Activity Description

Preparation:

1. Choose a comprehension strategy
   1. Use a teacher's guide book, like Reading with Meaning by Debbie Miller, to help you choose a comprehension strategy to focus on for the reading workshop
   2. Base your choice of comprehension strategy on the needs of the students
      1. For example, focus on the strategy, determining main ideas when students are having difficulty with identifying the main ideas of the story
2. Prepare a response activity
   1. Use a teacher's guide to help you prepare a response activity
      1. For example, search for an appropriate comprehension strategy in the Food Groups tab on www.LitDiet.org
3. Gather materials
   1. Chart paper and markers are quick and affordable tools to use during whole class and small group activities
4. Choose a book to read aloud
   1. Choose a book that allows you to model and explicitly teach the comprehension strategy
   2. Read through the book and note 3-4 appropriate places in the text to model the comprehension strategy
      1. You may wish to use sticky notes in the text as a reminder

Implementation:

Session 1:

1. Introduce the comprehension strategy by referring to a poster or writing the strategy on chart paper
2. Discuss the strategy with the students by asking them when they have used this strategy in their reading
3. Introduce the title of the book and read the book aloud
   1. Stop at various points during the read aloud to model the comprehension strategy
      1. For example, think aloud about making a prediction
      2. Read through the book before the lesson and select 3-5 points to stop and model the strategy
4. Have students discuss the various points in the story during which you used the comprehension strategy
   1. Have students tell why this strategy is important
   2. List ideas on a chart paper
   3. Have students brainstorm when they might use this strategy during independent reading

Session 2:

1. Introduce the comprehension strategy response activity
   1. Review the strategy with the students if session 2 occurs on a new day
   2. Model the response activity
   3. List 3-4 steps on a chart paper
      1. Visual cues are also helpful for students to understand the activity
   4. Review the activity to check for understanding
2. Have students complete the response activity
   1. Students may work as a whole class, in small groups or independently
      1. Ensure that students understand the task by rotating around the room
3. Regroup to share responses and ideas

Session 3:

1. Review the comprehension strategy as a whole group
   1. You may wish to discuss the response activity the students completed in session 2
2. Have students find a comfortable spot in the classroom to read independently
   1. Encourage students to use the comprehension strategy while they read independently
   2. Have students refer to the comprehension strategy charts
3. Meet with students in small groups (2-4 students) or individually
   1. Discuss the book the student is reading
      1. Ask questions about the topic, characters and main ideas
   2. Discuss how the student is using the comprehension strategy independently
      1. Model how to use the comprehension strategy if necessary
   3. Have the student choose a goal to work on during independent reading
   4. Use a notebook to track students'progress

Adaptations For

English Language Learners/ESL:

- Pre-teach vocabulary
- Use visual cues and picture prompts when listing information
- Preview the activity and steps involved
- Pause frequently during instruction
- Use personal connections during the read aloud and instruction

LD/Reading & Writing Difficulties:

- Use explicit modeling and instruction
- Repeat information and check for understanding
- Provide audio books and links to stories online
- Consider student interest and choice when selecting books

Cultural Appropriateness & Diversity:

- Allow students to make personal connections during discussion
- Consider texts with multiple languages
- Consider texts with culturally diverse characters and/or texts from different cultures

Differentiated Instruction:

- Use flexible groupings for small group instruction
- Encourage and acknowledge varied responses during discussions
- Write instructions in different colors or in other formats (e.g., sticky  notes)

Related References

Evidence:
Russell, G., Fuchs, L.S., Williams, J.P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research. 71(2), 279-320.