Module Five: Activities
Strategies for building "plain sense" or literal understanding of text (2nd base)
Activity 1 — Literal Comprehension Strategies
Step 1: Module Introduction
Read the instructor’s introduction to this module.
Step 2: Watch the video
If the video doesn't appear when the page loads initially, click on Refresh/Reload in your browser.
- How Would You React if Someone Told You that You Were Functionally Illiterate? (11 minute video)” https://www.youtube.com/watch?v=poZmf4JFVoQ
While watching the video, analyze what “functional illiteracy” looks like.
Step 3: Strategies to Teach Literal Comprehension
Read:
Serravallo, Jennifer (2015) The reading strategies book: Your everything guide to developing skilled readers.
- “Goal 5: Supporting Comprehension in Fiction: Understanding Plot and Setting” pp130-161
- “Goal 6: Supporting Comprehension in Fiction: Thinking about Characters” pp162-189
- “Goal 8: Supporting Comprehension in Nonfiction: Determining Main Topic(s) and idea(s)” pp 218-245
- “Goal 9: Supporting Comprehension in Nonfiction: Determining Key Details” pp 246-269.
Choose one of the strategies from this list that is "new to you."
Billmeyer, Rachel. (2006). Strategies to Engage the Mind of the Learner, 2nd edition.
- Section 3 p. 65 Cloze Method
- p. 67 Cooperative Retelling
- p. 69 DRTA
- p. 76 Learning Log Format
- p. 81 Pairs Read
- p. 86 Probable Passages
- p. 87 Story Frame
- p. 108 SQ3R
- p. 111 Summary Wheel
- p. 118 Text Tagging
- p. 126 Window Pane Summary
Step 4: Discussion Posting
In a posting on the class Discussion Board, briefly describe:
- the content area where you will use the strategy (e.g., History)
- how you would adapt and implement the strategy to meet the language proficiency needs of
- students who struggle with learning to read and write
- students who are not fluent with the English language
- students who might be identified as functionally illiterate.
NOTE: No responses to peers are required for this activity. Skim the postings to see how others are using a strategy to teach literal comprehension.
Discussion Topic: Literal Comprehension Strategies (your name)
Activity 2 — Fluency Quiz Creation (a collaborative group activity)
Step 1: Watch Video
In preparation for this activity, watch this video and complete the reading. Developing Fluency (3-minute video)
Readings
- Fluency – Reading Rockets
Fluency is not just about timed speed. Accurate word recognition and comprehension are also part of fluent reading. Explore those issues at the Reading Rockets website. - Examples of Teaching Fluency
This activity requires writing a quiz about the video and reading. Each small group will create a quiz with an answer key as a collaboration project.
Step 2: Group Assignments
Look for your name and group assignment on the Discussion Board.
Each group will determine a group leader; then decide whether to share phone numbers, emails, or whether to set up an online collaboration tool such as Google HangOuts, Skype, or another tool to conference “live.”
Step 3: Design a Quiz about Fluency
As a group, design a quiz with at least twenty questions focusing on the topic of Fluency using matching, multiple/choice, T/F, or short answer (no essay questions). Google Docs or Dropbox could be used as the collaboration tool to create and edit the quiz and track changes each person records.
Information sources may include the video and readings in Activites 1 and 3.
Citations
At the end of the Answer Key, list the citations using APA format for resources and references used to create the quiz.
Throughout the week, write/talk/text with your group members as you create and edit the questions.
Step 4: Exchange Your Original Group’s Quiz with Another Group (Your Testing Group) by Friday night or before.
Elect one group member to submit the final quiz to your Testing Group no later than Friday. You may exchange your quiz through Google Docs.
- Group 1 will exchange their quiz with Group 2, and Group 2 will send their quiz to Group 1.
- Group 3 will exchange their quiz with Group 4, and group 4 will send their quiz to Group 3.
- The Testing Group members reviewing and taking the quiz they receive will provide feedback to their group’s leader who will forward that to the Original Group’s leader no later than Saturday night.
- Then the Original Group will review the feedback, edit and refine the quiz questions based on the feedback from the Testing Group.
- After final modifications to the quiz are completed, the Original Group Leader will submit the edited version to the Dropbox by Sunday, midnight.
The quizzes do not need to be posted on the Discussion Board.
Step 5: Group Leader Submits Final Quiz in Dropbox
After final modifications to the quiz are completed, each group leader will submit the final version of the quiz in the Dropbox by Sunday, 11:59 PM.
Step 6: Individual Self-Analysis Submitted in the Same Quiz Dropbox
- Individual grades will be based on each person’s Reflection paragraphs submitted in the Dropbox, the quality of the quiz created, and the amount of participation each group member has completed.
- Individually, each member of the group, including the group leader, will write two paragraphs reflecting on the group's collaboration process and team member ratings.
- Reflection Prompts:
- Group Collaboration Process. Describe the team project experience. Was the team project a good experience? Why or why not?
- Testing Group Feedback. Was the quiz you created effective for measuring fluency success? Why or why not?
- See example below.
Example:
Was the team project a good experience? Why or why not?
Reflection on Collaboration:
This project was an excellent experience. Overall, it seemed that all the members jumped on the task as soon as it was assigned. We spent some time deciding what the best way to approach the task would be. Ultimately, we decided the Google Docs would provide us with the most flexibility. As soon as the Google Doc was up and running, people got started right away. Some of us, myself included, had trouble gaining access to the Google Doc, but other members were willing to cut and paste our questions onto the document. After I could gain access to the document, I was able to participate in the tweaking and adjustments were made to the document. As a group, we were able to work collaboratively, in order to successfully complete the quiz ahead of schedule.
Testing Group Feedback
After reading the directions about who to exchange with whom, we emailed our quiz to another group. Our quiz covered a wealth of information, but the feedback suggested adding more specific citations to the quiz to help find the answers. This was a great point because most people cannot memorize the amount of information from this module. We were also told that some of our questions needed a bit of clarification. When we rewrote the questions, we found that we had more depth in explaining the material. The different styles of questions were deemed successful, especially the matching section.
Group Process Review
Myself – 2 Proficient. The ability to listen to suggestions offered from the testing group was my strength. I was chosen to work on revising the quiz.
Jen – 3 Exemplary. Jen did a lot of rewriting of the quiz and took our review group’s suggestions to rewrite the questions that were confusing.
Jessica – 3 Exemplary. Jessica gathered research and shared the ideas from the module, such as, what exactly was available for use on the quiz and how to make a clear enough for a good question.
John – 3 Exemplary. John was prompt with the questions he created and made sure to cover all topics relating to fluency from the module’s readings.
Brian – 3 Exemplary. Brian did a great job by starting the communication between group members and continuing the communication as needed. His positive attitude created a solid working environment. He was the leader of the group. Brian submitted the final Quiz.
Rebecca – 3 Exemplary. Rebecca had a better understanding of the module’s topic which helped the group. She quickly found solutions to the problems we had and then worked with Jen to rewrite the confusing questions.
- Using the rubric, complete a group process/participation review for each member of your team. (NOTE: If there are four members on your team, complete a self-analysis and reflect on the other three members.)
Consider these criteria: Group Collaboration Rubric (PDF - 
)
- Group Participation - Attended virtual meetings regularly and on time.
- Time Management and Responsibility - Accepted fair share of work and reliably completed it by the required time.
- Communication Skills – Demonstrated effective communication skills in discussions, good listener, capable presenter, proficient at diagramming, representing, and documenting work.
- Team Skills – Exhibited a positive attitude, encouraged and motivated team, supported team decisions, helped team reach consensus, helped resolve conflicts in the group.
- Problem-Solving Skills and Technical Skills - Created and developed materials on own initiative, provided technical solutions to problems.
After the reflection paragraph, use the rubric and rate yourself and each member of your team.
3 – Exemplary
2 – Proficient
1 – Basic
0 – Unsatisfactory
- Conclude the Self-Assessment Reflection with the name of the group leader who will submit the quiz in the Dropbox.
- Submit the Reflection along with the ratings in the Module Five Quiz Dropbox by midnight Sunday. Dropbox folder name:
Module 5 Quiz Creation Group Activity and Reflections
Activity 3 — Why Culturally Responsive Instruction is Important
Please watch the Video
If the video does not appear below when the page loads initially, click on Refresh/Reload in your browser: Why Is Culturally Responsive Instruction Important within an RtI Framework? (3 minute video)
Think about why this is important to incorporate into the classroom. You might want to incorporate any of these strategies into your discussion posting in Activity 1, where you are discussing functional illiteracy.
When you have completed your work for this module, please proceed to the next module.