2. Instructional Framework
Foundations
Oral Language
Phonological Skills
Vocabulary
Comprehension Strategies
Foundations
Oral Language
Phonological Skills
Vocabulary
Comprehension Strategies
Individual
Independent Reading
Independent Writing
Oral Presentation
Individual
Independent Reading
Independent Writing
Oral Presentation
Small Group
Guided Reading
Book Clubs
Reciprocal Teaching
Small Group
Guided Reading
Book Clubs
Reciprocal Teaching
Whole Group
Read Aloud
Shared Reading
Interactive Writing
Interactive Editing
Whole Group
Read Aloud
Shared Reading
Interactive Writing
Interactive Editing
Whole Group Small Group Individual
3. Super Six +
Comprehension Strategies
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
6. Making Connections
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
11. Instructional Framework
Foundations
Oral Language
Phonological Skills
Vocabulary
Comprehension
Foundations
Oral Language
Phonological Skills
Vocabulary
Comprehension
Individual
Independent Reading
Independent Writing
Oral Presentation
Individual
Independent Reading
Independent Writing
Oral Presentation
Small Group
Guided Reading
Book Clubs
Reciprocal Teaching
Small Group
Guided Reading
Book Clubs
Reciprocal Teaching
Whole Group
Read Aloud
Shared Reading
Interactive Writing
Interactive Editing
Whole Group
Read Aloud
Shared Reading
Interactive Writing
Interactive Editing
Whole Group Small Group Individual
Metacognition Think-Alouds
Cooperative
Learning
Scaffolding
12. TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided
Instruction
“I do it”
“We do it”
“You do it
together”Collaborative
Independent “You do it
alone”
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
13. I do it.
We do it.
You do it
together
You do it
alone.
Interactive
Read
Aloud
Shared
Reading
Interactive
Writing
Interactive
Editing
Whole Group Instruction
Guided
Reading
Book
Clubs
Reciprocal
Teaching
Small Group Instruction
Independent
Reading
Independent
Writing
Oral
Presentation
Individual
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
25. Resources
Oczkus, L. (2004). Super six comprehension
strategies: 35 sessions and more for reading
success. Norwood, MA: Christopher-Gordon.
Keene, E., & and Zimmerman, S. (1997). Mosaic
of thought: Teaching comprehension in a
reader’s workshop. Portsmouth, NH: Heinemann
Harvey, S., & Goudvis, A. (2000). Strategies that
work: Teaching comprehension to enhance
understanding. York, ME: Stenhouse.
26. Resources
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading:
Good first teaching for all children. Portsmouth, NH:
Heinemann.
Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and
writers grades 3–6. Teaching comprehension, genre,
and content literacy. Portsmouth, NH: Heinemann.
Oczkus, L. (2003). Reciprocal teaching at work: Strategies
for improving comprehension. Newark, DE: International
Reading Association.
27. Resources
Fisher, D., & Frey, N. (2008). Better learning through
structured teaching: A framework for the gradual release
of responsibility. Alexandria, VA: Association for
Supervision and Curriculum Development.
Editor's Notes
Oral Language
Assist students in language acquisition
Develop and increase vocabulary
Promote the use of accurate language structure
Vocabulary
Builds a foundation for comprehension
Models, supports, and develops strategic reading strategies
Comprehension
Encourage students to understand that reading and writing have meaning and purpose
Application of the Sensational Seven Comprehension Strategies
Guides students to use their prior knowledge to assist in learning new things
Phonological Skills
Builds a foundation of phonemic awareness for explicit skill acquisition
Teaches systematic phonics through writing, spelling, and reading
Supports development of accurate spelling
Uses oral language to access reading and writing
Comprehension
Encourage students to understand that reading and writing have meaning and purpose
Application of the Sensational Seven Comprehension Strategies
Guides students to use their prior knowledge to assist in learning new things
Thinking about one’s own thinking
Check for understanding
Predicting
Purpose:
Predicting is a strategy that assists students in setting a purpose for reading and in monitoring their reading comprehension. It allows them to interact with the text.
Involves previewing the text to anticipate what happens next
Students are predicting what they think they will learn
Stop periodically in the text to ask students to gather information and make a logical prediction for the next portion of the book / text
Background knowledge and newly learning information is used to make logical predictions
Going back and revisiting previous predictions solidifies the purpose of predicting…gathering meaning
This strategy is done before and during reading
Inferring
Purpose:
To read between the lines… gathering information from their background knowledge and adding it to the information the author has provided. The bedrock of comprehension
Predicting is related to inferring: we predict outcomes, events, or actions that are confirmed or contradicted by the end of the text
Inferences are open-ended and may remain unresolved when the story draws to a close
Inferences can be made from the cover and illustrations as well as the text
Purpose:
Connections enhance our understanding of the text.
Connecting
Connect themes, characters, and issues from one book to another.
Make connections between what students read and the larger world.
This nudges them into thinking about bigger, more expansive issues beyond their universe of home, school, and neighborhood.
Connecting Language
“This reminds me of…”
“I remember when...”
“I read another book that reminds me of…”
“I have a connection…”
Purpose:
Questioning automatically increases their reading comprehension when they read the text, process the meaning, make inferences and connections to prior knowledge, and, finally, generate a question.
Questioning
Good readers constantly question throughout the reading process
When students know, prior to reading, that they need to come up with a question, their awareness of the text and comprehension is heightening
Teach students to ask several types of questions - both literal and inferential - however, initially have students focus on asking literal questions
Students often start out asking unimportant questions but continue modeling and it eventually comes to them
Use a variety of devices to encourage questioning while reading - written or not written - (examples provided)
Students must have the answer to their question
Purpose:
Visualizing enables readers to make the words on a page real and concrete. It’s a movie text in your head which increases the student’s level of engagement and attention. Visualizing also strengthens inferential thinking.
Encourage students to use their own background knowledge, plus what the author provides in illustrations or text to create their own mental image
Make a movie in their minds to help them better understand the actual text
Think-aloud Language:
“I can picture in my mind …”
“I can almost taste the …”
“I could hear the …”
“I can imagine what it is like to …”
“I visualize …”
Eliciting Responses:
“What pictures come to your mind?”
“Do the pictures or images that you just told me about help you to understand the story (text) better? How?”
“How can you place yourself in the text?”
Determining Importance
Sift and sort information dependent on the purpose of reading
Synthesizing
Combining new information with existing knowledge to form a new line of thinking
Purpose:
Taking information in and reconstructing how we think about the world based on what we just learned. Think of something going into a music synthesizer and coming out something different. It is the same concept.
Make a judgment about what you are reading.
Metacognition - monitor your use of strategies
“Thinking about your thinking” (schema)
Promotes conscious thinking and reflection of comprehension strategies
Think-alouds
Make your thinking public
Cooperative Learning
Promotes student learning and academic achievement
Develops skills in oral communication
Deepens understanding through social interactions
Scaffolding
Levels of Support and Release
Zone of Proximal Development
Modeling, monitoring, and checking for understanding
Supplies a rich context for vocabulary building
Introduces quality children’s literature
Increases repertoire of language and its use
Develops comprehension strategies
Improves listening skills
Promotes phonemic awareness
Develop an understanding of phonology and word analysis
Model comprehension strategies
Increase fluency
Demonstrate the process of reading
Exposes students to a variety of purposes for writing
Instructs students in the writing process
Develops an understanding of the connection between reading and writing
Allows direct and explicit instruction in phonology and word analysis
Provides tools for independent writing success
Identify the essential nouns and verbs while maintaining the original meaning of the text
Build oral language structure and vocabulary
Create meaningful discussions in the content areas
Help students understand the reciprocity of reading and writing
Teach writing to both proficient and struggling readers
Allows observation of strategic reading in selected text
Provides direct instruction of problem-solving strategies
Allows for classroom intervention of reading difficulties
Teaches comprehension strategies
Construct meaning with in-depth and rich discussion
Help readers in a shared experience make personal and textual connections
Help students develop a deeper appreciation for and understanding of literature
Improve reading comprehension using the Fabulous Four
Help students monitor their reading comprehension
Guide students to become metacognitive and reflective in the use of the strategies
Allows self-selection of texts
Allows students to practice comprehension strategies
Develops fluency using familiar texts
Fosters love of reading
Encourages writing for different purposes and audiences
Fosters creativity
Allows opportunity to practice
Develop awareness of oral language
Communicate to an audience through self-expression
Modeling, application, and feedback
