Putting the Pieces Together : Increasing Reading Comprehension in Second Grade

1. Putting the Pieces Together:Increasing Reading Comprehension in Second Grade Action Research by Eve Beatty “The more you read, the better you get; the better you get, the more you read”

2. My Student Teaching Experience

3. Discovering a Need • Realized a particular student was struggling with reading comprehension • Could word call with fluency flawlessly, but could not repeat one word of the story or even a main idea • No connections between what she read and a retell or comprehension questions • Working in conjunction with my mentor teacher

4. Reading Comprehension is Multifaceted • Accurate Reading • Understanding the Text • What do children think about when they read? • predictions • personal connections • questioning • summarizing • identifying important ideas • using their background knowledge

5. The Action Plan’s Guidelines • Setting the boundary between rigid processes and reading for enjoyment • Time for free reading and AR reading • Concentrated/Narrow focus • Victory for student

6. Running Record: Assessment of Comprehension

7. Running Record: Assessment of Comprehension • Self corrections • Language of leveled books • Snap Shot of reading skill—accuracy of one test? • Student Disposition • Nervous? • Bad Day?

8. What it looks like to be tested with a running record… A long time ago, some dinosaurs lived in a forest. They walked down to the river every day. They liked to eat the green leaves down by the river. Little Steg walked with his mother. He was safe with her. One day, when the herd of dinosaurs was down by the river, the ground started to shake. Thump! Thump! Thump! Thump! Big Dinosaur was coming! The herd of dinosaurs started to run away. The dinosaurs ran back up the hill to the forest. They were all scared of Big Dinosaur.

9. Questions About the Passage: • Please retell this short passage in as many words as possible. • Why did the dinosaurs walk down to the river every day? • Why did little Steg walk with his mother? • How did the dinosaurs know that Big Dinosaur was coming? • Why do you think the dinosaurs were scared?

10. Practice with Literature • Read Aloud together • Ask questions on each page • Prediction practice • Narrate the story with the words all covered up • Put photo copies of stories pictures in order that are out of sequence • Application to self • “Favorite Part of the Story” • Lessons to be learned

11. Sequencing Practice • Noticed sequencing problem: started at end of the story (noticed in math as well) • Put the cards in the order below. • We would ask “do you see a problem” she would respond, “oh, yes, I see!” and fix it (she noticed his shoes). • Tell me a story: name the person, tell each step 1. -Supplies to get dressed 3.- He is fully dressed 2.- He is getting dressed

12. Results • Student looked forward to one-on-one time • Gushed at conferences about sequencing cards and practicing comprehension • Rereading when she couldn’t answer a question • Playing movie in her head • Conversations natural in the morning • Reading for retell/meaning • Connections to self

13. Continued Plan • Conversations • Child-Study • Conversations with Parents, School Counselor, Child Psychologist • Continue interventions • Use any extra free time • Continue researching and picking other professionals’ brains

14. Questions and Comments are Welcome. Thanks for your participation!

15. Acknowledge Keene, Ellin Oliver., and Susan Zimmermann. Mosaic of Thought: the Power of Comprehension Strategy Instruction. Portsmouth, NH: Heinemann, 2007. Print. Opitz, Michael F., and Michael P. Ford. Reaching Readers: Flexible & Innovative Strategies for Guided Reading. Portsmouth, NH: Heinemann, 2001. Print. McGregor, Tanny. Comprehension Connections: Bridges to Strategic Reading. Portsmouth, NH: Heinemann, 2007. Print. A special “thanks!” to my mentor teacher, Laura Arnold, and Becky Samra for their input, guidance and support.