Comprehension Focus Group: A Responsive and Engaging Literacy Intervention for Middle School Students Jill Johnson and Melissa Whitmore Comprehensive 4K-12 Literacy Institute ~ July 19, 2017 Session Description Literacy intervention at the middle school level must be responsive to student academic and motivational needs. Participants at this session will be provided with lesson plan and video examples of how two teachers aligned the Comprehension Focus Group (CFG) to student needs. Student achievement data will be shared as evidence of success! Learner Outcomes 1 2 Identify the components of CFG Understand the purpose of CFG 3 Obtain Acquire a roadmap to resources and 4 implementing CFG in a helpful tips to middle school setting start your CFG journey
Purpose of CFG ● Foundation of the intervention to reverse reading failure ● Teaching for transfer ● The importance of reading and writing together working together to lift (or support) comprehension ● Cognitive apprenticeship/gradual release of responsibility (I do, We do, You do) Logistics ● 6-9+ weeks per unit ● 30 minutes daily ● Focused unit that includes strategy, content area and theme ● Predictable framework with established routines ● Ongoing assessments ● Writing Logs Where do you start? ● Who the intervention is intended for/how to identify students ● Assessment tools
How we started...DATA Student Date QRI/IRI STAR G.E. STAR % XXXX 9/2016 2nd gr 3.8 7 0000 9/2016 3rd gr 4.8 17 KKKK 9/2016 2nd gr 4.1 9 MMMM 9/2016 4th gr 3.2 4 RRRR 9/2016 4th gr 6.4 30 SSSS 9/2016 3rd gr 4.7 10 Components of Comprehension Focus Groups 1. Preparing for Reading ■ Assess prior knowledge ■ Build background knowledge ■ Mentor text that supports your theme/text-structure/strategy (high level text) ■ Building vocabulary
2. Reading Phase 1 ■ Target specific skills/strategies needed with mini-lessons ■ Gradual release of responsibility ■ Vocabulary ■ Assessment (reflective/responsive teaching) ■ Conferring (TDC pg 84-85): The teacher meets individual reading needs through 1:1 conferences 3. Reading Phase 2 ■ Discussion Groups (TDC pg 83-84, 87) ■ respond to reading through writing: ● text-map ● the teacher gives students a precision prompt to focus their thoughts for writing in their response logs ● assessment (level of understanding) 4. Preparing for Writing ■ Assessment-what do they know ■ The writing process ■ Writing structure (relate back to mentor text)/text-maps ■ Modeling the writing process (I do/we do-apprenticeship) ■ Conferring
5. Writing Phase ■ Use mini-lessons to give strategies ■ Student write using the writing process ■ Reflection/assessment about writing strategies and understanding of the strategy ■ Conferencing Sample Unit
Unit Overview ● Motivation ● Selection of materials ● Know what your end goal is Preparing for Writing Phase & Writing Phase ● You have to know what the end product is going to be so that you know how to get there ● Graphic organizers ● Writing wheel/writing process ● It’s not about the final product, it’s about the process (example) Text map: page 2 Lesson Plans: 27-30 Preparing for Reading Phase ● Resources: being sensitive to the stigma of middle school ● Strategies/Responsive frame of mind ● Literature: Use grade level text ● Activity Template Lesson plans: 5-15
Reading Phase 1 & Reading Phase 2 Reading Phase 1 ● Mini-lessons ● Explicit teaching and structure/practice ● Formative assessment Lesson plan: 16-26 Reading Phase 2 ● LDG’s (TDC pg 87) ● Setting guidelines/expectations ● Responsive teaching ● Response Logs/Struggle with organization Lesson plan: 16-26
DATA...our results September January May Student 2016 2017 2017 GOAL QRI/IRI QRI/IRI QRI/IRI XXXX 2nd gr 4th gr 5th gr 5th gr 0000 3rd gr 6th gr 7th gr 6th gr KKKK 2nd gr 5th gr 5th gr 5th gr MMMM 4th gr 6th gr 6th gr 7th gr RRRR 4th gr 6th gr 7th gr 7th gr SSSS 3rd gr 8th gr 8th gr 6th gr Resources
Q & A http://www.wisconsinpclcenter.org/
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