Grades K–2
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Grades 3–6
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"When it comes to learning reading comprehension strategies children differ. They learn in fits and starts. What works for one may not work for another. For some it’s a matter of time, for others a matter of interest. Some kids take these strategies and run with them after one whole-group Toolkit lesson. Others need additional time, guidance, and practice to internalize comprehension strategies and use them to make sense of what they read. The small-group lessons in Comprehension Intervention are specifically designed to support those kids." —Stephanie Harvey, Anne Goudvis, and Judy Wallis
Comprehension Intervention lessons lend themselves to a variety of instructional settings:
Guided reading groups—Sessions are ideal for small, flexible, needs-based guided reading groups to reinforce or extend what has been taught in a Toolkit lesson.
Tier 2 RTI groups—Sessions are designed to take about thirty minutes. They break down the original Toolkit instruction into smaller steps, making learning more accessible for Tier 2 students.
Tier 3 RTI groups—Infinitely flexible and targeted, sessions help teachers break strategy instruction down into smaller and smaller steps using a variety of texts and allowing additional time for instruction and practice.
- Special Education—The Toolkit whole—group lessons are ideal for special ed inclusion because they are based on shared readings, which allow for natural differentiation. All kids can participate in the whole group Toolkit lessons and then have their individual needs met in the small-group intervention lessons.
The small-group sessions in Comprehension Intervention reinforce the original lesson in The Comprehension Toolkit. The following chart shows the lesson correlation and the page on which you will find the small-group session.
Monitor Comprehension
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The Comprehension Toolkit |
Comprehension Intervention |
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1 Follow Your Inner Conversation |
1 Notice and Track Your Thinking |
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2 Notice When You Lose Your Way |
2 Monitor and Repair Comprehension |
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3 Read, Write, and Talk |
3a Stop, Think, and React with a 3b Stop, Think, and React Independently |
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Infer Meaning |
Activate and Connect
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The Comprehension Toolkit |
Comprehension Intervention |
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4 Follow the Text Signposts |
4a Explore Visual and Text Features 4b Identify Purposes of Visual and Text Features |
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5 Merge Your Thinking with New Learning |
5 Listen for Language that Signals New Learning |
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6 Connect the New to the Known |
6a Activate Background Knowledge 6b Clear Up Misconceptions |
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Activate and Connect |
Ask Questions
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The Comprehension Toolkit |
Comprehension Intervention |
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7 Question the Text |
7a Note Questions and Answers While Reading 7b Identify Unanswered Questions |
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8 Read to Discover Answers |
8a Read with Your Questions in Mind 8b Skim and Scan to Search for Answers 8c Combine Knowledge and Text Information |
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9 Ask Questions to Expand Thinking |
9a Ask Questions to Understand Big Ideas 9b Use Questions to Increase Learning |
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Ask Questions Reading Conference |
Infer Meaning
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The Comprehension Toolkit |
Comprehension Intervention |
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10 Infer the Meaning of Unfamiliar Words |
10a Use Context to Infer Word Meanings 10b Use New Vocabulary |
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11 Infer with Text Clues |
11a Gather Text Evidence 11b Draw and Support Conclusions |
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12 Tackle the Meaning of Language |
12 Infer the Meaning of Poems |
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13 Crack Open Features |
13 Infer the Meaning of Subheads |
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14 Read with a Question in Mind |
14 Infer Answers to Authentic Questions |
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15 Wrap Your Mind Around the Big Ideas |
15a Infer Themes from Text Evidence 15b Support Themes with Text Evidence |
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Infer Meaning |
Determine Importance
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The Comprehension Toolkit |
Comprehension Intervention |
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16 Spotlight New Thinking |
16a Record Facts, Questions, and Responses 16b Take Notes on an FQR Chart |
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17 Record Important Ideas |
Lesson 17 does not have a corresponding small-group session. |
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18 Target Key Information |
18a Code a Text to Hold Your Thinking 18b Paraphrase to Record Information |
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19 Determine What to Remember |
19 Sort Important Information and Interesting Details |
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20 Distinguish Your Thinking from the Author’s |
20a Recognize the Author’s Perspective 20b Summarize the Author’s Perspective |
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21 Construct Main Ideas from Supporting Details |
21 Use a Topic/Detail/Response Chart |
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Determine Importance Reading Conference |
Summarize and Synthesize
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The Comprehension Toolkit |
Comprehension Intervention |
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22 Read, Think, and React |
22 Take Notes, Paraphrase, and Respond |
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23 Think Beyond the Text |
23 Extend and Expand Your Thinking |
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24 Read to Get the Gist |
24a Pull Out the Big Ideas 24b Pare Down and Synthesize Ideas |
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25 Reread and Rethink |
25a Distinguish Between Facts and Opinions 25b Tie Your Opinions to Text Evidence |
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26 Read, Write, and Reflect |
26a Learn to Write a Summary 26b Write Your Own Summary 26c Learn to Write a Summary Response 26d Write Your Own Summary Response |
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Summarize and Synthesize |
The small-group sessions in Comprehension Intervention reinforce the original lesson in The Primary Comprehension Toolkit. The following chart shows the lesson correlation and the page on which you will find the small-group session.
Monitor Comprehension
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The Primary Comprehension Toolkit |
Comprehension Intervention |
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1 Think about the Text |
1 Leave Tracks of Your Thinking |
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2 Notice and Think about Nonfiction Features |
2a Preview Features in a Text 2b Integrate Information from Features |
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3 Explore Nonfiction Features |
3 Explore Visual and Text Features |
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Monitor Comprehension Reading Conference |
Activate and Connect
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The Primary Comprehension Toolkit |
Comprehension Intervention |
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4 Discover Your Passion |
4a Learn What a “Specialist” Is 4b Choose a Topic for a Teaching Book |
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5 Think about What You Know |
5a Plan a Teaching Book 5b Write a Teaching Book |
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6 Make Connections |
6a Make Text-to-Self Connections 6b Make Text-to-Text Connections |
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7 Merge Thinking with New Learning |
7a Identify New Information 7b Integrate New Information |
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Activate and Connect |
Ask Questions
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The Primary Comprehension Toolkit |
Comprehension Intervention |
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8 View and Read to Learn and Wonder |
8a Wonder About New Learning 8b Use New Learning to Revise Thinking |
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9 Wonder about New Information |
9 Ask Questions as You Read |
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10 Use Questions as Tools for Learning |
10a Record Questions and Answers 10b Use Strategies to Find Answers 10c Find Answers Beyond the Text |
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11 Read with a Question in Mind |
11a Use a Table of Contents to Find Answers 11b Use Headings to Find Answers |
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Ask Questions Reading Conference |
Infer and Visualize
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The Primary Comprehension Toolkit |
Comprehension Intervention |
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12 Infer Meaning |
12a Infer with Background Knowledge and Text Clues 12b Infer with Emotions and Senses |
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13 Learn to Visualize |
13 Infer and Visualize with Poetry |
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14 Make Sense of New Information |
14 Infer and Visualize with Nonfiction |
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15 Infer and Visualize with Narrative Nonfiction |
15 Infer with Narrative Nonfiction |
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Infer and Visualize Reading Conference |
Determine Importance
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The Primary Comprehension Toolkit |
Comprehension Intervention |
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16 Figure Out What’s Important |
16a Identify Important Ideas 16b Delete Ideas That Aren’t Important |
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17 Paraphrase Information |
17 Paraphrase and Respond to Information |
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18 Organize Your Thinking as You Read |
18a Sort Information, Questions, and Reactions 18b Think Across Categories of Information |
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Determine Importance Reading Conference |
Summarize and Synthesize
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The Primary Comprehension Toolkit |
Comprehension Intervention |
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19 Summarize Information |
19a Summarize During 19b Summarize After |
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20 Read to Get the Big Ideas |
20 Synthesize Big Ideas from Fiction |
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21 Explore and Investigate 22 Share Your Learning |
There are no small-group sessions for Toolkit lessons 21 and 22, which revolve around independent investigations. |
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Summarize and Synthesize |
Resources
Reading Conference Recording Forms
Monitor Comprehension
Activate and Connect
Ask Questions
Infer Meaning
Determine Importance
Summarize and Synthesize
Samples
