K 2comprehensionlockwood

Building a Proficient Reader

A Brief Overview of the Tools

Instructional Framework

FoundationsOral Language

Phonological SkillsVocabulary

Comprehension Strategies

FoundationsOral Language

Phonological SkillsVocabulary

Comprehension Strategies

Individual Independent ReadingIndependent Writing

Oral Presentation

Individual Independent ReadingIndependent Writing

Oral Presentation

Small GroupGuided Reading

Book ClubsReciprocal Teaching

Small GroupGuided Reading

Book ClubsReciprocal Teaching

Whole GroupRead Aloud

Shared ReadingInteractive WritingInteractive Editing

Whole GroupRead Aloud

Shared ReadingInteractive WritingInteractive Editing

Whole Group Small Group Individual

Super Six + Comprehension Strategies

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Monitoring/Clarifying

Predicting and Inferring

Making Connections

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Questioning QuickTime™ and a decompressor

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Visualizing

Summarizing/Synthesizing

Evaluating

Instructional Framework

FoundationsOral Language

Phonological SkillsVocabulary

Comprehension

FoundationsOral Language

Phonological SkillsVocabulary

Comprehension

Individual Independent ReadingIndependent Writing

Oral Presentation

Individual Independent ReadingIndependent Writing

Oral Presentation

Small GroupGuided Reading

Book ClubsReciprocal Teaching

Small GroupGuided Reading

Book ClubsReciprocal Teaching

Whole GroupRead Aloud

Shared ReadingInteractive WritingInteractive Editing

Whole GroupRead Aloud

Shared ReadingInteractive WritingInteractive Editing

Whole Group Small Group Individual

Metacognition Think-AloudsCooperative

LearningScaffolding

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus LessonGuided Instructio

n

“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.

I do it.

We do it.

You do it together

You do it alone.

Interactive Read Aloud

SharedReading

InteractiveWriting

InteractiveEditing

Whole Group Instruction

GuidedReading

BookClubs

ReciprocalTeaching

Small Group Instruction

IndependentReading

IndependentWriting

OralPresentation

Individual

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Interactive Read-Aloud

Shared Reading

Interactive Writing

Interactive Editing

Guided Reading

Book Clubs

Reciprocal Teaching

Independent Reading

Independent Writing

Oral Presentation

Web Links

Beth Newingham’s Website

Reading A-Z

ResourcesOczkus, 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.

ResourcesFountas, 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.

ResourcesFisher, 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.