High school students read a small amount of text with the directive to write the gist with their groups and share with the whole class. As scaffolding, they use a structured note-taking guide to record gist statements for the longer sections they read next.
Karen Campbell is a special education teacher co-teaching with Meg Johnson at Hancock Co. High School in Kentucky. Students in the English III class represent a wide range of abilities, including five with Individual Education Plans.
The students are reading expository text to provide background for their literary reading. Karen and Meg have planned a variety of activities to help students acquire prior knowledge and vocabulary that will increase their reading comprehension.
In the video, the students, working in small groups, are reading a small amount of text with the directive to write the gist with their groups and share with the whole class. As scaffolding, they use a structured note-taking guide to record gist statements for the longer sections they read next.
This video was originally part of a multimedia professional development resource, Literacy Without Limits, produced by KET in 2007 in collaboration with the Kentucky Department of Education.
How will using this strategy help your students understand the text? What changes (if any) will you need to make to your current instructional practice in order to utilize the strategy?
What characteristics of highly effective teaching and learning do you observe?
Kentucky Department of Education: Characteristics of Highly Effective Teaching and Learning
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