|Sample Comprehension Lessons
There are different ways to use this section, mostly depending on how familiar teachers are with comprehension strategy instruction. In most cases, we suggest beginning by reading the introduction and discussing participants’ questions and insights about the Gradual Release Model. Then you might do one of the following:
- Ask teachers to jigsaw the various segments of the lesson to read, discuss, and present to their colleagues (in a poster or chart form, etc.). Keep the charts they create, using them and adding to them in later sessions.
- Provide copies of the graphic organizer under Supporting Documents. This chart is modeled after Harvey and Goudvis’ Facts/Questions/Responses chart from Determining Importance booklet of The Comprehension Toolkit (not in the Primary Toolkit). For each part of the gradual release lesson, use the charts for teachers to enter important information, their questions and their responses. Share and discuss with partners, small groups, and/or the whole group.
In later PLC sessions, as you are working through any of the sample lessons, return to specific segments of Lesson Structure where they might clarify questions or concerns from the participants in the PLC. For example, if teachers are having difficulty creating strong think-alouds for a lesson, you might return to the modeling segment of this section to review some criteria for creating think-alouds.
In schools where teachers have studied comprehension strategy instruction in depth and used it extensively in their classrooms, you might read and discuss the introduction, and wait to explore the specific lesson segments until questions arise as you are viewing the sample lessons.
For teachers who are new to strategy instruction, Lesson Structure will provide a general overview and advance organizer for viewing the sample lessons. Once teachers watch and discuss some of the sample lessons, and begin to teach accordingly in their own classrooms, the information about each segment of the lesson will become more meaningful and useful.
Supporting document: Graphic Organizer