Action plan
Three strategies were implemented to help increase reading comprehension. First, guiding and framing questions with texts were implemented to increase focus on the content. Guiding questions allowed for differentiation, so that students who were ready to consider multiple themes receive multiple questions. Whereas students who were not prepared to evaluate multiple themes could look at one theme at a time. The questions also were relevant to problems the classroom community was currently facing, such as the effects of seemingly small choices on the future of a person or group. Second, a variety of types of texts were provided on a topic so students received a choice in what they read. The texts were in a variety of formats, so that students were familiar with fiction, non-fiction, poetry, and news articles. Alfred Tatum emphasized the importance of providing choice and authentic texts that connect to students lives in his book, Reading for Their Lives (2009). Students were provided 2-3 weekly news articles. Also, they participate in literature circles and were able to choose between 3 books. Lastly, Students engaged in dialogic conversations with texts through a structured format. The conversations allowed students to think critically about a text and practice authentic conversations with peers. They also had the opportunity to share their perspectives in a safe, structured environment. Kylene Beers and Bob Probst (2017) reflect the necessity for students to process their thoughts about a text a loud. Jane Laughlin, curriculum specialist at Benson High School, emphasized that students must be taught how to have academic conversations gradually but that building these skills are necessary. Therefore, increasing conversations in the classroom was necessary for student learning and development.
How it was implemented
They selected one news article per week from two to three choices and responded to it. The reflection was based on guiding questions looking at how the text influences their perspectives of the topic or world. Students then engaged in conversations about what they read through a variety of formats, such as philosophical chairs, fishbowl, or a gallery walk, which create a cooperative learning environment. After discussions, students engaged in writing based on the reading to express their independent ideas. The strategies needed work together and build off each other to help students develop academically and increase their reading comprehension.
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Why are these strategies were implemented?
How the study meets diverse needs:
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