Instructional Strategies / Differentiated Instruction
Introduction
The Guided Comprehension Model (McLaughlin and Allen, 2002) provides for differentiated instruction
in teaching reading comprehension. Students work in whole group, teacher-led small groups, student-led
small groups as well as independently at literacy centers. Materials vary according to the task, the
learners’ reading levels and interests of the readers. The teacher uses these various grouping options and
materials to provide scaffolded instruction in comprehension strategies and skills. Instruction includes
five main components: Explanation of the strategy, teacher modeling of the strategy through thinkalouds, guided practice, independent practice, and reflection.
Project requirements
In small groups, the candidates will plan and implement a 60-75 minute reading comprehension lesson,
based on the Guided Comprehension Model (McLaughlin and Allen, 2002). Candidates will teach their
peers. Specifically candidates must:
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Select a comprehension tool that is appropriate to a strategy and a specific
grade level.
Select an appropriate piece of text for whole group instruction.
Use the five components of explicit instruction with the whole group, with
emphasis on teacher modeling.
Divide the class into three groups with clear directions.
Select leveled texts for two small groups of readers.
Use review, guided practice, independent practice, and reflection with each small
group in the leveled text.
Create two literacy centers, with tasks and materials appropriate to
comprehension instruction. Include directions to model for peers how these
centers can be meaningful, independent opportunities to develop comprehension
strategies and skills. (The internet/computer is available.)
Choose a student led, small group routine (such as literature circle,
reciprocal teaching, QAR’s, etc.). Select appropriate reading materials for
the learners, based on student levels/interests and the task. Provide written
directions to model for peers how students can organize themselves and complete
tasks without teacher guidance.
Plan questions for closure, leading peers to reflect on how they could use the
comprehension strategy tool in their settings.
Provide copy of plan, with materials cited, for professor and for peers.
Provide a written reflection that describes how this instructional plan motivated
all students. Include specific examples of how materials and/or instructional
procedures provided both intrinsic and extrinsic motivation.
In addition to the above criteria, the group will be evaluated on their presentation skills as these are
fundamental to providing leadership as a reading educator. Group members must transition easily from
one person to the next; each presenter must make eye contact and monitor learner engagement as well as
being organized, mindful of the time and enthusiastic.
Scoring Guide
Directions
Rate each component of the guided comprehension project from 1 to 4, indicating the degree to which the
candidates met the expectations:
1 =Poor;
2 = Fair;
3 = Good;
4 =Excellent
1. Select a comprehension tool that is appropriate
to a strategy and a specific grade level.
*Tool is appropriately matched to strategy
*Tool is appropriately matched to gr. level
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2. Select an appropriate piece of text for
whole group instruction. (2.1)
*Text is short and lends itself to strategy
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3. Use the five components of explicit instruction with
the whole group, with emphasis on teacher modeling.(2.2)
*Explanation is accurate and clear.
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*Modeling
__ Uses language of the strategy
__ Stops to think aloud “just right” amount
__ Uses vivid personal experiences
__ If appropriate, refers to visual for strategy
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*In guided practice, teacher provides
blend of student and teacher input; uses
strategy language
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*Independent practice is appropriate length
and teacher monitors students
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*Teacher asks questions and guides learners
in reflecting on the use of the strategy
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4. Divide the class into three groups.(2.1)
*Group members determined prior to lesson
*Directions clearly stated
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5. Select leveled texts for two small groups of readers.(4.1)
*Text for group one appropriate to reading level
*Text for group two appropriate to reading level
6. Use review, guided practice, independent practice,
and reflection with each small group in the
leveled text.(2.1)
*For review, teacher uses strategy use language
*In guided practice students use
strategy language and explain “why”
*Teacher uses independent practice to
monitor/confer with individual student
*Students reflect on use of strategy
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7. Create two comprehension literacy centers. (2.2, 4.3)
*Tasks provide practice in comprehension
*Materials are appropriate to different levels/interests
*Directions are clearly stated
*Feedback is provided now/later
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8. Choose a student led, small group routine.(4.3)
*Materials are varied in reading levels/interests
*Written directions are clear and sufficient
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9. Lead learners in whole group reflection.(4.4)
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*Questions are prepared prior to lesson
*Questions focus learners on their use of strategy as teachers
*Discussion structured so many participate
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10. Use professional presentation skills.
* Smooth transition from one presenter to next
* Good eye contact/enthusiastic
* Learners actively engaged
* Materials and ideas well organized
* Time limits respected
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11. Written reflection on planning and motivation.(4.4)
* Give specific examples how instructional plan
encouraged intrinsic motivation
* Give specific examples how instructional plan
encouraged extrinsic motivation
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Total ratings in each rank:
# 1 ____
# 2 ____
# 3 ____
# 4 ____
Target:
No area is rated less than 3 and at least eight areas are rated a 4.
Acceptable:
No area is rated below a 2 and at least twelve or more areas are rated as a
3 or 4.
Minimal:
One or more areas are rated below a 2 and/or more than three areas are
rated below a 3.