Supporting Students Who Struggle With Comprehension of Texts Linda Dorn, PhD. National Reading Recovery and Classroom Literacy Conference

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1 Supporting Students Who Struggle With Comprehension of Texts Linda Dorn, PhD. National Reading Recovery and Classroom Literacy Conference This handout consolidates key slides from the PowerPoint presentation. For teachers of struggling readers, the goal is to provide instructional scaffolds for enabling low- performing readers to comprehend more challenging texts. The Literature Discussion Group (LDG) framework and specialized procedures provide an instructional scaffold for promoting students deeper comprehension of texts. Features of LDG Framework Targeted Mini- Lesson Themed Book Sets (range of text types) Discourse Chains (conversational moves) and Accountable Talk About Books Reading Response Logs Metacognitive Strategies Close Reading Strategies Graphic Organizers, Story Grammar, Vocabulary Maps, Text Guides Writing About Reading Individual Reading Conference Ten Cognitive Strategic Actions for Solving Problems 1. Activating 2. Planning 3. Predicting 4. Inferring 5. Visualizing 6. Analyzing 7. Categorizing 8. Searching 9. Monitoring 10. Regulating Ten Comprehension Strategies for Constructing Deeper Meanings 1. Rereading for Closer Analysis 2. Previewing or surveying text 3. Asking questions before, during, and after reading 4. Reading aloud to clarify 5. Using story structure, genre, and writing conventions 6. Using text features to illuminate and extend meaning 7. Annotating texts and recording notes 8. Using context and word parts to infer meaning 9. Writing in reading response logs 10. Discussing ideas with others 1

2 Four Major Types of Comprehension Mini- Lessons 1 Engaging in Literature Discussion Group Routines and Format Guidelines and Norms Conversational Moves and Accountable Talk Providing Evidence to Support Thinking 2 Previewing and Surveying Books Strategies for Selecting Books Strategies for Using Text Features and Conventions to Learn About Books 3 Applying Reading Strategies During Reading Close Reading Strategies - Annotating, Flagging, Highlighting, Taking Notes, etc. Cognitive Reading Strategies - Monitoring, Visualizing, Connecting, Predicting, etc. 4 Recording in Reading Response Log Using Rubric to Self- Assess Log Entries Using Log to Support Thinking During Book Discussions Using Log to Support Thinking During Reading Conferences Mini- Lesson #1 - Engaging in Literature Discussion Group (Guidelines and Norms) Teacher introduces the LDG format and specific routines and motivates the students for participate. The teacher introduces a video of a LDG (or invites another group to demonstrate a lesson) and identifies a few behaviors for students to observe for while observing the lesson. The teacher and students view the lesson and record notes, then share their notes and discuss their observations. Teacher records these behaviors on a chart. Later, teacher and students use these behaviors to co- construct a chart on Guidelines for Book Discussions. Mini- Lesson #1 - Engaging in Literature Discussion Group (Using Conversational Moves) Teacher introduces conversational language used during LDG and explains how talking about books deepens the reader s comprehension. Teacher identifies two or three language behaviors (conversational language) and prompts students to look for these while viewing a LDG lesson. Mini- Lesson #2 Previewing Strategies for Selecting and Introducing Books Teacher models the process of previewing strategies for selecting books. Then the teacher passes out books and prompts students to use previewing strategies for selecting a book to read. The students talk to one another about why they selected particular books to read. The teacher and students co- construct an anchor chart, Why we Choose Books or Ways to Preview and Survey Books Mini- Lesson #3 Applying Comprehension Strategies During Reading Teacher models the process of applying comprehension strategies for understanding the text meanings, including providing text- based evidence to support inferences and conclusions. Teacher provides students with opportunity to apply comprehension strategies on a new passage and share their thinking with 2

3 peers. Teacher and students co- construct an anchor chart on specific strategies for constructing meaning during texts. Strategies for Understanding Literary Texts Strategies for understanding the author s message and overall theme Strategies for understanding the relationship between characters, actions, problems, solutions, settings, and other possibilities Strategies for Understanding Informational Texts: Strategies for understanding the topic or the argument and ideas Strategies for understanding the relationship between scientific concepts Types of Text Dependent Questions Questions that address themes and central ideas Questions that address knowledge of vocabulary Questions that address syntax and structure Questions that address the author s craft Examples of Annotations for Close Reading Underline the major points. Code your thinking. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. Use an exclamation mark (!) for things that surprise you. Draw an arrow ( ) when you make a connection to something inside the text, or to an idea or experience outside the text. Mark EX when the author provides an example. Mini- Lesson #4 Recording in Reading Response Log Teacher Introduces the purpose of using a reading log to support reading comprehension during and after reading. Teacher thinks aloud about how to use the four sections of the log, then models how to use Section I for recording specific information of a particular passage. Teacher and students create an anchor chart for using a Reading Response Log to support reading comprehension. Five Components of LDG Component 1: Selecting Books Teacher collects a range of books within a particular theme, and gives brief book talk on each book. Students use previewing and surveying strategies to build meaning for the books, and rate the books according to reading preference. Most popular books are used for book discussions, and the remaining books are placed in classroom library for choice reading. Component 2: Book Orientation Teacher provides a brief introduction to the selected text, reviews or teaches important literary devices, and addresses unfamiliar language structures and important vocabulary and uses in context. Then teacher assigns pages to be read and sets purpose for reading or assigns whole text and sets purpose for reading. Component 3: Independent Reading Students read silently and apply the skills and strategies they ve learned from the whole group mini- lessons. Students flag their thinking and record notes or 3

4 questions in log. Students prepare for teacher conference and literature discussion group. Component 4: Teacher/Student Conference Conferences allow the teacher to observe how well the student is comprehending the text (prior to the literature discussion group), while also scaffolding the reader to think at a deeper level about the message. Component 5: Literature Discussion Group Teacher convenes group for the book discussion. Students bring logs and books to the group, and use conversational moves to promote a deeper discussion. Cognitive Benefits of Themed Sets Overlap of important ideas enables students to notice information in different contexts. Multiple and varied exposure to vocabulary enables students to acquire deeper meanings. Familiarity of information across texts enables students to make connections and to think in abstraction. Universal Themes Relationships Change Over Time Wisdom Choices and Consequences Cause and Effect Struggle Between Good and Evil Man Versus Nature Quest for Discovery War Glory, necessity, pain, tragedy Will to Survive Common Themes Character Traits Acceptance characters who respect and accept others differences and beliefs Courage characters who have the strength to overcome fear or accept a risk Perseverance characters who never give up even when facing difficult times Cooperation characters who work together to solve a problem or achieve a goal Compassion characters who want to make those who are suffering feel better Honesty characters who find it is best to always tell the truth Kindness characters who are generous or consideration of other Loyalty characters who trust each other and never turn their backs on friends Five Big Ideas to Take Away: Key Idea #1: Comprehension is the ultimate goal of all reading. Struggling readers need explicit and engaging instruction around challenging texts in order to acquire and practice comprehension strategies for uncovering the hidden meanings within texts. Key Idea #2: Readers need to engage in strategic reading work (with a bit of struggle), and teacher scaffolding is essential for a successful reading experience. Key Idea #3: Series books are a natural bridge for transitioning readers into reading more complex texts, enabling them to notice relationships across texts, hold longer episodes in working memory, and develop deeper meanings for vocabulary. 4

5 Key Idea #4: Themed texts organized around complex ideas provide students with familiarity that enables them to transfer knowledge across texts and to construct bigger, more abstract meanings. Key Idea #5: Targeted mini- lessons utilize modeling and guided practice to apprentice students into the structures, procedures, and processes associated with engaging in meaningful book discussions. Then, during book discussions, the teacher provides mediating prompts and scaffolding techniques to facilitate student discourse around meaningful concepts related to the text. 5

6 Title: Genre: Text Level: Literary Devices within Text or Text Structure/Text Features Orientation to Whole Text:: Unfamiliar Language Structures: Set Purposes for Reading (whole text or chapter/page numbers) Apply problem solving strategies: Before Reading Comprehend the Text: Relevant Vocabulary: Response Log Focus: During Reading Options for One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook Assess fluency of oral reading Assess & prompt for fluent & efficient word-solving strategies Assess and prompt for comprehension Assess and support log response Discussion Group Prompts: Comprehension Prompt: ( Prompt Must Enable Readers To Write About Their Thinking by Reflecting and Responding to text at a Higher Level; Student Responses Must Be Supported by Evidence From Text: After Reading Note: All discussion by group members MUST be supported by evidence from text