In this lesson, students interact with the book Hedgie's Surprise by Jan Brett and create a Reader's Theatre experience that is performed for other groups of students. Students make predictions about the story prior to reading, listen to the story being read aloud, and then make observations about the characters, setting, and plot. This focus on the literary elements of the story leads students to create costumes, props, and sets for the final Reader's Theatre performance. Although Reader's Theatre does not usually employ such devices, the use of costumes and sets affords early elementary students a better understanding of the story. This lesson reinforces key comprehension skills, including predicting, sequencing, and retelling. (author/ncl)

Making personal connections to stories is one way that todevelop deeper understanding of both character and theme. This teacher read-aloud of Thank You, Mr. Falker by Patricia Polacco and follow-up whole-group instruction provide a basis for improved higher-level reading comprehension. Teachers work with the whole class to model making predictions and personal connections, envisioning character change, and understanding the themes of the book. Response journals can also be used to further student connections to the characters and themes in the book. The procedures described in this lesson may be adapted for use with other fictional texts. (author/ncl)

This series of lessons features is structured around a text set made up of conceptually-related fiction and nonfiction for reading aloud and for independent reading. Beginning with a comparative study of selected, illustrated retellings of the traditional folktale “Little Red Riding Hood,” this literature unit continues with a study of modern revisions of this well-known tale. After students have an opportunity to explore similarities and differences among the retellings and revisions, they are introduced to fiction and nonfiction texts featuring wolves in order to provide them with a different perspective of the “villain” in the Little Red Riding Hood tales. The unit culminates in a class-written version of the folktale. This unit may be used as a stand-alone study of Little Red Riding Hood tales or integrated into a larger unity of fairy tales. (author/ncl)

This resource describes two activities for using prediction to help students comprehend texts more fully. The activities, designed for primary and intermediate classrooms, encourage students to use evidence from the text to support their predictions. A sample outline for a prediction recording sheet is included at the site and can easily be adapted to create prediction charts for use with a variety of texts. (author/ncl)

Being able to effectively read informational texts is a fundamental skill for young readers. In this lesson, students  learn to use the 3-2-1 strategy to support comprehension of informational texts.  After teacher modeling, students read a magazine article independently and use the 3-2-1 strategy to document what their understandings. In applying the strategy, students read an article and then record three things they discover, two things they find interesting, and one question they still have. Following the independent reading and recording of information, time should be provided for students to discuss their findings and the use of the strategy. (author/ncl)

This activity reinforces the reading comprehension skills students apply when solving mathematics story problems, as well as written and verbal mathematics communication skills. Using drawings, equations, and written responses, students work cooperatively to solve mathematics story problems. Students gain practice in reading for information. (author/ncl)

In this instructional approach, students choose their own reading material, respond to reading in a journal, and discuss their books daily in small groups. Teachers model the process by guiding students through structured prompts and by rotating participation with the small groups. This lesson is a structured guideline for helping students to think about the books they read and to ask questions about books shared by other students. Sharing books orally and responding to books in writing helps students recall main plot points and details in the stories they read. (Author/ncl)

This cross-curricular lesson combines Social Studies and Language Arts to demonstrate how the study of an historical topic can be developed to make learning nonfiction more exciting, and also improve fluency and comprehension.  This project about Benjamin Franklin includes a series of lessons in which the students: 1) read for information from multiple texts, 2) write a script for a Readers Theater play, 3) read for expression and fluency by using their script, 4) enhance their reading with visual arts, and 5) demonstrate dramatic interpretation through role-play.  This approach engages students throughout in active participation and collaboration.  The lesson could also be adapted to a variety of other subjects.  Included are many supporting resources, such as a read-aloud rubric, an audition sheet, and ideas for student assessment and reflection. (author/jlkrause) 

This lesson provides a compare and contrast strategy technique for nonfiction text. First, students are introduced to the terms compare and contrast, and asked to find similarities and differences between two common items. Next, students reference an article on whale species to practice evaluating text by comparing and contrasting. A Reader's Tool Kit handout guides students to identify ways in which an author relates ideas and relationships. Students are then introduced to Venn diagrams as tools that demonstrate similarities and differences. To show that they understand compare and contrast, students independently apply the techniques they learned to curriculum-based materials and present their findings to the class. While this resource uses specific nonfiction texts, the activity may be used with a variety of materials. (author/ncl)

This interdisciplinary lesson integrates the teaching of literary elements with key events in American history. Following a read aloud, students create a problems/solutions/events chart to understand the relationships between problems faced by the main character, Clara, and how she solves them. To learn more about the Underground Railroad, students visit an interactive web site developed by National Geographic and "walk in the shoes" of an escaping slave. Other ideas, including links to related resources and story extensions, are available at the web site. (Author/ncl)

Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of knowing how words work. Students learn semantic feature analysis, a strategy that teaches them to identify characteristics associated with related words or concepts. In this lesson, students examine folktales, myths, and fables and use semantic feature analysis to better understand these terms and the texts that they are reading. Although this lesson focuses on characteristics of specific genres, the process may be adapted to many instructional situations. (author/ncl)

In this lesson, students learn to recognize the difference between thin (factual) and thick (inferential) questions. The teacher begins by showing students how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions, as well as monitoring their comprehension, by using question webs independently in small-group reading. This practice extends knowledge of the topic and engages readers in active comprehension. (author/ncl)

This lesson invites students to examine the craft of developing a story's plot and resolution of a story's conflict through focused experiences with picture books. Through the careful analysis of the portrayal of plot conflict using the text and illustrations as cues, students have the opportunity to make connections from their own experiences as readers to the skills needed as writers. This lesson begins with whole group discussion and teacher demonstration. Then students work in small groups to read a picture book and identify elements of plot conflict and development within multiple texts. Students learn how to identify four types of conflict commonly found in literature (character vs. character, character vs. self, character vs. nature, and character vs. society). Although developed for intermediate elementary students, this lesson may be used effectively as a review with older students. (author/ncl)

Expository texts are a key component of literacy, but are often introduced to students until the later grades. This lesson helps elementary students explore the nature and structure of expository texts. The lesson focuses on cause and effect text structure. Students begin by activating prior knowledge about cause and effect; the teacher then models how to locate these relationships in a text and record what findings on a graphic organizer. To demonstrate their understanding of text structures, students work in small groups to apply what they learned using related books. They also write paragraphs outlining the cause-and-effect relationships they locate. Teachers may need to adjust the topic and text selected to fit specific curricular needs. (author/ncl)

In this lesson, students take on the role of the director of a movie. After exploring cinematic terms, students read a literary work with a director's eyes, considering such issues as which scenes require a close-up of the main character and when the camera should zoom out to see the entire set. While reading the text, students record their scenes on a bookmark. All of these activities are completed in anticipation of viewing the movie version of a favorite book. This lesson provides students with opportunities to interpret text, make critical comparisons between texts and movie adaptations, and reinforce their comprehension of text through visualizing.

This lesson uses Charlie and the Chocolate Factory by Roald Dahl as an example; however, the activities can be completed with any matched movie and piece of literature. (author/ncl)

This lesson uses picture books to invite students to engage in critical discussions of such complex issues as race, class, and gender. Students gain insight into some of the social barriers that separate people from one another as they examine examples of prejudice and inequality. After reading several picture books set in historically significant eras, students engage in critical discussions, analyze and compare the shared texts in terms of genre, historical settings, conflicts, character development, and themes, and respond to shared texts in individual response journals. This lesson provides detailed procedures for teachers, which include discussion questions, book lists, and online references. (author/ncl)

Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of making connections. Building strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Students learn the three types of connections (text-to-text, text-to-self, and text-to-world) using a double-entry journal. Although this lesson focuses on a specific text, the strategy and the procedures may be adapted to fit other instructional scenarios. (author/ncl)

Meaningful conversations are a powerful tool to help students understand and share ideas about what they have read. This simple lesson, which is designed for repeated use with both fiction and nonfiction, provides a model for supporting students' conversations about texts. Students learn how to determine which ideas work best to inspire a conversation, how to stay focused on a particular idea, and how to talk with other students in a way that leads to deeper thinking. Although a sample text is suggested, the lesson may be adapted for use with a variety of short pieces. Constructing questions and conversation starters to match content in the language arts standards will support students in learning important content. (author/ncl)

Through strategic reading instruction, students learn how to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of self-questioning. Students learn the types of question-answer relationships (QARs), identify where and how answers can be found, and demonstrate their understanding of the strategy. Although, this lesson uses a picture book about Ruby Bridges, any narrative text may be substituted. Teachers may also elect to use additional books with a civil rights theme as students practice this comprehension strategy. A list of suggested titles is available at the web site. (author/ncl)

This resource describes how to use questioning the text as a teaching strategy to improve students' understanding of nonfiction material. The article outlines how to choose an appropriate text to model the strategy, as well as ideas to introduce the strategy, model the strategy, and provide time for guided practice. (author/ncl)

Mature readers move from reading for literal comprehension to developing inferential comprehension strategies. This lesson provides a foundation for building reflective reading habits, which enables students to develop these higher-level comprehension strategies. Students are introduced to a variety of question-answer relationships (QARs), in an effort to increase comprehension during reading and increase personal awareness of their own reading processes. Using the QAR strategy, students identify different types of questions and learn how to determine the appropriate response for each question type. With continued practice, this process becomes automatic and students ask questions of themselves while reading to monitor comprehension. Many support materials are provided at the website. (author/ncl)

This lesson outlines an interesting way to conduct literature groups and keep students engaged in reading. Literature Circles are introduced, and students are guided through each of the four jobs in the Literature Circles: Discussion Director, Literary Luminary, Vocabulary Enricher, and Checker. To model the process,  each of the jobs are done together before the students are responsible for them on their own. The jobs then rotate as the students read their book. This model allows for self-assessment, as well as group assessment. Literature Circles are an effective way to reinforce elements of fiction and may be used with a variety of texts. (author/ncl)

This cross-curricular lesson combines Social Studies and Language Arts to demonstrate how the study of an historical topic can be developed to make learning nonfiction more exciting, and also improve fluency and comprehension.  This project about Benjamin Franklin includes a series of lessons in which the students: 1) read for information from multiple texts, 2) write a script for a Readers Theater play, 3) read for expression and fluency by using their script, 4) enhance their reading with visual arts, and 5) demonstrate dramatic interpretation through role-play.  This approach engages students throughout in active participation and collaboration.  The lesson could also be adapted to a variety of other subjects.  Included are many supporting resources, such as a read-aloud rubric, an audition sheet, and ideas for student assessment and reflection. (author/jlkrause) 

This simple self-assessment rubric is designed to be used by students who have been learning how to extract and summarize important information from a content area text.  It can be given to students to guide them through writing a summary of the text, and also to assess their comprehension of the text.  The summary is to be shared with a partner who is unfamiliar with the text.  Together the student and their partner then evaluate the summary according to the rubric.  The emphasis is on creating a summary that does not include extraneous details, but does include main ideas and relevant details.  This rubric encourages students to understand the main ideas in a text, and then state their ideas simply in their own words. (author/jlkrause)

This resource is designed to support elementary and middle school teachers as they plan and use literature circles in their language arts classrooms. Literature circles help students to establish a purpose for reading and provide an organizational structure to support meaningful discussions of texts. Adapted from the professional book, Getting Started with Literature Circles, this in-depth website provides a wide range of resources. Divided into several sections, this resource defines literature circles, explains the role of literature circles in a literacy program, and charts anticipated changes in implementation as teachers' knowledge deepens. Classrooms examples, ranging from early elementary to middle school, review ways in which teachers approach book selection, discussion guidelines, integration of written responses, and themed studies. The Themed Literature Units section includes detailed samples of elementary and middle school units. In addition to an overview of the theme, book lists, extension ideas, and sample assessments are given. While typically used for novel studies, literature Circles may also be used to support comprehension of informational texts. (Author/ncl)

This resource, developed by an instructional design team at Southeastern Louisiana University as part of a large content area reading project, provides directions for using concept mapping with expository texts. Concept mapping allows teachers and students to visually organize key concepts and main ideas after reading. The strategy is based on research documenting the instructional effectiveness of graphic organizers. To view this document, you must have Adobe Acrobat Reader installed on your computer. Adobe Acrobat Reader is a free, downloadable software program available from www.adobe.com. (author/ncl)

This rubric offers a framework for both the writing and evaluation of a paragraph intended to explain the cause and effect relationships in an expository text.  The  main categories of the rubric include: 1) introductory sentence, 2) cause and effect relationships, 3) concluding sentence, 4) organization, and 5) language conventions.  The rubric can serve as a guide to students as they prepare to write.  It can also be used to assess the effectiveness of their understandings of cause and effect within the text and their ability to convey those understandings through writing. (author/jlkrause)

Students demonstrate comprehension by linking related ideas presented by the author. This is a sample constructed response test item used in a past National Assessment of Education Progress (NAEP) assessment (for more information, see About NAEP). From this test item, a visitor may view the reading passage and choose to access information regarding general performance on this item, a scoring guide and student responses (in the case of constructed response items), and performance on this item by various subgroups. The NAEP web site also allows visitors to build a printable database of questions by clicking on "Add Question" in the upper right hand corner of the screen. NAEP Reference Number: 2005-4R8, No.4. (author/crr/ncl)

This question asks students to determine how to use specific resources and tools from the selection as a comprehension strategy. This is a sample multiple choice test item used in a past Ohio Reading Proficiency Test assessment (for more information, see IMS: Assessments). From this test item, a visitor may view the reading passage and information regarding general student performance on this item. The Ohio Department of Education's IMS website allows visitors to search for test items and build a printable database of questions by choosing the "Add to Your Backpack" function. This resource is also available in Word format. ODE Reference Information: 2004-Grade 3 Reading, Annotated Item 28. (author/ncl)

This question asks students to use information in the text to demonstrate comprehension of the author’s description of global warming. This is a sample multiple choice test item used in a past Reading Achievement Test (for more information, see IMS: Assessments). From this test item, a visitor may view the reading passage and information regarding the general performance on this item. The Ohio Department of Education's IMS website allows visitors to search for test items and build a printable database of questions by choosing the "Add to Your Backpack" function. This resource is also available in Word format. ODE Reference Information: 2005-Grade 5 Reading, Annotated Item 37. (Author/laa)

This short answer question asks students to use a graphic organizer to demonstrate comprehension of the selection.This is a sample short answer test item used in a past Ohio Reading Proficiency Test assessment(for more information, see IMS: Assessments). From this test item, a visitor may view the reading passage and information regarding general student performance on this item. The Ohio Department of Education's IMS website allows visitors to search for test items and build a printable database of questions by choosing the "Add to Your Backpack" function. This resource is also available in Word format. ODE Reference Information: 2003-Grade 3 Reading, Annotated Item 10. (author/laa)

This question asks students to differentiate between genres: story, poem and play. The genre does provide a fictional account with a plot, characters and setting, common characteristics of a "story" genre. This is a sample multiple choice test item used in a past Ohio Reading Proficienct Test assessment (for more information, see IMS: Assessments). From this test item, a visitor may view the reading passage and information regarding general student performance on this item. The Ohio Department of Education's IMS website allows visitors to search for test items and build a printable database of questions by choosing the "Add to Your Backpack" function. This resource is also available in Word format. ODE Reference Information: 2004-Grade 3 Reading, Annotated Item 15. (author/ncl)

This question asks students to summarize the main idea of the selection. A main idea of a non-fiction selection states the topic of the selection and a summary of the information that is presented about the topic. This is a sample multiple choice test item used in a past Ohio Reading Achievement Test (for more information, see IMS: Assessments). From this test item, a visitor may view the reading passage and information regarding the general performance on this item.  The Ohio Department of Education's IMS website allows visitors to search for test items and build a printable database of questions by choosing the "Add to Your Backpack" function. This resource is also available in Word format  ODE Reference Information:  2005-Grade 5 Reading, Annotated Item 8.  (Author/laa)

This question asks students to draw a conclusion based on information presented in the text. In this instance, students are asked to use information about Thomas Edison to determine why he chose to invent the phonograph. This is a sample multiple choice test item used in a past Ohio Reading Achievement Test (for more information, see IMS: Assessments). From this test item, a visitor may view the reading passage and information regarding general student performance on this item. The Ohio Department of Education's IMS website allows visitors to search for test items and build a printable database of questions by choosing the "Add to Your Backpack" function. This resource is also available in Word format. ODE Reference Information: 2005-Grade 3 Reading, Annotated Item 34. (author/ncl)

This resource, supported by the Los Angeles County of Education, features a video demonstration of the Concepts About Print Assessment. The video provides a step by step model for administering the assessment. Designated a best practice, this resource is based upon the Concepts About Print early literacy assessment, developed by Marie Clay. Generally referred to as CAP, this assessment allows teachers to observe young children attending to the features of print and discovering the rules of order and sequence for books. Also included with this online resource are written directions for administering the assessment and ten concepts to observe. QuickTime is needed to view the video clip. Directions for a free download of QuickTime are available on the site. Users not wishing to download QuickTime may simply access the written directions. (author/ncl)

A solid foundation in reading comprehension is the key to success in all subjects throughout school as well as to the development of a lifelong love of reading.  In this video, teachers review key comprehension skills and match them with explicit teaching strategies, learning how to help students build their own set of strategies to use on increasingly more difficult texts.  A free log-in is required to view this video online.

Texts become more complex as children move into the middle grades of elementary school.  This video demonstrates how teachers can build comprehension for students through rich experiences such as discussion, writing and negotiating meaning.  Literacy expert Nell Duke discusses the current research on strategies teachers can use.  This discussion is illustrated by clips from real classroom lessons. (author/jlkrause)

This professional resource is a classroom video of Angie Zapata's third grade class as they discuss a passage from Charlotte's Web by E. B. White and discover the meaning of unknown words.  The  teacher guides the students to read reflectively, use context clues, and "mind-mapping"  to make connections that will reveal clues to the meaning of unfamiliar words.  Several grouping strategies are demonstrated.  (author/jlkrause)

This video demonstrates that students have the skills and talents to make sense of text in their own way, given the opportunity.  It shows how the arts and other disciplines can expand literary experiences.  There are many classroom examples of how students use drama, writing, the visual arts and music to express and enhance their understandings of literature, and how teachers can encourage and support these alternative literature responses. This video may require a free log-in for online viewing. (author/jlkrause) 

This video features literature discussions that take place in five book clubs within a third grade classroom in Hawaii.  The teacher, Ms. Namba, believes it is through these discussions that her students learn life lessons such as responsibility, cooperation, making meaning, connecting, and appreciating multiple points of view.  Ms. Namba skillfully facilitates the student discussions with the goal of guiding them toward independence and responsibility.  This video requires a free log-in for online viewing.  (author/jlkrause)

In this video, fifth grade teacher Katherine Bomer in Austin, Texas uses the book, The Color of My Words by Lynn Joseph as a read-aloud and springboard for a discussion about the power of words.  The teacher has given her students the structures of large group discussion, writing, and "conversation partners" to enable conversation about the concepts and ideas woven into the book.  Those students who would not likely talk in a large group are given the opportunity to be involved in deeper, more meaningful conversations.  Each student's perspective can be different and will add to the richness of the discussions and understandings.  (author/jlkrause)  

In this video, Jonathan Holden, fourth grade teacher in Boston, MA, demonstrates how he "pulls" his class into a book with excitement, discussion, and writing.  In this segment he is introducing his class to the idea of a "poetry slam".  It is important to him that each child in his class has a voice in his classroom.  Writing helps the students reflect on their reading.  After reading poetry, they write their likes, dislikes, puzzles and connections.  They ultimately write their own poetry in the poetry slam.  Reading, writing, and understandings grow when used together. (author/jlkrause)

This video focuses on how a teacher can model and guide literature discussion groups.  Latosha Rowley works with her combined class of fourth and fifth grade students to encourage engaged listening and discussion.   She begins with a whole class discussion so she can model how to think, interpret, and question a text.  Later the students work in small literature discussion groups as the teacher circulates among the groups and tries to motivate students to think and talk about the text on a deeper level.   Ms. Rowley always encourages appreciating and accepting others' opinions and ideas.(author/jlkrause)

Fourth grade teacher Rich Thompson works with a small literature group to discuss the text Because of Winn Dixie by Kate DiCamillo.  Mr. Thompson participates in the discussion to help students make predictions and connections.  The students also learn to listen to a variety of opinions, take turns, and question.  Mr. Thompson narrates the video to discuss his objectives as well as the strategies and behaviors he encourages.  (author/jlkrause)

Third grade teacher Maria Ruiz-Blanco introduces the use of book clubs in her bilingual classroom. The lesson is part of a year-long theme on immigration; a topic many of the students can relate to in a personal way.  Ms. Ruiz-Blanco employs the use of whole group and small group discussions, read-alouds, and written responses with prompts and rubrics.  The goal is that the students learn to read, write, discuss, and listen.  They also learn to balance their ideas and experiences with the author's ideas.  Throughout the lesson the teacher uses both English and Spanish so the students understand the concepts well and also learn to value their language. (author/jlkrause)

Teacher Holly Concannon and her fifth-grade class discuss cause and effect based on Gary Paulsen's nonfiction book, Woodsong.  The students use a Cause/Effect/Response chart to link their learning about cause and effect to other nonfiction texts they are reading.  Ms. Concannon uses a reading workshop format and models grouping students for independent reading and guided reading.  Her goal is to have students connect to texts in a way that promotes life-long reading and writing. (author/jlkrause)

In this video Dana Robertson teaches his fifth grade students how to gain more meaning from text by learning to read "closely" and think through the details.  He slows down the reading process, models strategic reading, and teaches strategies that can make reading more interesting.  The students use a "Thought Starter Chart" that focuses and extends their thoughts.  These strategies gradually develop their literary skills and "lift the level of their thoughts".  The students learn to be reflective readers and think about their thinking while reading.  (author/jlkrause)

This video highlights how book buddies create opportunities for students to engage in conversations about literature.  Tim O'Keefe, third grade teacher, and Julie Waugh, fifth grade teacher, collaborate and bring their classes together to talk about the book Chicken Sunday by Patricia Polacco.  The teachers explain how they encourage and support student discussion.  Their goal is to set up circumstances for students to discuss literature and benefit from different perspectives and responses. (author/jlkrause)

This video demonstration features fifth grade teacher Bileni Teklu as she encourages her students to consider how books connect with their lives, and how books can inform and change their thinking.  Teklu hopes her students will be able to connect with characters in the books and understand the value of reading in a very personal way.  She looks first for text/self connections, later text/text connections, and finally text/world connections.  With modeling and discussion Teklu helps students connect with books, develop reading strategies, and most importantly develop the habit of reading. (author/jlkrause)   

This video features teacher Barry Hoonan as he helps his fifth and sixth grade students learn to make sense of books that are new to them.  The students use post-it notes to prepare for their literature discussion in areas such as vocabulary, concepts, research, perspectives, and insights.  Mr. Hoonan employs the use of student demonstrations and has the students explain the way they are using the "post-it note strategy".  He also discusses his role and how he guides the developing literature discussion groups. (author/jlkrause)

This video of Eleanor Demont's fifth grade class shows how to guide students to better comprehension through efficient summarizing.  The students are taught to find the essential and vital information in the text and then summarize the information concisely.  This process helps students understand and remember text.  The teacher narrates the video throughout to describe this journey toward understanding. (author/jlkrause)

This video features teacher Gage Reeve as he demonstrates how he develops vocabulary and reading comprehension with his class through a focus on global warming.  Through his teaching he honors the students' culture as well as ownership of their knowledge and learning.  Mr. Reeve teaches many strategies and uses multiple exposures to text to help students understand the meaning of new vocabulary and identify main ideas and supporting details.  (author/jlkrause)

Comprehension strategy instruction can help students become purpose-driven readers who take control of their own reading comprehension.  This article is filled with ideas for strategy instruction for text comprehension.  The strategies are: 1) monitoring comprehension, metacognition, 3) graphic and semantic organizers, 4) answering questions, 5) generating questions, 6) recognizing story structure, and 7) summarizing.  There is an emphasis on explilcit instruction in direct explanation, modeling, guided practice, and application.  (author/jlkrause)

This resource summarizes widely accepted comprehension strategies that effective readers use to understand a variety of texts. Based, in part, on research related to students' use of prior knowledge, this resource provides a chart describing the strategies used when students are effectively engaged in reading. Organized in a flow chart, the format of this resource makes the strategies easy to review and discuss with students. (author/ncl)

Drawn from the research of Judith Langer at the Center on English Learning and Achievement (CELA), this resource examines how students think when they discuss literature and offers ideas on how to use classroom discourse to deepen students' thinking. The resource begins with an overview of the research study and a list of guiding questions, which serves as a model for students to use during classroom discussions in posing their own questions. Observations from the study are featured through classroom vignettes, followed by practical ideas aimed at improving students' critical thinking skills. Recommendations for scaffolding learning, as students apply discussion techniques ideas, and engaging struggling readers at all phases of classroom instruction are also included. This report raises many discussion topics for school-based study groups and literacy teams interested in improving student comprehension in reading. While this resource focuses on questioning techniques and reflection, the instructional strategies presented may be adapted for literary analysis tasks. The entire text is available for free download in a PDF format; print copies may be purchased from CELA by completing an online request form. (author/ncl)

This professional text, available in PDF/Adobe Acrobat format, focuses on strategies for helping primary-age readers improve their comprehension skills. This chapter focuses on Pearson and Gallagher's model for explict reading instruction. Drawn from extensive classroom experience, this resource offers guidance for making students more independent and strategic readers. Detailed accounts are given on how to conduct modeled strategy lessons in the context of reader's workshop. Student work samples enhance the instructional accounts. (author/ncl/mcg)

This chapter both provides an overview for teaching guided comprehension, emphasizing that such instruction encourages student engagement and an increase in reading ability, and supplies the necessary theory, research, and how-to's for the classroom. A guided comprehension model is included, and its three-stage process focuses on direct instruction, application, and reflection. In Stage One, teachers directly instruct students using a 5-step process ( explain, demonstrate, guide, practice, reflect); in Stage Two, students apply the strategies in three settings: teacher-guided small groups, student-facilitated comprehension centers, and student-facilitated comprehension routines; and in Stage Three, teachers and students engage in reflection and goal setting. Additionally, tenets of reading comprehension (reading as a social constructivist process; fostering comprehension; meaningful contexts; explicit strategy instruction; vocabulary development; transacting with a text) are included and discussed in detail. (author/bebrown)

This professional resource offers a concise description of scaffolding reading experiences. Designed to promote success in comprehension, a scaffold reading experience oftentimes includes a set of pre-reading, reading, and post reading activities designed specifcally to assist a particular group of students in successfully reading, understanding, learning from, and enjoying a particular selection. (author/ebm)

The National Reading Panel (NRP) Report found print awareness to be one of the best predictors of early reading achievement.  This professional presentation explores how children's print awareness can be developed.  What print awareness is and how it fits into an early reading program is explained.  The developmental scope and sequence of a print awareness program is listed, as well as the techniques and tools necessary for teaching print awareness.  Finally, Marie Clay's Concepts of Print (CAP) test is highlighted as a worthy assessment of children's print awareness. (author/jlkrause)