Comprehension is a rather difficult topic to cover because it encompasses so much. During the Lake Michigan Technology Conference, I was able to work with teachers and together we explored the components of an effective reading program.  We also discussed how to add in materials that will make the curriculum come alive.  Together, we discussed how all store-bought curriculum have their strengths and while others have their areas of weakness and that it’s okay to utilize supplementary materials required in teaching comprehension.  Some of the  aspects we went over in the lesson were how to create an explosive and exploratory unit opener. Take a look below and see the different components.

Six Steps Towards Reading Comprehension

Opening A Unit

•        Select dynamic Activity to Excite Students About the Unit

•        Have students bring in connections to the theme

•        Read small text relating to theme

•        Have the students write down questions they have about the theme (Post it, Blog, Share)

Previewing the Story

•          Preview the story or stories in the theme and ask how does this relate to the big concept; picture walk.

•          Activate prior knowledge and support students’ connection to the theme

•          Introduce selection Vocabulary and try to identify definitions with morphemes

•          Together, identify problem word in the story, review the genre, and take a look at headings

Reading the Story the First Time

•          Reading for decoding, Comprehension strategies during the first read

•          Select a strategy that lends itself to the story and have the students identify it and make the connection

•          Support the students based on necessary skills to make connections to the text

Re-reading the Story the Second Time

•          Reading for fluency, Comprehension skills during the first read

•          Select a skill that lends itself to the story and have the students identify it and make the connection

•          Support the students based on necessary skills to make connections to the text

•          Activity related to Skill (Thinking Map)

Classroom Discussion

•          Whole group/ Small group discussion

•          Add reflection to Journal or blog

•          Review story vocabulary and try to Answer student question from day 1 (if not answered already)

•          Reconnect to the Theme Big ideas, add to bulletin board

•          Connect ideas to a writing project about the theme

Writing, Extension Activity, or celebration.

•       Give students extra practice with vocabulary, story support, practice with Words knowledge, decoding, phonics, fluency, writing practice

•       Provide unit or story celebration, or culmination activity.

•       Writing process or daily writing lessons based on story

•       Writing Seminar: writing on theme, story or connecting ideas or elaborate or expand on similar content

Reading the Story is not Enough

Many educators struggle to front-load the story before they actually read the text.  In this example, teachers and students do not read the story until the third day of instruction.  Much of the front-loading comes from building background knowledge to support all students in grappling with the topic at hand.   Research suggest that students learn better in thematic units.  These Themes or connected stories help students make connections with other text and other authors.  The last part of reading comprehension is writing when students are allowed to express their thoughts in writing; they are allowed the freedom to articulate what they just read.

Extension Activities can go a Long Way

When students have written about an activity, book or article, when do they get to share what they’ve learned?  This is very crucial the learning process.  Students are connected learners and should be able to share their writing, blog, or creative piece with the world.  When thinking about this, we can think of many platforms, timelines, flip-grid, gamify it  or expand on an idea that was constructed during the theme.  Teachers have a lot on their plate but rushing through a text and/or spending one day on a piece of reading doesn’t help any students, it only limits the possibilities of expanding their experience.