Comprehension Focus Groups: An
Intervention for Reversing Reading Failure
Dorn, L. & Soffos, C. (2009). Interventions that Work: Comprehension Focus Groups.
Boston, MA: Allyn & Bacon.
Objectives
• Develop an understanding of
Comprehension Focus Groups
• Analyze lessons within the Reading and
Writing phases
• Discuss observations of teaching
practices during CFG phases
Comprehensive Intervention
Model
• Systemic and layered design for increasing the
literacy achievement of struggling readers in
kindergarten to eighth grades
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Reading Recovery (1st grade)
Oral Language and Literacy Group (K-8th grades)
Guided Reading Plus Group (1st-6th grades)
Assisted Writing/Interactive Writing Group (K-1st grades)
Assisted Writing/Writing-Aloud Group (1st-4th grades)
Writing Process Group (1st-8th grades)
Comprehension Focus Group (2nd-8th grades)
Content Strategy Group (3rd-8th grades)
Comprehensive Intervention
Model
• Teachers must be experts in observing
the changes that occur over time in
children’s literacy behaviors and be able
to make moment-to-moment decisions
based on their children’s strengths and
areas of need
Comprehension Focus Groups
A series of reading and writing lessons in a
specific genre that occur over a period of
weeks. The goal is to help struggling readers
develop efficient strategies for problem
solving in texts and to comprehend the
message at deeper levels.
Comprehension Focus Groups
 Thirty minutes daily
 Predictable framework with established routines
 Units of study for deep comprehension
 Book Studies-- minimum of three weeks per set
 Writing Process - typically two weeks per piece
 Progress monitoring (end of each unit)
Teaching Focus: Comprehension
• To help students consistently use knowledge of text
genre and text structures in order to read for a
specific purpose and to use appropriate strategies
to construct meaning.
• To help students consistently use knowledge of text
genre and text structures in order to write for a
specific purpose and to use strategies to convey
an appropriate message.
Materials
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Mentor Texts for Genre Unit of Study
Multiple Copies of Texts Within a Genre Unit of Study
Large Chart Paper for Constructing Anchor Charts
Large Chart Paper for Writing-Aloud Activity
Large Laminated Copies of Text Maps (Reading)
Large Laminated Copies of Text Guides (Writing)
Student Response Logs with Three Tabs
 Reproducible Copies of Text Maps & Guides for Logs
 Reproducible Copies of Comprehension Prompts for Logs
 Reproducible Copies of Strategic Behaviors in Reading and
Writing
Large Chart Paper for
Co-Constructed Charts
Large Text Maps
Appropriate Texts
Strategic Prompts--Word Solving & Comprehension
Comprehension Focus Group:
Personal Narrative Study
DVD Episodes for Observation
and Analysis
DVD Chapter 1:
Prepare for the Reading Phases
• Episode 1:
Introduction to the
Genre
• Episode 2: Prepare
for the Reading
Prepare for the Reading Phases
 Teacher introduces new genre.
 Teacher reads aloud a mentor text and teacher
and students discuss text at meaning level.
 Teacher and students analyze text structure for
the genre on a large text map and discuss why
understanding text structure deepens
comprehension.
 Teacher uses data from the lesson to determine
if further lessons are needed on
understanding the genre.
Prepare for Reading Phases
Prepare for the Reading Phases
 Teacher introduces 3 books for book study.
 Students use strategies to preview each book
and rank order for reading.
 Students explain why they selected their top
choice.
 Teacher gives students blank copy of a single
map to complete after reading the entire text.
 Students place copy behind “Text Map” section
in response log.
DVD Chapter 2: Reading Phase One
• Comprehension
Mini-Lesson
• Book Orientation
• Independent
Reading
• Strategy Prompt
Reading Phase One
 Teacher teaches a word solving strategy
or a comprehension strategy.
 During lesson, the teacher prompts
students to verbalize strategies they used
to problem-solve on words or comprehend
the message.
 Teacher records strategies on an anchor
chart.
Before Reading
 Teacher provides a book introduction to
the new book, including a purpose for
reading.
 Teacher prompts students to read
silently and flag their thinking while
reading.
During Reading
 Students read independently
and flag their thinking.
 Teacher conducts 1-1
conferences, observing and
recording reading strategies,
listening for fluency and
prompting for
comprehension.
After Reading
 Students respond in log
(tab 2) to a special
comprehension or a
problem-solving strategy
prompt that promotes selfreflection (metacognition).
• Teacher brings the phase
to closure by summarizing
the learning.
DVD Chapter 2: Reading Phase Two
• Text Map
• Book Discussion
• Comprehension
Prompt
Completing Text Map
 Students complete
individual text map in
reading log (tab 3).
 Teacher and students
use this information to
prepare for the book
discussion.
Before the Discussion
 Teacher reviews
conversational
moves on anchor
chart.
 Teacher might
focus on particular
conversational
moves for today’s
discussion.
During the Discussion
• Teacher and students engage in book
discussion.
• Teacher prompts students to discuss texts
at deep levels by providing some specific
higher level comprehension prompts.
• Teacher prompts students to use
conversational language
while discussing the text.
After the Discussion
 Students respond in
log (tab 1) to a
special
comprehension
prompt that
assesses deep
comprehension of
text.
Getting Ready for Writing
Phase
Focus Unit for Personal Narrative
During Writing: Assess & Prompt
for Strategy Use
Materials for Writing Phases
 Mentor Texts for each Genre
 Chart Tablet for Constructing Charts
 Large Paper for Group Activity with Text Maps
 Individual Text Maps for Writing
 Student Response Logs with Tabs
 Reproducible Copies for Student Logs (Text
Maps & Charts)
 Strategic Prompts for Word-Solving
 Crafting Prompts for Deeper Reflection
Mentor Texts for Focus Study
Large Chart Paper for
Co-Constructed Charts
Large Text Map for Writing Aloud
Individual Text Maps
Response Log With Four Tabs
My Thinking
My Strategies
Text Maps
Text Guides
Prompts for Word Solving
Crafting Strategies
Circle the strategies you used today in your
writing to enhance comprehension for your
readers.
Give evidence from your writing to support your
answer.
I used details to help my readers visualize and
comprehend.
I used specific nouns to help my readers visualize.
I used strong verbs to make my images come alive.
I used a variety of sentence lengths for effect.
I used figurative language to help my readers
visualize.
Writing…
The mirror side of reading
Writing Study begins after
students have completed Book
Study for 3 or more books
Writing Phase = Writing
Process
Approximately two weeks to
prepare a piece of writing for
publication
Principles of the Writing Phase
• Text guides are useful for planning writing.
• Writing-aloud provides a clear model of the writing
process.
• Writers develop a piece of writing by taking it through
the writing process.
• Mentor texts are used to teach writing craft.
• Strategy prompts provide writers with a scaffold for
guiding and assessing performance.
• Teacher conferences focus on assisting the writer to
improve.
Prepare for the Writing Process
Preparing for the Writing Phase
 Teacher and students review the text
structure for the genre.
 Teacher and students choose an idea to
write about for the group writing (writing
aloud).
 Teacher and students use a ‘text guide’ to
plan their writing.
Preparing for the Writing Phase
 Teacher and students use the ‘text guide’ to
draft and revise their group piece, using their
knowledge of text structure, composing
strategies, crafting techniques, and language
use and conventions to prepare their piece for
an audience.
 Teacher guides the writing process as the
students reflect on the completed piece and the
process itself.
Preparing for the Writing Phase
 Students list ideas for writing their own
personal narrative.
 Teacher provides each student with a
“text guide” to plan for independent
writing.
Phase Three: Writing Process
Phase Three: Strategy Lesson Before
Independent Writing
 Teacher uses the same mentor text to present a
writing strategy lesson.
 Teacher prompts students to verbalize the
composing strategies used by the author to help
his/her readers comprehend.
 Teacher may record strategies on an anchor
chart.
During Writing Process
 Students use “text
guides” to assist with
composing message.
 Teacher conducts 1-1
conferences, observing,
prompting and recording
composing strategies,
and listening for fluency
of thinking.
Strategy Prompt for Self-Assessment
 Students respond in log
to a special writing
strategy prompt.
 Teacher brings the
writing to closure by
summarizing the
learning.
Phase Three: After Writing
 Students share their
writing with the
group.
 Students provide
feedback to authors.
Key Concepts of Comprehension
Focus Groups
 Over a sustained period of time (6-9 weeks), the students
read and compare texts within the genre study.
 A collection of texts are earmarked as mentor texts and
used as models for reading and writing.
 The teacher gives students a precision prompt to focus their
thoughts for writing in their response logs.
 The students read numerous texts within the genre, and
engage in book discussions with the teacher, comparing the
similarities and differences within and across texts.
 The teacher meets individual reading needs through one-toone conferences.
 The goal is that students develop deeper knowledge of how
authors write to help readers comprehend their messages.