What helps us understand most of the text we read? Largely, our expectations guide us in our reading. Consequently, we must help children learn to examine genre, illustrations, and context to gather some expectations about what they are reading. Along with proper expectations, we need to help them acquire a variety of tools that aid in information organization.
Organization
Venn diagrams, graphic organizers, KWL charts, timelines and story maps are all great tools children can be given to aid in finding and grasping more meaning.
Modeling
I do, you watch
I do, you help
You do, I help
You do, I watch
(Allington & Allington)
With reading comprehension, it is critical to use these steps to help students understand what you mean by "discussing the text" without interrogating one another. You need to show them how to have a conversation about a text!
Even putting on a quick production from a story can aid students in comprehension. They must use rereading and comprehension skills to reform a story into a play!
How might you include a struggling reader that is under the majority of the classroom's reading level in the play?
Kacy, I remember when we did group activities in elementary school, the teacher would assign roles. Maybe you could do this to make sure the struggling readers are included and have a job specific to their reading level. For example, have a scribe, a narrator, and then characters or something similar.
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