Comprehension Action Plan 2007 - 2008
Pre-, During- , and Post- Reading Strategies
Goal: All students will demonstrate improvement in fluency and comprehension of text in all content areas.
Intervention: Students will use pre- during- and post- reading strategies to increase comprehension and critical analysis of text
Purpose:
· Students will engage in a variety of pre-reading strategies in order to tap into and augment prior knowledge and increase motivation to read content.
· Students will engage in a variety of during- and post-reading strategies in order to increase comprehension, acquire content knowledge, and engage in critical analysis of content material.
Rationale:
· Fluent readers automatically use certain strategies when reading text. These strategies can be taught and learned.
· Adolescent readers need to learn strategies for reading nonfiction that are different from those traditionally taught due to the emphasis on reading fiction in earlier grades
· Typical assessment methods focus on determining if a student has comprehended certain facts. Formative assessments are available that can give a teacher insight into students’ meta-cognitive activities, measuring reading ability and strategies more directly.
Research:
· Communication: Reading for Secondary Level Assessment Guide, NCA
· Reading in the Content Area, ASCD
· Courtney-Gretchen Workshops
· The Science of Reading Research, Educational Leadership, ASCD
· The Case for Informational Text, Educational Leadership, ASCD
· Our Journey to Reading Success: How a School in Harlem overhauled its reading program, Educational Leadership, ASCD
· Phonics Instruction for Older Students? Just Say No, Educational Leadership, ASCD
Action Plan # 1: Teachers will learn the following summarizing techniques: First and last sentence; Use repeated words and synonyms; Categorize similar words; Notice transitions to identify key topics; Combine summarizing techniques; Analyze text for informational sections. Who? Who is to be involved? Entire faculty.
Who is responsible for implementation? Entire faculty.
Timeframe? When will each action be conducted? Opening Institute (Aug. 21)
Resources? What tools/strategies need to be collected, developed or organized to complete the task? (1) Web Page with templates for summarizing techniques
(2) Literacy Coach from Gretchen-Courtney and Associates
Results? What data or documents will indicate closure or success for this action? Teacher survey.
Action Plan # 2: Teachers will practice the five summarizing templates with readings from various content areas. Who? Who is to be involved? Entire faculty.
Who is responsible for implementation? SIP Team
Timeframe? When will each action be conducted? August through December faculty meetings.
Resources? What tools/strategies need to be collected, developed or organized to complete the task?
- Web Page with templates for summarizing techniques
- Reading passages from different subject areas
Results? What data or documents will indicate closure or success for this action? Exemplary documents will be disseminated to teachers and put on the web page for anchoring purposes.
Action Plan # 3: Teachers will facilitate use of the five summarizing techniques in their classrooms. Who? Who is to be involved? Entire faculty (by department).
Who is responsible for implementation? Faculty chairs.
Timeframe? When will each action be conducted? Summarizing Week during the month following the faculty meeting practice of the particular technique. (September – January)
Resources? What tools/strategies need to be collected, developed or organized to complete the task? Web Page with templates for summarizing techniques.
Results? What data or documents will indicate closure or success for this action? Teacher response to worksheet (Copy of reading passage used, discussion of pros and cons, examples of student work (4 point rubric) to be shared via the web page.
Action Plan # 4: Teachers will be trained in the use of Pre- and Post-Reading Strategies. Who? Who is to be involved? Entire faculty.
Who is responsible for implementation? SIP team.
Timeframe? When will each action be conducted? December SIP meeting.
Resources? What tools/strategies need to be collected, developed or organized to complete the task? (1) Teacher response to worksheet (Copy of reading passage used, discussion of pros and cons, examples of student work (4 point rubric) to be shared via the web page.
(2) ASCD video; Web page with SQ4R; RAFT; and Reciprocal Teaching Worksheets
Results? What data or documents will indicate closure or success for this action? Teacher survey
Action Plan # 5: Pilot interdisciplinary teams of teachers develop reading lessons using all three strategies. Team members will observe each other leading the reading lessons and discuss the outcome. Who? Who is to be involved? Volunteer groups of three – four.
Who is responsible for implementation? SIP team.
Timeframe? When will each action be conducted? January – February
Resources? What tools/strategies need to be collected, developed or organized to complete the task? (1) Fall Workshop
(2) Stipend or substitute time
(3) Lesson guides, checklists, digital video equipment (optional)
(4) CPDU information
Results? What data or documents will indicate closure or success for this action? Minutes of pilot team meetings; examples of student work and reading passages; videotapes of reading instruction.
Action Plan # 6: Teachers will practice use of pre- and post- reading strategies Who? Who is to be involved? Entire faculty.
Who is responsible for implementation? SIP team.
Timeframe? When will each action be conducted? February – March Faculty meetings
Resources? What tools/strategies need to be collected, developed or organized to complete the task? Web Page with templates for summarizing techniques; reading passages from different subject areas;
Results? What data or documents will indicate closure or success for this action? Exemplary documents will be disseminated to teachers and put on the web page for anchoring purposes
Action Plan # 7: Teachers will facilitate use of the five summarizing techniques in their classrooms. Who? Who is to be involved? Entire faculty (by department).
Who is responsible for implementation? Faculty chairs.
Timeframe? When will each action be conducted? Employ pre- and post-reading strategies during each month following the faculty meeting practice of the particular technique. (February - April).
Resources? What tools/strategies need to be collected, developed or organized to complete the task? Web Page with templates for pre- and post-reading techniques
Results? What data or documents will indicate closure or success for this action? Teacher response to worksheet (Copy of reading passage used, discussion of pros and cons, examples of student work (4 point rubric) to be shared via the web page.
Action Plan # 8: Teachers will anchor student work using examples developed by the pilot reading teams. Who? Who is to be involved? Entire faculty.
Who is responsible for implementation? SIP team and pilot teams.
Timeframe? When will each action be conducted? April 25 School Improvement Day.
Resources? What tools/strategies need to be collected, developed or organized to complete the task? Web Page with templates and directions for pre- and post-reading strategies; Video-tapes of teacher interaction
Results? What data or documents will indicate closure or success for this action?
Action Plan # 9: SIP team will continue to read the research on good reading strategies in order to make teachers aware of the best strategies during staff development activities. Who? Who is to be involved? SIP team
Who is responsible for implementation? SIP Chair
Timeframe? When will each action be conducted? Summer – Fall 2007
Resources? What tools/strategies need to be collected, developed or organized to complete the task? Access to interlibrary loan books and journals
Results? What data or documents will indicate closure or success for this action?