Dorn, L. & Soffos, C. (2011). Scaffolding Young

Writers. Stenhouse Publishers.

Contact Information

!  Susie Grabow: grabsus@sdmfschools.org !  Debbie Burk: burkdeb@sdmfschools.org !  Tami Jaeck : jaectam@sdmfschools.org

(middle school teacher)