Harvey & Goudvis Comprehension Toolkit
A Resource for Teaching Reading Comprehension Strategies (Virtual Tour)
Stage of Literacy Development:
Stage 3: Literacy for GrowthAges:
8-12
Grade Range:
3rd 4th 5th 6thFood Groups:
Primary: Reading Comprehension Strategies
Activity Description
Preparation:
-
Select and review lesson
- Use the Harvey and Goudvis teacher guidebook to select a lesson
- Select an appropriate text for a read aloud
- Prepare small group activity and materials
Implementation:
Monitor Comprehension
-
This unit provides students with strategies to "fix up" their comprehension
- For example, stopping to refocus thinking
- Find a sample lesson at http://comprehensiontoolkit.com/samples/01LessonP3.pdf
Activate and Connect
-
Students activate what they already know and connect it with new information in this unit
- For example, students use non-fiction texts to guide their learning
- Find a sample lesson at http://comprehensiontoolkit.com/samples/04Lesson.pdf
Ask Questions
-
This unit of study teaches students to ask questions before, during and after reading
- For example, students learn to ask questions to gain new information
Infer Meaning
-
This unit provides students with opportunities to make meaningful inferences
- For example, students learn how to use clues and evidence from the text to draw conclusions
Determine Importance
-
The lessons found in this book help students identify the main idea within a text
- For example, students learn how to record important information
Summarize and Synthesize
- This unit of lessons helps students develop summary responses
a. For example, students learn to paraphrase and respond to information
Adaptations For
English Language Learners/ESL:
- Use visual cues and pictures on anchor charts and during instruction
LD/Reading & Writing Difficulties:
- Keep instructions short and simple - Present information visually using pictures and graphic organizers - Model all tasks - Break down assignments into smaller components and provide frequent feedback - Provide checklists and/or samples of finished products
Cultural Appropriateness & Diversity:
- Encourage students to share their own experiences - Include books that represent all backgrounds, genders, exceptionalities and avoid stereotypes
Differentiated Instruction:
- Encourage varied responses during the discussion - Use heterogeneous and mixed ability groupings
Related References
The Comprehension Toolkit: http://comprehensiontoolkit.com/default.asp
Guthrie, J. T. 2003. Concept Oriented Reading Instruction. In Rethinking Reading Comprehension, ed.C.E. Snow and A. P. Sweet. New York: Guilford.
Activity Objective
The goal of Harvey & Goudvis Comprehension Toolkit: A Resource for Teaching Reading Comprehension Strategies (Virtual Tour) is to use a method developed by Harvey and Goudvis to aid students in understanding and applying a variety of reading comprehension strategies.
What You Need
Prep Time:
20 minutes
- Select and review a focus lesson
- Select text if needed
- Prepare task and materials
Task Time:
30-40 minutes sessions
- Teacher implements lesson and models with a read aloud
- Students complete short activity in small groups
- Teacher conferences with students
- Students share
Materials Required:
Teacher:
- The Comprehension Toolkit by Harvey and Goudvis
What You Do
Teacher Role:
Direct instruction:
- while teacher implements lesson
Facilitator:
- while students work in groups
Consultant:
- while teacher conferences with students
Student Grouping:
Whole class:
- during lesson and sharing
Small group:
- during activity
Individual:
- during conferences
Assessment Ideas:
- Track how students use the strategies during one-on-one conferences
- Record observations, strengths, next steps and goals for each student
- Have students assess their own comprehension by using checklists
Quick Tips
Additional Comments:
- Make home-school connections by providing parents with a letter about the reading comprehension strategies introduced to the students.
- Establish the routines and practices of the lessons and activities at the start of the school year.
- Hold one-on-one conferences with students to monitor their progress.
Other Adaptations/Modifications:
- Strategically seat students who might require cues to refocus
- Provide a quiet working space for students disturbed by sound
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