Planner for Comprehension Focus Groups:
Group: ____________________________________________
Beginning Date: _____________________ Ending Date: ___________________________
Preparing for the Phases (Reading): (2 days to complete)
Introduction to Focus Unit of Study (Reading)
1. Introduction to Genre: (teacher provides definition of genre and author’s purpose)
a. For the next six to eight weeks we are going to be reading books and writing historical fiction. What is historical fiction? (A fictional story based on events that did or could have happened in history.) The structure of historical fiction is based on the passage of time and sequence of events. Why do you think an author writes historical fiction? Why doesn’t an author just write a nonfiction book about the event?
2. Reading of Mentor Text: (goal is for students to listen to and enjoy the text. This is also the mentor text to revisit for comprehension strategy mini-lessons)
a. Introduction: Encounter by Jane Yolen
i. Encounter by Jane Yolen is a story about a young Native American boy in present day Mexico. His live was simple until and free of worry until strange, white creatures arrived by boat to on their land.
b. “How will you live your life differently after reading this book today?”
3. Text Map: (goal is for students to develop an awareness of the organization structure [text structure] for the specific genre)
a. Discuss the book with students at the meaning level. Together, using a large text map, map out the structure of the genre (sequence of events)
4. Preparing Students for Independent Reading (Brief Overview of Texts): (goal is for students to preview and decide on the order in which the books will be read)
a. Teacher reads the title and overview of each book.
i. Title: Anna, Grandpa, and the Big Storm by Carla Stevens
ii. Overview: Grandpa is visiting Anna in the city after his wife (Anna’s grandma) has died. Anna is excited to go to school so that she can compete in the final day of the spelling bee. Anna’s embarrassing grandpa offers to take Anna school. Unfortunately, a snow storm arrives while they are on their way.
iii. Title: Will and Orv by Walter A. Schultz
iv. Overview: Johnny Moore admires the fearlessness of the men at the lifesaving station on the beach because they rescue sailors (mariners) whose ships are sinking or in trouble. Johnny soon discovers there are two men even more fearless, Will and Orv. They are experimenting with machines will let a man fly with the birds.
v. Title: Follow the Drinking Gourd by Jeanette Winter
vi. Overview: Slavery was a cruel punishment for anyone, and anyone who ran away to freedom or helped slaves to escape to freedom was severely punished. Peg Leg Joe was one of the brave ones that risked his life to help slaves escape. He made a song that he taught to others. However, this song wasn’t just a song. It was a map to freedom, and Peg Leg Joe helped them along their way on the Underground Railroad.
b. Teacher gives each student a copy of each book. Each student should preview each book by looking at the inside flap, at the blurb on the back, the pictures, ends pages, read the first page, check the author, see if book has won awards, etc. Once students have chosen the order of the books, the teacher asks why.
c. Student choices:
i. ____________________________________
ii. ____________________________________
iii. ____________________________________
Phase One
Book: Anna, Grandpa, and the Big Storm
1. Comprehension Lesson or Problem-Solving Lesson: (Goal is for students to develop comprehension and word solving strategies)
a. I want you to focus on using context clues as we read this book. When we use context clues, we use the sentence or sentence around the unknown word to give us clues about the word’s meaning.
b. Teacher shows the mini posters on making connections. The teacher models to students how she uses context clues to figure out words she doesn’t know using the mentor text, Encounters.
c. Teacher reads another passage from the book and asks the students to use context clues to figure out unknown words.
d. “Good readers use context clues for unknown words as they read. Please be sure to use context clues for unknown words as you read.”
2. Orientation to New Text: (Goal is to prepare students to read text by scaffolding and applying visual processing strategies.)
a. Teacher reads title.
b. Teacher rereads summary of book from preparations section above.
c. Teacher points out important features such as illustrations, text structure (organization), and text features, if needed.
d. Teacher asks students what they can do when they come to an unknown word. Examples are on their bookmarks.
e. Teacher introduces vocabulary daily, according to what vocabulary is going to be read in the assigned reading for the day.
i. Sternly (p. 9), “Cooped up like a rooster” (p. 10), parlor (p. 10), skylight (p. 12), coal (p. 13), scarcely (p. 14), harnesses (p. 15), trolley car (p. 15), El (elevated train [p. 17]), galoshes (p. 17), pricking (p. 18), muffler (p. 18), stable (p. 19), turnstile (p. 23), platform (p. 23), Poland (p. 27), drifted (p. 29), acquainted (p. 30), indignantly (p. 38), fierce (p. 40), pleading (p. 40), plunged (p. 44), (fire) engine (p. 44), sprawled (p. 47), plodded (p. 49), unhitch (p. 50), telegraph (p. 53), clung (p. 54)
3. Purpose for Reading:
a. “What connections can you make to Anna in the book?” Students should write this question down on a sticky note, and be thinking about how to answer it as they read. They can write their short answer on the sticky note.
b. Students should use sticky notes to put page numbers and ideas that they have as they read. They can also put unknown vocabulary or difficult to read words on sticky notes.
4. Silent Reading: 1-3 Days (Goal is for students to use comprehension and word-solving strategies to read with deep comprehension.)
a. Each day students are assigned a specific number of pages that they are to read depending on ability level and time. Teacher can have the students place a sticky note on that page to help them remember. If students finish those pages, they should go back and reread for fluency.
b. Teacher should introduce vocabulary that will be read that day.
5. Teacher Conference: (Goal is for teacher to observe individual student’s processing behaviors and provide tailored support.)
a. Teacher notes behaviors on comprehension checklist for each student.
6. Responding (Comprehension OR Word-Solving Strategy): (Goal is for students to become more metacognitive of strategy use by responding in logs.)
a. Comprehension or Reading Strategy (Prompt): Teacher sets purpose for log response and provides a copy to be placed in response logs.
i. Glue “Strategies I Used When Reading” page in journal. Students reflect on comprehending and problem-solving strategies used and provide evidence.
b. Group Analysis (using logs): _____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________
Phase Two
1. Text Map: (Goal is for students to enhance comprehension through text map.)
a. Students complete individual text map for Anna, Grandpa, and the Big Storm.
b. Teacher supports as necessary. Teacher will need to do a lot of scaffolding during the first few times.
2. Literature Discussion Group Prompts: (Goal is for students to develop comprehension through discussion with peers.)
a. Teacher records observation notes of comprehension on sheet.
b. What is one thing you were wondering about?
c. Let’s think about how Anna felt when the train was stopped and couldn’t move ahead. Who would like to start our discussion?
d. What can you infer about Anna?
e. What can you infer about Grandpa?
f. What connections did you make to the text?
g. Does anyone have any questions or things you were wondering about before we close our discussion?
3. Comprehension Prompt: (Goal is for students to write about the text and use evidence to support their ideas.)
a. Students self-reflect on reading in the “My Thinking” section of writing journals.
i. Why did the author write this story with Anna as the main character?
ii. Give evidence from the book to support your answer.
4. Group Analysis
a. Examples of Group Analysis (check all that apply)
i. Students needed some support with completing text map (ex. Summarizing instead of retelling).
ii. Students comprehended the text and identified the underlying theme of the book.
iii. Students need more specific prompting in using conversational language during discussion.
iv. Students need more support with using evidence from the text to support their thinking.
v. _________________________________________________________________________________________________
vi. _________________________________________________________________________________________________
Phase One
Book: Will and Orv by Walter A. Schultz
1. Comprehension Lesson or Problem-Solving Lesson: (Goal is for students to develop comprehension and word solving strategies)
a. I want you to focus on making connections as we read this book. When we make connections, we see how the book we are reading relates to ourselves, another book, or the world around us.
b. Teacher shows the mini posters on making connections. The teacher models to students how the mentor text, Encounters, relates to her, another book they have read, and the world.
c. Teacher asks the students to discuss with the group how Encounters relates to him/her, another book they have read, and the world.
d. “Good readers make connections as they read. Please be sure to make connections as you read.”
2. Orientation to New Text: (Goal is to prepare students to read text by scaffolding and applying visual processing strategies.)
a. Teacher reads title.
b. Teacher rereads summary of book from preparations section above.
c. Teacher points out important features such as illustrations, text structure (organization), and text features, if needed.
d. Teacher asks students what they can do when they come to an unknown word. Examples are on their bookmarks.
e. Teacher introduces vocabulary daily, according to what vocabulary is going to be read in the assigned reading for the day.
i. Propellers (p. 21), lookout tower (p. 23), cloth (p. 28), stomach (p. 30), runners (p. 33), official witnesses (p. 44), powered flight (p. 44)
3. Purpose for Reading:
a. “What connections can you make to Johnny in the book?” Students should write this question down on a sticky note, and be thinking about how to answer it as they read. They can write their short answer on the sticky note.
b. Students should use sticky notes to put page numbers and ideas that they have as they read. They can also put unknown vocabulary or difficult to read words on sticky notes.
4. Silent Reading: 1-3 Days (Goal is for students to use comprehension and word-solving strategies to read with deep comprehension.)
a. Each day students are assigned a specific number of pages that they are to read depending on ability level and time. Teacher can have the students place a sticky note on that page to help them remember. If students finish those pages, they should go back and reread for fluency.
b. Teacher should introduce vocabulary that will be read that day.
5. Teacher Conference: (Goal is for teacher to observe individual student’s processing behaviors and provide tailored support.)
a. Teacher notes behaviors on comprehension checklist for each student.
6. Responding (Comprehension OR Word-Solving Strategy): (Goal is for students to become more metacognitive of strategy use by responding in logs.)
a. Comprehension or Reading Strategy (Prompt): Teacher sets purpose for log response and provides a copy to be placed in response logs.
ii. Glue “Strategies I Used When Reading” page in journal.
iii. Students reflect on comprehending and problem-solving strategies used and provide evidence.
b. Group Analysis (using logs): _____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________
Phase Two
1. Text Map: (Goal is for students to enhance comprehension through text map.)
a. Students complete individual text map for Will and Orv.
b. Teacher supports as necessary. Teacher will need to do a lot of scaffolding during the first few times.
2. Literature Discussion Group Prompts: (Goal is for students to develop comprehension through discussion with peers.)
a. Teacher records observation notes of comprehension on sheet.
b. What is one thing you were wondering about?
c. Let’s think about how Johnny felt when he saw Will and Orv fly for the first time. Who would like to start our discussion?
d. What can you infer about Will and Orv?
e. What can you infer about Johnny?
f. What connections did you make to the text?
g. Does anyone have any questions or things you were wondering about before we close our discussion?
3. Comprehension Prompt: (Goal is for students to write about the text and use evidence to support their ideas.)
a. Students self-reflect on reading in the “My Thinking” section of writing journals.
i. Why did the author write this story with Johnny as the main character?
ii. Give evidence from the book to support your answer.
4. Group Analysis
a. Examples of Group Analysis (check all that apply)
i. Students needed some support with completing text map (ex. Summarizing instead of retelling).
ii. Students comprehended the text and identified the underlying theme of the book.
iii. Students need more specific prompting in using conversational language during discussion.
iv. Students need more support with using evidence from the text to support their thinking.
v. _________________________________________________________________________________________________
vi. _________________________________________________________________________________________________
Phase One
Book: Following the Drinking Gourd by Jeanette Winter
1. Comprehension Lesson or Problem-Solving Lesson: (Goal is for students to develop comprehension and word solving strategies)
a. I want you to focus on visualizing as we read this book. When we visualize, we put visualize or see ourselves in the book. What do you see, hear, taste, touch, and smell?
b. Teacher shows the mini posters on visualization. The teacher models to students how the mentor text, Encounters, allows her to visualize. Teacher reads first page of the mentor text.
c. Teacher asks the students to discuss with the group thin about how they visualized the mentor text, Encounters. “What do you see, hear, smell, taste, or touch while reading that passage?”
d. “Good readers visualize as they read. Please be sure to visualize as you read.”
2. Orientation to New Text: (Goal is to prepare students to read text by scaffolding and applying visual processing strategies.)
a. Teacher reads title.
b. Teacher rereads summary of book from preparations section above.
c. Teacher points out important features such as illustrations, text structure (organization), and text features, if needed.