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Comprehension Focus Groups: An Intervention for Reversing Reading Failure Dorn, L. & Soffos, C. (2009). Interventions that Work: Comprehension Focus Groups.

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Presentation on theme: "Comprehension Focus Groups: An Intervention for Reversing Reading Failure Dorn, L. & Soffos, C. (2009). Interventions that Work: Comprehension Focus Groups."— Presentation transcript:

1 Comprehension Focus Groups: An Intervention for Reversing Reading Failure Dorn, L. & Soffos, C. (2009). Interventions that Work: Comprehension Focus Groups. Boston, MA: Allyn & Bacon.

2 Objectives Develop an understanding of Comprehension Focus Groups Analyze lessons within the Reading and Writing phases Discuss observations of teaching practices during CFG phases

3 Comprehensive Intervention Model Systemic and layered design for increasing the literacy achievement of struggling readers in kindergarten to eighth grades –Reading Recovery (1st grade) –Oral Language and Literacy Group (K-8th grades) –Guided Reading Plus Group (1st-6th grades) –Assisted Writing/Interactive Writing Group (K-1st grades) –Assisted Writing/Writing-Aloud Group (1st-4th grades) –Writing Process Group (1st-8th grades) –Comprehension Focus Group (2nd-8th grades) –Content Strategy Group (3rd-8th grades)

4 Comprehensive Intervention Model Teachers must be experts in observing the changes that occur over time in children’s literacy behaviors and be able to make moment-to-moment decisions based on their children’s strengths and areas of need

5 Comprehension Focus Groups A series of reading and writing lessons in a specific genre that occur over a period of weeks. The goal is to help struggling readers develop efficient strategies for problem solving in texts and to comprehend the message at deeper levels.

6 Comprehension Focus Groups  Thirty minutes daily  Predictable framework with established routines  Units of study for deep comprehension  Book Studies-- minimum of three weeks per set  Writing Process - typically two weeks per piece  Progress monitoring (end of each unit)  Thirty minutes daily  Predictable framework with established routines  Units of study for deep comprehension  Book Studies-- minimum of three weeks per set  Writing Process - typically two weeks per piece  Progress monitoring (end of each unit)

7 Teaching Focus: Comprehension To help students consistently use knowledge of text genre and text structures in order to read for a specific purpose and to use appropriate strategies to construct meaning. To help students consistently use knowledge of text genre and text structures in order to write for a specific purpose and to use strategies to convey an appropriate message. To help students consistently use knowledge of text genre and text structures in order to read for a specific purpose and to use appropriate strategies to construct meaning. To help students consistently use knowledge of text genre and text structures in order to write for a specific purpose and to use strategies to convey an appropriate message.

8 Materials Mentor Texts for Genre Unit of Study Multiple Copies of Texts Within a Genre Unit of Study Large Chart Paper for Constructing Anchor Charts Large Chart Paper for Writing-Aloud Activity Large Laminated Copies of Text Maps (Reading) Large Laminated Copies of Text Guides (Writing) Student Response Logs with Three Tabs Reproducible Copies of Text Maps & Guides for Logs Reproducible Copies of Comprehension Prompts for Logs Reproducible Copies of Strategic Behaviors in Reading and Writing Mentor Texts for Genre Unit of Study Multiple Copies of Texts Within a Genre Unit of Study Large Chart Paper for Constructing Anchor Charts Large Chart Paper for Writing-Aloud Activity Large Laminated Copies of Text Maps (Reading) Large Laminated Copies of Text Guides (Writing) Student Response Logs with Three Tabs Reproducible Copies of Text Maps & Guides for Logs Reproducible Copies of Comprehension Prompts for Logs Reproducible Copies of Strategic Behaviors in Reading and Writing

9 Large Chart Paper for Co-Constructed Charts

10 Large Text Maps

11 Appropriate Texts

12 Strategic Prompts--- Word Solving & Comprehension

13 Comprehension Focus Group: Personal Narrative Study DVD Episodes for Observation and Analysis

14 DVD Chapter 1: Prepare for the Reading Phases Episode 1: Introduction to the Genre Episode 2: Prepare for the Reading Episode 1: Introduction to the Genre Episode 2: Prepare for the Reading

15 Prepare for the Reading Phases  Teacher introduces new genre.  Teacher reads aloud a mentor text and teacher and students discuss text at meaning level.  Teacher and students analyze text structure for the genre on a large text map and discuss why understanding text structure deepens comprehension.  Teacher uses data from the lesson to determine if further lessons are needed on understanding the genre.  Teacher introduces new genre.  Teacher reads aloud a mentor text and teacher and students discuss text at meaning level.  Teacher and students analyze text structure for the genre on a large text map and discuss why understanding text structure deepens comprehension.  Teacher uses data from the lesson to determine if further lessons are needed on understanding the genre.

16 Prepare for Reading Phases

17 Prepare for the Reading Phases  Teacher introduces 3 books for book study.  Students use strategies to preview each book and rank order for reading.  Students explain why they selected their top choice.  Teacher gives students blank copy of a single map to complete after reading the entire text.  Students place copy behind “Text Map” section in response log.  Teacher introduces 3 books for book study.  Students use strategies to preview each book and rank order for reading.  Students explain why they selected their top choice.  Teacher gives students blank copy of a single map to complete after reading the entire text.  Students place copy behind “Text Map” section in response log.

18 DVD Chapter 2: Reading Phase One Comprehension Mini-Lesson Book Orientation Independent Reading Strategy Prompt Comprehension Mini-Lesson Book Orientation Independent Reading Strategy Prompt

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20 Reading Phase One  Teacher teaches a word solving strategy or a comprehension strategy.  During lesson, the teacher prompts students to verbalize strategies they used to problem-solve on words or comprehend the message.  Teacher records strategies on an anchor chart.  Teacher teaches a word solving strategy or a comprehension strategy.  During lesson, the teacher prompts students to verbalize strategies they used to problem-solve on words or comprehend the message.  Teacher records strategies on an anchor chart.

21 Before Reading  Teacher provides a book introduction to the new book, including a purpose for reading.  Teacher prompts students to read silently and flag their thinking while reading.  Teacher provides a book introduction to the new book, including a purpose for reading.  Teacher prompts students to read silently and flag their thinking while reading.

22 During Reading  Students read independently and flag their thinking.  Teacher conducts 1-1 conferences, observing and recording reading strategies, listening for fluency and prompting for comprehension.  Students read independently and flag their thinking.  Teacher conducts 1-1 conferences, observing and recording reading strategies, listening for fluency and prompting for comprehension.

23 After Reading  Students respond in log (tab 2) to a special comprehension or a problem-solving strategy prompt that promotes self- reflection (metacognition). Teacher brings the phase to closure by summarizing the learning.  Students respond in log (tab 2) to a special comprehension or a problem-solving strategy prompt that promotes self- reflection (metacognition). Teacher brings the phase to closure by summarizing the learning.

24 DVD Chapter 2: Reading Phase Two Text Map Book Discussion Comprehension Prompt Text Map Book Discussion Comprehension Prompt

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26 Completing Text Map  Students complete individual text map in reading log (tab 3).  Teacher and students use this information to prepare for the book discussion.  Students complete individual text map in reading log (tab 3).  Teacher and students use this information to prepare for the book discussion.

27 Before the Discussion  Teacher reviews conversational moves on anchor chart.  Teacher might focus on particular conversational moves for today’s discussion.  Teacher reviews conversational moves on anchor chart.  Teacher might focus on particular conversational moves for today’s discussion.

28 During the Discussion Teacher and students engage in book discussion. Teacher prompts students to discuss texts at deep levels by providing some specific higher level comprehension prompts. Teacher prompts students to use conversational language while discussing the text. Teacher and students engage in book discussion. Teacher prompts students to discuss texts at deep levels by providing some specific higher level comprehension prompts. Teacher prompts students to use conversational language while discussing the text.

29 After the Discussion  Students respond in log (tab 1) to a special comprehension prompt that assesses deep comprehension of text.

30 Getting Ready for Writing Phase Focus Unit for Personal Narrative

31 During Writing: Assess & Prompt for Strategy Use

32 Materials for Writing Phases Mentor Texts for each Genre Chart Tablet for Constructing Charts Large Paper for Group Activity with Text Maps Individual Text Maps for Writing Student Response Logs with Tabs Reproducible Copies for Student Logs (Text Maps & Charts) Strategic Prompts for Word-Solving Crafting Prompts for Deeper Reflection Mentor Texts for each Genre Chart Tablet for Constructing Charts Large Paper for Group Activity with Text Maps Individual Text Maps for Writing Student Response Logs with Tabs Reproducible Copies for Student Logs (Text Maps & Charts) Strategic Prompts for Word-Solving Crafting Prompts for Deeper Reflection

33 Mentor Texts for Focus Study

34 Large Chart Paper for Co-Constructed Charts

35 Large Text Map for Writing Aloud

36 Individual Text Maps

37 Response Log With Four Tabs My Strategies My Thinking Text Maps Text Guides

38 Prompts for Word Solving Crafting Strategies Circle the strategies you used today in your writing to enhance comprehension for your readers. Give evidence from your writing to support your answer. I used details to help my readers visualize and comprehend. I used specific nouns to help my readers visualize. I used strong verbs to make my images come alive. I used a variety of sentence lengths for effect. I used figurative language to help my readers visualize. Circle the strategies you used today in your writing to enhance comprehension for your readers. Give evidence from your writing to support your answer. I used details to help my readers visualize and comprehend. I used specific nouns to help my readers visualize. I used strong verbs to make my images come alive. I used a variety of sentence lengths for effect. I used figurative language to help my readers visualize.

39 Writing… The mirror side of reading Writing Study begins after students have completed Book Study for 3 or more books

40 Writing Phase = Writing Process Approximately two weeks to prepare a piece of writing for publication

41 Principles of the Writing Phase Text guides are useful for planning writing. Writing-aloud provides a clear model of the writing process. Writers develop a piece of writing by taking it through the writing process. Mentor texts are used to teach writing craft. Strategy prompts provide writers with a scaffold for guiding and assessing performance. Teacher conferences focus on assisting the writer to improve. Text guides are useful for planning writing. Writing-aloud provides a clear model of the writing process. Writers develop a piece of writing by taking it through the writing process. Mentor texts are used to teach writing craft. Strategy prompts provide writers with a scaffold for guiding and assessing performance. Teacher conferences focus on assisting the writer to improve.

42 Prepare for the Writing Process

43 Preparing for the Writing Phase  Teacher and students review the text structure for the genre.  Teacher and students choose an idea to write about for the group writing (writing aloud).  Teacher and students use a ‘text guide’ to plan their writing.  Teacher and students review the text structure for the genre.  Teacher and students choose an idea to write about for the group writing (writing aloud).  Teacher and students use a ‘text guide’ to plan their writing.

44 Preparing for the Writing Phase  Teacher and students use the ‘text guide’ to draft and revise their group piece, using their knowledge of text structure, composing strategies, crafting techniques, and language use and conventions to prepare their piece for an audience.  Teacher guides the writing process as the students reflect on the completed piece and the process itself.  Teacher and students use the ‘text guide’ to draft and revise their group piece, using their knowledge of text structure, composing strategies, crafting techniques, and language use and conventions to prepare their piece for an audience.  Teacher guides the writing process as the students reflect on the completed piece and the process itself.

45 Preparing for the Writing Phase  Students list ideas for writing their own personal narrative.  Teacher provides each student with a “text guide” to plan for independent writing.  Students list ideas for writing their own personal narrative.  Teacher provides each student with a “text guide” to plan for independent writing.

46 Phase Three: Writing Process

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48 Phase Three: Strategy Lesson Before Independent Writing  Teacher uses the same mentor text to present a writing strategy lesson.  Teacher prompts students to verbalize the composing strategies used by the author to help his/her readers comprehend.  Teacher may record strategies on an anchor chart.  Teacher uses the same mentor text to present a writing strategy lesson.  Teacher prompts students to verbalize the composing strategies used by the author to help his/her readers comprehend.  Teacher may record strategies on an anchor chart.

49 During Writing Process  Students use “text guides” to assist with composing message.  Teacher conducts 1-1 conferences, observing, prompting and recording composing strategies, and listening for fluency of thinking.  Students use “text guides” to assist with composing message.  Teacher conducts 1-1 conferences, observing, prompting and recording composing strategies, and listening for fluency of thinking.

50 Strategy Prompt for Self-Assessment  Students respond in log to a special writing strategy prompt.  Teacher brings the writing to closure by summarizing the learning.  Students respond in log to a special writing strategy prompt.  Teacher brings the writing to closure by summarizing the learning.

51 Phase Three: After Writing  Students share their writing with the group.  Students provide feedback to authors.  Students share their writing with the group.  Students provide feedback to authors.

52 Key Concepts of Comprehension Focus Groups  Over a sustained period of time (6-9 weeks), the students read and compare texts within the genre study.  A collection of texts are earmarked as mentor texts and used as models for reading and writing.  The teacher gives students a precision prompt to focus their thoughts for writing in their response logs.  The students read numerous texts within the genre, and engage in book discussions with the teacher, comparing the similarities and differences within and across texts.  The teacher meets individual reading needs through one-to- one conferences.  The goal is that students develop deeper knowledge of how authors write to help readers comprehend their messages.  Over a sustained period of time (6-9 weeks), the students read and compare texts within the genre study.  A collection of texts are earmarked as mentor texts and used as models for reading and writing.  The teacher gives students a precision prompt to focus their thoughts for writing in their response logs.  The students read numerous texts within the genre, and engage in book discussions with the teacher, comparing the similarities and differences within and across texts.  The teacher meets individual reading needs through one-to- one conferences.  The goal is that students develop deeper knowledge of how authors write to help readers comprehend their messages.


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