Lesson Plan for Literacy Study Group
EDU6320 Effective Comprehension Instruction
Jessica Erickson
Article Citation:
Cooter, R., Mathews, B., Thompson, S., & Cooter, K. (2004). Searching for lessons of mass
instruction? Try reading strategy continuums. The Reading Teacher, 58(4), 388-393.
1. Greet participants and thank them for taking time out of their busy days to participate.
Remind teachers that our group has been formed because we identified weaknesses in
our literacy instruction. Remind teachers that your role as literacy facilitator is not
evaluative. You are their support mechanism.
2. Begin with a quick-write that provides answers to two questions/statements:
-Why is the selection process of comprehension strategies so important?
-Briefly describe how you evaluate your own use of strategies.
3. Teachers share their responses in small groups.
4. Share a few responses from each group using a “whip around” technique.
5. Hand out the article. Teachers are allowed time to read (remember that this step will
already have been completed when you facilitate your group).
6. Question stems to promote discussion:
What was the author suggesting?
Would you be receptive to taking a survey of your skills?
What barriers exist which would make this an uncomfortable way to share knowledge?
What would you improve upon or do differently in your classroom based on this article?
How is this information relevant in the classroom and pertinent to your teaching?
What do you still have questions about and what would you like to learn more about?
Are you willing to try this within our school/team?
Let’s brainstorm to help us develop our rubric.
7. Thank the participants for attending. There will be time during our next study group to
share strategies that have been implemented in class.
8. Provide time for participants to reflect on the session using the “Literacy Study Group
Personal Reflection.”
9. Fill out “Facilitator Self-Evaluation for Literacy Study Groups.”