Curriculum Based Decision
Making: Intervention Guide Reading Comprehension
Bully-Be-Gone with Annie
Annie Books
Written by Michelle Fattig
Pictures by Joshua Fattig
A
Reading Comprehension and Vocabulary
Building
Intervention
Students will learn
Summarization, Vocabulary, and Social Skills strategies through scientifically
researched based techniques, in order to apply the strategies to learning.
Summarization for
Reading Comprehension
Summarization is likely to benefit students low in comprehension,
because it helps children to see how all of the parts are connected and to
approach reading in a more strategic way, prompting them in a step-by-step
manner to look for important details and related parts of a story. (Naglieri & Pickering, 2003, p. 66)
Summarization:
A learning strategy for struggling students
Guided Instruction
Compiled by Michelle Fattig, Ed.S.
Teaching the
Summarization Skills:
Ask students for the overall idea of the selected reading
Have the students help write a general statement about the story
Ask them to list the main ideas with two or three supporting ideas for each main idea
Give each part of the story a heading a record important details that the students help to identify
Identify what information is and is not important
Ask the students to describe the parts of the passage
Relate the important parts of the passage to the main topic and/or the title
Have students write a summary that includes each of the parts
Have students check the summary against what was read to see if anything important was left out
Guide students to underline or circle most important parts
Encourage the students to look back in the text and scan (but not re-read)
Encourage use of overall labels for information (e.g., ducks, geese, cows are barnyard animals)
Instruct students to write important ideas, order the ideas by importance, and ignore unimportant information
Use direct explanation
Teach why, when, and where to apply summarization
Model skills. Talk through examples and show how the skill is applied
Break down into simple steps
Summarize short paragraphs before proceeding to harder/longer
Phase out teacher directives as students demonstrate successful, self-directed implementation of the techniques
Why are you studying this passage
What are the main points? Underline
Can you think of some questions about the main idea you have underlined?
What do you already know about the topic?
What do you want to learn about the topic?
How does this relate to what you know?
Continue to use the process and graphic organizers with selected texts to foster generalization
»
Naglieri,
J.A. & Pickering, E.B. (2003). Helping
children learn: Intervention handouts
for use in school and at home. Baltimore, MA: Brookes Publishing, p. 67.
Activity 1
· Provide student copy of Annie to students
· Read the book to the students
· Encourage responses to the story and pictures
· Retrieve student copy
Activity 2
· Provide student copy to students
· Read the book aloud with the students (shared reading)
· Encourage student responses to the story and pictures
· Facilitate rhyme and alliteration activity (e.g., Antsy Annie Always Answers-now you try)
· Retrieve student copy
Activity 3
· Provide student copy to students
· Read the first chapter aloud with the students (shared reading)
· Utilizing Summarization for Reading Comprehension Strategy, discuss
o The overall idea of the chapter
§ Who, What, When, Where, Why questions
§ Discuss the main ideas with 2-3 supporting ideas for each
§ Give each part of the chapter a heading using the board or an overhead
· Record important details with the students helping to identify
· Ask students to describe parts of the story in their own words
· Encourage the students to scan the chapter and see if anything important was missed
· Allow the students to take the student copy home to read with their parents
· Refer to the vocabulary words listed
o Complete
Vocabulary activity Word Identification
Memory
Activity 4
· Provide student copy to students
· Read the second chapter aloud with the students (shared reading)
· Utilizing Summarization for Reading Comprehension Strategy, discuss
o The overall idea of the chapter
§ Who, What, When, Where, Why questions
§ Discuss the main ideas with 2-3 supporting ideas for each
§ Give each part of the chapter a heading using the board or an overhead
· Record important details with the students helping to identify
· Ask students to describe parts of the story in their own words
· Encourage the students to scan the chapter and see if anything important was missed
· Allow the students to take the student copy home to read with their parents
· Refer to the vocabulary words listed
·
Complete Vocabulary activity Vocabulary: Words in Context
Word Finder
Activity 5
· Provide student copy to students
· Read the third chapter aloud with the students (shared reading)
· Utilizing Summarization for Reading Comprehension Strategy, discuss
o The overall idea of the chapter
§ Who, What, When, Where, Why questions
§ Discuss the main ideas with 2-3 supporting ideas for each
§ Ask the students to give each part of the chapter a heading using the graphic organizer on page ** of the student copy
· Encourage the students to record important details with help in the identification
· Ask students to describe parts of the story in their own words
· Encourage the students to scan the chapter and see if anything important was missed
· Allow the students to take the student copy home to read with their parents
· Refer to the vocabulary words listed
Activity 6
· Read the fourth chapter aloud with the students (shared reading)
· Utilizing Summarization for Reading Comprehension Strategy, discuss
o The overall idea of the chapter
§ Who, What, When, Where, Why questions
§ Discuss the main ideas with 2-3 supporting ideas for each
§ Ask the students to give each part of the chapter a heading using the graphic organizer on page ** of the student copy
· Encourage the students to record important details with less help in the identification process
· Ask students to describe parts of the story in their own words
· Encourage the students to scan the chapter and see if anything important was missed
· Discuss and give examples of important and unimportant details on board or overhead, while encouraging students to provide input
· Allow the students to take the student copy home to read with their parents
· Refer to the vocabulary words listed
·
Complete Vocabulary activity Words in Context Sentence Sticks
Activity 7
· Read the fifth chapter aloud with the students (shared reading)
· Utilizing Summarization for Reading Comprehension Strategy, discuss
o The overall idea of the chapter
§ Who, What, When, Where, Why questions
§ Discuss the main ideas with 2-3 supporting ideas for each
§ Ask the students to give each part of the chapter a heading using the graphic organizer on page ** of the student copy
· Encourage the students to record important details with less help in the identification process
· Ask students to describe parts of the story in their own words
· Encourage the students to scan the chapter and see if anything important was missed
· Discuss and give examples of important and unimportant details on board or overhead, while encouraging students to provide input
· Allow the students to take the student copy home to read with their parents
· Refer to the vocabulary words listed
·
Complete Vocabulary activity Words that Describe: About Annie
Activity 7
· Encourage the students to read Annie
· Utilizing Summarization for Reading Comprehension Strategy, encourage students to use the graphic organizer on page ** to independently:
Identify and write a sentence about the overall idea of the book
Using Who, What, When, Where, Why questions:
· Discuss the main ideas with 2-3 supporting ideas for each
· Give each part of the book a heading
· Record important details and describe parts of the story in their own words
· Scan the book and see if anything important was missed
Activity 8
· Ask the students why they think they read Annie and completed the activities
· Encourage participation by indicating that guesses are OK
· Encourage students to discuss what they have written for the main point
· Ask what they have learned
· Discuss what learning strategies are and what they are used for
· Directly explain the Summarization Technique and asked if the students have any questions
· Break the process into simple steps on the board or overhead
· Talk about generalizing and using the Summarization Technique in other classes or projects
· Ask students to volunteer where they might use the strategy
On-going Activity
· Use the Summarization Strategies with other books and text reading to facilitate comprehension
· Use Vocabulary strategies daily or weekly to encourage exposure to a rich academic language base
Supplementary Activities
Vocabulary
Word Identification
Memory
Word
Match
Students will
identify words from the story
Memory game matching words to cards
·
Choose words and create
word cards using the Annie page
·
Place the memory cards
face down in rows
·
Students take turns
turning cards two at a time. If their
word card and the other card match, they read their card and place it in a
stack. If the cards dont match, both
are turned face down again.
·
Play until all matches
are made.
Student
center activities: Vocabulary. (2005). Just Read Florida.
Produced
by the Florida Center for Reading Research.
Retrieved
January 9, 2007 from:
Annie Cards
Vocabulary
Word
Identification
Words in
Context
Word
Finder
Students will
identify words from the story
Memory game
matching words to cards
·
Use Annie cards to
create sentence strips with blanks for a word in each sentence and the missing
words on cards made from Annie cards
·
Placing sentence strips
and word cards in the center, have the students take turns selecting and
reading a sentence strip, pausing dramatically for the blank and looking to
partner meaningfully.
·
A partner selects the
appropriate word, places it in the blank and reads the sentence.
·
The first student gives
thumbs up or thumbs down sign if he or she is correct or incorrect.
Student center activities: Vocabulary. (2005). Just
Read Florida.
Produced
by the Florida Center for Reading Research.
Retrieved
January 9, 2007 from:
Vocabulary
Word Identification
Words in
Context
Sentence Sticks
Students will
identify words from the story
·
Place container of
who, what, and Where popsicle sticks and cards at center.
·
Working in groups or
pairs, students choose a popsicle stick from each container and place them in
ordered sequence: Who, What,
Where (Annie jumped bed).
·
Read the words on the
sticks and identify other words that would complete the sentences. (ran and on the)
Student center activities: Vocabulary. (2005). Just Read
Florida.
Produced
by the Florida Center for Reading Research.
Retrieved
January 9, 2007 from:
Vocabulary
Words that Describe
About Annie
Students will
identify descriptive words from the story and generate others.
·
Place sentence strips,
cards, paper, and colors at the center.
·
Have a student select
three word cards. Place the cards on
the sentence strip in the blank spaces to create sentences.
·
Have the student read
the sentences.
·
Encourage students to
identify other descriptive words about Annie.
Student center activities: Vocabulary. (2005). Just
Read Florida.
Produced
by the Florida Center for Reading Research.
Retrieved
January 9, 2007 from:
A Windy Day With Annie
Written by Michelle Fattig
Pictures by Joshua Fattig