Comprehension Focus Groups: An Intervention for Reversing Reading Failure Dorn, L. & Soffos, C. (2009). Interventions that Work: Comprehension Focus Groups.

Comprehension Focus Groups: An Intervention for Reversing Reading Failure

Comprehension Focus Groups: An Intervention for Reversing Reading Failure

Dorn, L. & Soffos, C. (2009). Interventions that Work: Comprehension Focus Groups. Boston, MA: Allyn & Bacon.

Objectives

• Develop an understanding of Comprehension Focus Groups

• Analyze lessons within the Reading and Writing phases

• Discuss observations of teaching practices during CFG phases

Comprehensive Intervention Model

• Systemic and layered design for increasing the literacy achievement of struggling readers in kindergarten to eighth grades– Reading Recovery (1st grade)

– Oral Language and Literacy Group (K-8th grades)

– Guided Reading Plus Group (1st-6th grades)

– Assisted Writing/Interactive Writing Group (K-1st grades)

– Assisted Writing/Writing-Aloud Group (1st-4th grades)

– Writing Process Group (1st-8th grades)

– Comprehension Focus Group (2nd-8th grades)

– Content Strategy Group (3rd-8th grades)

Comprehensive Intervention Model

• Teachers must be experts in observing the changes that occur over time in children’s literacy behaviors and be able to make moment-to-moment decisions based on their children’s strengths and areas of need

Comprehension Focus GroupsComprehension Focus Groups

A series of reading and writing lessons in a specific genre that occur over a period of weeks. The goal is to help struggling readers develop efficient strategies for problem solving in texts and to comprehend the message at deeper levels.

A series of reading and writing lessons in a specific genre that occur over a period of weeks. The goal is to help struggling readers develop efficient strategies for problem solving in texts and to comprehend the message at deeper levels.

Comprehension Focus GroupsComprehension Focus Groups

Thirty minutes daily Predictable framework with established routines Units of study for deep comprehension

Book Studies-- minimum of three weeks per set Writing Process - typically two weeks per piece

Progress monitoring (end of each unit)

Thirty minutes daily Predictable framework with established routines Units of study for deep comprehension

Book Studies-- minimum of three weeks per set Writing Process - typically two weeks per piece

Progress monitoring (end of each unit)

Teaching Focus: ComprehensionTeaching Focus: Comprehension

• To help students consistently use knowledge of text genre and text structures in order to read for a specific purpose and to use appropriate strategies to construct meaning.

• To help students consistently use knowledge of text genre and text structures in order to write for a specific purpose and to use strategies to convey an appropriate message.

• To help students consistently use knowledge of text genre and text structures in order to read for a specific purpose and to use appropriate strategies to construct meaning.

• To help students consistently use knowledge of text genre and text structures in order to write for a specific purpose and to use strategies to convey an appropriate message.

MaterialsMaterials

Mentor Texts for Genre Unit of Study Multiple Copies of Texts Within a Genre Unit of Study Large Chart Paper for Constructing Anchor Charts Large Chart Paper for Writing-Aloud Activity Large Laminated Copies of Text Maps (Reading) Large Laminated Copies of Text Guides (Writing) Student Response Logs with Three Tabs

Reproducible Copies of Text Maps & Guides for Logs Reproducible Copies of Comprehension Prompts for Logs Reproducible Copies of Strategic Behaviors in Reading and

Writing

Mentor Texts for Genre Unit of Study Multiple Copies of Texts Within a Genre Unit of Study Large Chart Paper for Constructing Anchor Charts Large Chart Paper for Writing-Aloud Activity Large Laminated Copies of Text Maps (Reading) Large Laminated Copies of Text Guides (Writing) Student Response Logs with Three Tabs

Reproducible Copies of Text Maps & Guides for Logs Reproducible Copies of Comprehension Prompts for Logs Reproducible Copies of Strategic Behaviors in Reading and

Writing

Large Chart Paper forCo-Constructed ChartsLarge Chart Paper for

Co-Constructed Charts

Large Text MapsLarge Text Maps

Appropriate TextsAppropriate Texts

Strategic Prompts---Word Solving & Comprehension

Strategic Prompts---Word Solving & Comprehension

Comprehension Focus Group: Personal Narrative Study

Comprehension Focus Group: Personal Narrative Study

DVD Episodes for Observation and Analysis

DVD Episodes for Observation and Analysis

DVD Chapter 1: Prepare for the Reading Phases

DVD Chapter 1: Prepare for the Reading Phases

• Episode 1: Introduction to the Genre

• Episode 2: Prepare for the Reading

• Episode 1: Introduction to the Genre

• Episode 2: Prepare for the Reading

Prepare for the Reading Phases Prepare for the Reading Phases

Teacher introduces new genre. Teacher reads aloud a mentor text and teacher

and students discuss text at meaning level. Teacher and students analyze text structure for

the genre on a large text map and discuss why understanding text structure deepens comprehension.

Teacher uses data from the lesson to determine if further lessons are needed on understanding the genre.

Teacher introduces new genre. Teacher reads aloud a mentor text and teacher

and students discuss text at meaning level. Teacher and students analyze text structure for

the genre on a large text map and discuss why understanding text structure deepens comprehension.

Teacher uses data from the lesson to determine if further lessons are needed on understanding the genre.

Prepare for Reading PhasesPrepare for Reading Phases

Prepare for the Reading PhasesPrepare for the Reading Phases

Teacher introduces 3 books for book study. Students use strategies to preview each book

and rank order for reading. Students explain why they selected their top

choice. Teacher gives students blank copy of a single

map to complete after reading the entire text. Students place copy behind “Text Map” section

in response log.

Teacher introduces 3 books for book study. Students use strategies to preview each book

and rank order for reading. Students explain why they selected their top

choice. Teacher gives students blank copy of a single

map to complete after reading the entire text. Students place copy behind “Text Map” section

in response log.

DVD Chapter 2: Reading Phase OneDVD Chapter 2: Reading Phase One

• Comprehension Mini-Lesson

• Book Orientation• Independent

Reading• Strategy Prompt

• Comprehension Mini-Lesson

• Book Orientation• Independent

Reading• Strategy Prompt

Reading Phase OneReading Phase One

Teacher teaches a word solving strategy or a comprehension strategy.

During lesson, the teacher prompts students to verbalize strategies they used to problem-solve on words or comprehend the message.

Teacher records strategies on an anchor chart.

Teacher teaches a word solving strategy or a comprehension strategy.

During lesson, the teacher prompts students to verbalize strategies they used to problem-solve on words or comprehend the message.

Teacher records strategies on an anchor chart.

Before Reading Before Reading

Teacher provides a book introduction to the new book, including a purpose for reading.

Teacher prompts students to read silently and flag their thinking while reading.

Teacher provides a book introduction to the new book, including a purpose for reading.

Teacher prompts students to read silently and flag their thinking while reading.

During ReadingDuring Reading

Students read independently and flag their thinking.

Teacher conducts 1-1 conferences, observing and recording reading strategies, listening for fluency and prompting for comprehension.

Students read independently and flag their thinking.

Teacher conducts 1-1 conferences, observing and recording reading strategies, listening for fluency and prompting for comprehension.

After Reading After Reading

Students respond in log (tab 2) to a special comprehension or a problem-solving strategy prompt that promotes self-reflection (metacognition).

• Teacher brings the phase to closure by summarizing the learning.

Students respond in log (tab 2) to a special comprehension or a problem-solving strategy prompt that promotes self-reflection (metacognition).

• Teacher brings the phase to closure by summarizing the learning.

DVD Chapter 2: Reading Phase TwoDVD Chapter 2: Reading Phase Two

• Text Map• Book Discussion• Comprehension

Prompt

• Text Map• Book Discussion• Comprehension

Prompt

Completing Text MapCompleting Text Map

Students complete individual text map in reading log (tab 3).

Teacher and students use this information to prepare for the book discussion.

Students complete individual text map in reading log (tab 3).

Teacher and students use this information to prepare for the book discussion.

Before the Discussion Before the Discussion

Teacher reviews conversational moves on anchor chart.

Teacher might focus on particular conversational moves for today’s discussion.

Teacher reviews conversational moves on anchor chart.

Teacher might focus on particular conversational moves for today’s discussion.

During the Discussion During the Discussion

• Teacher and students engage in book discussion.

• Teacher prompts students to discuss texts at deep levels by providing some specific higher level comprehension prompts.

• Teacher prompts students to useconversational language while discussing the text.

• Teacher and students engage in book discussion.

• Teacher prompts students to discuss texts at deep levels by providing some specific higher level comprehension prompts.

• Teacher prompts students to useconversational language while discussing the text.

After the DiscussionAfter the Discussion

Students respond in log (tab 1) to a special comprehension prompt that assesses deep comprehension of text.

Students respond in log (tab 1) to a special comprehension prompt that assesses deep comprehension of text.

Getting Ready for Writing Phase

Getting Ready for Writing Phase

Focus Unit for Personal NarrativeFocus Unit for Personal Narrative

During Writing: Assess & Promptfor Strategy Use

During Writing: Assess & Promptfor Strategy Use

Materials for Writing PhasesMaterials for Writing Phases

Mentor Texts for each GenreChart Tablet for Constructing ChartsLarge Paper for Group Activity with Text Maps Individual Text Maps for WritingStudent Response Logs with TabsReproducible Copies for Student Logs (Text

Maps & Charts)Strategic Prompts for Word-SolvingCrafting Prompts for Deeper Reflection

Mentor Texts for each GenreChart Tablet for Constructing ChartsLarge Paper for Group Activity with Text Maps Individual Text Maps for WritingStudent Response Logs with TabsReproducible Copies for Student Logs (Text

Maps & Charts)Strategic Prompts for Word-SolvingCrafting Prompts for Deeper Reflection

Mentor Texts for Focus StudyMentor Texts for Focus Study

Large Chart Paper forCo-Constructed ChartsLarge Chart Paper for

Co-Constructed Charts

Large Text Map for Writing AloudLarge Text Map for Writing Aloud

Individual Text MapsIndividual Text Maps

Response Log With Four TabsResponse Log With Four Tabs

My StrategiesMy Strategies

My ThinkingMy Thinking

Text MapsText Maps

Text GuidesText Guides

Prompts for Word SolvingCrafting Strategies

Prompts for Word SolvingCrafting Strategies

Circle the strategies you used today in your writing to enhance comprehension for your readers.  Give evidence from your writing to support your answer.  I used details to help my readers visualize and comprehend. I used specific nouns to help my readers visualize. I used strong verbs to make my images come alive. I used a variety of sentence lengths for effect. I used figurative language to help my readers visualize.

Circle the strategies you used today in your writing to enhance comprehension for your readers.  Give evidence from your writing to support your answer.  I used details to help my readers visualize and comprehend. I used specific nouns to help my readers visualize. I used strong verbs to make my images come alive. I used a variety of sentence lengths for effect. I used figurative language to help my readers visualize.

Writing… The mirror side of reading

Writing… The mirror side of reading

Writing Study begins after students have completed Book

Study for 3 or more books

Writing Study begins after students have completed Book

Study for 3 or more books

Writing Phase = Writing Process

Writing Phase = Writing Process

Approximately two weeks to prepare a piece of writing for

publication

Approximately two weeks to prepare a piece of writing for

publication

Principles of the Writing PhasePrinciples of the Writing Phase

• Text guides are useful for planning writing.• Writing-aloud provides a clear model of the writing

process. • Writers develop a piece of writing by taking it through

the writing process.• Mentor texts are used to teach writing craft.• Strategy prompts provide writers with a scaffold for

guiding and assessing performance.• Teacher conferences focus on assisting the writer to

improve.

• Text guides are useful for planning writing.• Writing-aloud provides a clear model of the writing

process. • Writers develop a piece of writing by taking it through

the writing process.• Mentor texts are used to teach writing craft.• Strategy prompts provide writers with a scaffold for

guiding and assessing performance.• Teacher conferences focus on assisting the writer to

improve.

Prepare for the Writing ProcessPrepare for the Writing Process

Preparing for the Writing PhasePreparing for the Writing Phase

Teacher and students review the text structure for the genre.

Teacher and students choose an idea to write about for the group writing (writing aloud).

Teacher and students use a ‘text guide’ to plan their writing.

Teacher and students review the text structure for the genre.

Teacher and students choose an idea to write about for the group writing (writing aloud).

Teacher and students use a ‘text guide’ to plan their writing.

Preparing for the Writing PhasePreparing for the Writing Phase

Teacher and students use the ‘text guide’ to draft and revise their group piece, using their knowledge of text structure, composing strategies, crafting techniques, and language use and conventions to prepare their piece for an audience.

Teacher guides the writing process as the students reflect on the completed piece and the process itself.

Teacher and students use the ‘text guide’ to draft and revise their group piece, using their knowledge of text structure, composing strategies, crafting techniques, and language use and conventions to prepare their piece for an audience.

Teacher guides the writing process as the students reflect on the completed piece and the process itself.

Preparing for the Writing PhasePreparing for the Writing Phase

Students list ideas for writing their own personal narrative.

Teacher provides each student with a “text guide” to plan for independent writing.

Students list ideas for writing their own personal narrative.

Teacher provides each student with a “text guide” to plan for independent writing.

Phase Three: Writing ProcessPhase Three: Writing Process

Phase Three: Strategy Lesson Before Independent Writing

Phase Three: Strategy Lesson Before Independent Writing

Teacher uses the same mentor text to present a writing strategy lesson.

Teacher prompts students to verbalize the composing strategies used by the author to help his/her readers comprehend.

Teacher may record strategies on an anchor chart.

Teacher uses the same mentor text to present a writing strategy lesson.

Teacher prompts students to verbalize the composing strategies used by the author to help his/her readers comprehend.

Teacher may record strategies on an anchor chart.

During Writing ProcessDuring Writing Process

Students use “text guides” to assist with composing message.

Teacher conducts 1-1 conferences, observing, prompting and recording composing strategies, and listening for fluency of thinking.

Students use “text guides” to assist with composing message.

Teacher conducts 1-1 conferences, observing, prompting and recording composing strategies, and listening for fluency of thinking.

Strategy Prompt for Self-AssessmentStrategy Prompt for Self-Assessment

Students respond in log to a special writing strategy prompt.

Teacher brings the writing to closure by summarizing the learning.

Students respond in log to a special writing strategy prompt.

Teacher brings the writing to closure by summarizing the learning.

Phase Three: After WritingPhase Three: After Writing

Students share their writing with the group.

Students provide

feedback to authors.

Students share their writing with the group.

Students provide

feedback to authors.

Key Concepts of Comprehension Focus Groups

Key Concepts of Comprehension Focus Groups

Over a sustained period of time (6-9 weeks), the students read and compare texts within the genre study.

A collection of texts are earmarked as mentor texts and used as models for reading and writing.

The teacher gives students a precision prompt to focus their thoughts for writing in their response logs.

The students read numerous texts within the genre, and engage in book discussions with the teacher, comparing the similarities and differences within and across texts.

The teacher meets individual reading needs through one-to-one conferences.

The goal is that students develop deeper knowledge of how authors write to help readers comprehend their messages.

Over a sustained period of time (6-9 weeks), the students read and compare texts within the genre study.

A collection of texts are earmarked as mentor texts and used as models for reading and writing.

The teacher gives students a precision prompt to focus their thoughts for writing in their response logs.

The students read numerous texts within the genre, and engage in book discussions with the teacher, comparing the similarities and differences within and across texts.

The teacher meets individual reading needs through one-to-one conferences.

The goal is that students develop deeper knowledge of how authors write to help readers comprehend their messages.