Reading Comprehension Interventions

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Reading Comprehension Interventions Keynote
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Interventions

  • LLI Intervention Materials
  • Common Core Lesson Book suggestions

  • Extra time in guided reading groups

  • Pre-teach in small group setting

  • Re-teach in small group setting

  • Build background knowledge/Link to prior knowledge - Students should know something about the topic they are reading or have knowledge built into their schema. There are many activities to build background and link to prior knowledge. The following are a few examples:


KWHL Chart—The group completes WHAT THEY KNOW about the book’s topic, what they WANT TO KNOW, and HOW THEY ARE GOING TO FIND THE ANSWERS to their questions. After the book is completed, the group completes WHAT THEY LEARNED and possibly draws conclusions or makes inferences from what they learned.
Pose a Question—Ask students to answer a question related to the book topic. For example, the book is titled “All About Bugs.” It is a book about some very strange bugs. The question posed is What is the strangest bug you’ve ever seen? What did it look like? Did you know what it was? Did you try to catch it? Then debrief with students.

Visualize—Place a thought in students’ heads concerning the book topic. Ask them to visualize what they see and then draw a picture of it. Share pictures with the group. For example, the book is From Pyramids to Skyscrapers. Say: Close your eyes and picture the most interesting building you’ve ever seen. The building may be one you have really seen or a picture of one from a book. Now open your eyes and draw what you saw. Debrief with students.

List-Group-Label—This activity requires that the group generate a list about the book’s topic. Once the list is complete, students group the listed items into categories that make sense. Finally students label each category or group with a heading.

This activity can be challenging so you may want to do in small groups at first.

1. Ask students to list all the words they can think of related to (major concept or theme of the text). Words are written on chart paper.
2. Group the words by looking for things they have in common.
3. Once words are grouped, decide on a label for each group.


The first several times this activity is completed, alter the steps:
11. Ask students to list all the words they can think of related to (major concept or theme of the text). Words are written on chart paper.
2. Model how to look through the words and decide on a label for each group. Write labels on a separate piece of chart paper.
3. Have students decide which words fall under which label.

(Adapted from Words, Words, Words by Janet Allen, 1999.)

Sample: You are a fifth grade teacher and have chosen a small-group reader, fourth grade leveled text entitled The Solar System. Ask the group to think of words which have something to do the solar system. Write the list on chart paper. Using these words, help students see commonalities and group the words accordingly. From this list, groups might be all planets, all planets and other things that float in outer space, traveling through space, and TV shows. Once groups have been created, help students identify a label for each group. Labels might be Planet Names, Space Bodies, Space Travel, and Media.

  • Reciprocal Teaching-

Primary Reciprocal Teaching worksheet and cardsCards
Intervention Central-Intermediate or Junior High Reciprocal Teaching explanation and worksheet
Intermediate/JR High

Reciprocal Teaching Worksheet f



I NEED TO KNOW WHEN I’M CONFUSED
1. This is not making sense to me because _.
2. This wasn’t what I expected. I expected _.
3. This doesn’t make sense because my mind was wandering.
4. Does this make sense?
5. What is going on here?

I NEED TO KNOW WHAT TO DO ABOUT MY CONFUSION
1. What do I think or feel about what I just read? I need to stop and think, write, or talk about what I’m reading while reading, not later on.
2. I’m reading a nonfiction topic, and I really don’t know much about it. I think I should read more slowly. If I still don’t understand, I may need to reread or skim the text.
3. What can I write or draw in the margins that might help me remember and understand what I just read?
4. How does the graph (or any nonfiction text feature) on this page help me understand the text?
5. Since I don’t understand this word, I may need to ¦
6. Are there any text structure clue words and phrases that might help figure out what text structure I’m reading?

(S)urvey the assigned reading by first skimming through it;

then formulate (Q)uestions by turning all chapter headings and subheadings into questions to answer as you read

next (R)ead the assigned section and try to answer those questions you formulated;

now (R)ecite the information by turning away from the text as soon as you've finished reading the assigned section
and reiterate it in your own words;

finally, (R)eview what you read by going back to your questions, the chapter headings, and asking yourself what they are all referring to,
what they mean.

  • Five Finger Retell
Five finger retell includes Character (thumb), setting (index finger), and problem (tall finger), events (ring finger), ending (little finger).

  • Summarizing using S-W-B-S (Somebody-Wanted-But So) Macon , Bewell & Vogt, 1991
Students can use the S-W-B-S framework to write their own summary of the story. This should be written in sentence form.
Somebody: Who is the story about?
Wanted: What did the character want?
But: But what happened?
So: So how did it end? What happened next?
Example: Jack and Annie wanted to go back to Frog Creek, but that had to solve the mystery for Morgan, so Jack found the medallion and they made it back home alive.