Strategy Instruction for Rationale and Referencd

The intervention or teaching strategy is described in a complete and detailed manner.

Using small group stations is a great way to differentiate reading comprehension.

The first intervention is to increase students’ vocabulary. Each time a new story is introduced, the first step is to teach students the vocabulary words in the passage. This can be done through the five-step Word Study Strategy. Research has shown that increasing students’ vocabulary also increases understanding. 1. Look at the word; 2. Say the word aloud; 3. Cover the word, 4 write the word three times and 5. Check to see if the word is spelled correctly. The teacher can model this lesson with the students by using the first five steps. In the final step, the teacher will model by using the dictionary to locate the meaning of each word. The students will use each new vocabulary word in a sentence to ensure they understand the meaning of the word.

The second intervention to use is Ask-Read-Tell (ART). This is a cognitive strategy for students to use when assigned a challenging reading passage. They will use the three-step ART:

1. ASK: Before reading the text, the student looks over the title of the passage, asks what the topic is likely to be, considers what he or she already knows about that topic, and generates 2 questions that they hope to answer through reading.

2. READ: While reading, the student stops after each paragraph to query whether he or she has adequately understood that section of the passage and, if necessary, applies comprehension fix-up skills.

3. TELL: After reading, the student attempts to answer the 2 questions posed earlier based on the content just read. Finally, the student meets with a peer partner and tells each other what questions and answers they produced.

The third intervention to enhance reading comprehension involves utilizing a main idea map, in which students are provided with a graphic organizer. Step 1: Introduce the strategy by explaining that visual aids or Main Idea Maps can facilitate understanding of how the ideas within a multi-paragraph passage interrelate. To locate the main ideas of paragraphs, the teacher will model this process by reading through a brief (2-6 paragraph) passage with students. On a blank overhead transparency or chart paper, the teacher will create a graphic organizer by writing the title of the passage in the center. The teacher will then distribute a graphic organizer to each student. Inform students that some paragraphs contain summary sentences that state the main idea or "gist" of the paragraph or passage. Other paragraphs may have implied main ideas, which readers must deduce based on key facts or ideas presented within them. The teacher will model by Proceeding through each paragraph in the practice passage and identify the main idea of each paragraph. Demonstrating how to succinctly summarize that main idea into a single phrase. Building the Main Idea Graphic Organizer: As the teacher summarizes the main idea of each paragraph, she will write the paragraph number and the corresponding main-idea summary phrase on the graphic organizer. Begin writing at the upper left corner of the organizer sheet and continue clockwise around the page. Ensure there is adequate space under each summary phrase for additional notes. Refer to the sample "Main Idea Graphic Organizer" for guidance. Next, enclose the main idea and supporting details within a box, then proceed to the subsequent paragraph. The teacher will inform students to utilize the Graphic Organizer as a Study Tool in practice. She will Illustrate how the completed Main Idea Graphic Organizer can effectively serve as a method to summarize and review the content of passages or texts. The teacher will provide students with new practice passages and instruct them to develop their own graphic organizers. She will Offer feedback and encouragement as necessary.

You can make the teaching of this strategy fun and highly interactive by drawing a giant version of the Main Idea Graphic Organizer onto newsprint and laying it on the floor. Assign each student in the group to read through a practice passage and write out a summary of the main-idea phrase and key ideas or facts for each paragraph. Review the passage with the group. For each paragraph, invite a student to stand on the space on the giant organizer that corresponds to the paragraph and read aloud his or her summary for class feedback. Continue through the passage until all paragraphs have been reviewed and student volunteers have occupied each point on the graphic organizer. ________

An explanation of why the intervention was chosen is included.

Reading comprehension is regarded as the "essence of reading." If a student can read the words but fails to grasp their meaning, they are not truly engaging in the act of reading. Reading fluency is highly related to reading comprehension. Fluent readers can decode text with speed, accuracy and expression. Consequently, enhancing a student's comprehension skills can significantly influence their overall reading proficiency. Effective reading comprehension strategies should be taught explicitly, through direct explanation, modeling, and guided practice. Students should be made aware that the overall goal is to improve their reading comprehension and reading ability. Each of these strategies can be used to enhance students’ comprehension. _________

Specific details and/or examples are provided that allow the reader to understand exactly

how you implemented the intervention.

Students will be given ample opportunities to practice using the strategy and guided through the process until they have mastered reading for understanding. This should be ongoing practice. __________

Both learning goal and communication skill are addressed

The teacher will consistently and concisely state the learning goals and communicate to the student the process for understanding. The teacher will inform students that vocabulary is a prerequisite of reading comprehension because readers must know what most of the words mean before they can understand what is being read. The teacher will communicate that vocabulary and reading comprehension are keys to the meaning of the text.

Total: ____________

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