12/6/2013

Reading Intervention Grade K-6: Comprehension

Graphic Organizers/Thinking Maps

Evidence Based Intervention: Graphic Organizers and Thinking Maps

RtI Intervention: Tier 1

Description/Summary of Intervention:

Use graphic organizers to help students organize their thinking by giving them a pre

designed format to provide structure for the student experiencing comprehension

difficulty. The graphic organizer collapses complicated information into a single

product.

Thinking Maps are eight visual-verbal learning tools, each based on a fundamental

thinking process and used together as a set of tools for showing relationships.

Behavior Observed:

Students not comprehending at grade level. Helpful sources of data: HM Integrated

theme skill tests, selection tests, weekly skills, DRA 2, QRI4, MCA and MAP scores.

Area of Reading: Phonemic Awareness Phonics Vocabulary Fluency Comprehension Motivation/Engagement

Minnesota Standard and Benchmarks: Grades K-5 Comprehension standards

Grade 6

Standard: The student will understand the meaning of texts using a variety of strategies and will

demonstrate literal, interpretive, inferential and evaluative comprehension.

Students Will: 1. Read aloud grade-appropriate text (that has not been previewed) with accuracy and comprehension.

2. Recall and use prior learning and preview text to prepare for reading.

3. Summarize and paraphrase key ideas from text.

4. Identify main idea and supporting details in fiction text.

5. Infer main ideas and determine relevant details in non-fiction texts.

6. Generate graphic organizers to enhance comprehension of texts and to describe text structure and

organization.

7. Generate and answer literal, inferential, interpretive and evaluative questions to demonstrate

understanding about what is read.

8. Distinguish fact from opinion and provide evidence to support conclusions.

9. Determine cause and effect and draw conclusions.

10. Compare and contrast information on the same topic from multiple sources. 11. Critically read and evaluate text to identify author’s point of view and purpose.

12. Notice when comprehension breaks-down, reread and use strategies to self-correct.

13. Follow multiple-step written directions.

Anticipated Outcome:

The student will understand the meaning of texts using a variety of strategies and will

demonstrate literal, interpretive, inferential and evaluative comprehension.

12/6/2013

Monitoring Assessment(s) and recommended frequency:

HM Selection Tests

HM Weekly Theme Skills Tests

HM Theme Skills Tests or HM Integrated Theme Test

Recommended time and frequency:

Graphic Organizers are appropriate for most lessons. They can be used for structure and

student meaning making activities such as note taking and processing of text.

Recommended Instructional Strategy(s):

Teach objectives and lesson plans for each selection as listed in the Teacher’s Edition.

Houghton Mifflin materials available: Graphic Organizers are available in the Teacher

Editions, Overheads etc.

Other resources available for this intervention:

HM Graphic Organizers

Thinking Maps information is found on the Web.

PowerPoints explaining the maps, student samples, templates and more are found on the

R –drive.

District Trainers:

Nguyen Dang (Cornelia Elementary School) and Jacqueline Roehl (Edina High School)

are Thinking Maps trainers. (Additionally NUA (National Urban Alliance) trained coaches in the district who have had additional

training in Thinking Maps are: Debra Stortz (Elementary RtI Specialist), Kelly Wheaton (Valley View

Middle School), Scott Woelber (Math Coordinator), Rhonda Jonas Geere, (Alt Comp Coach), Judy Scanlon

(Alt Comp Coach), Mary Kirchhof)