1. Bethanie McCutcheon Amber Gaines Courtney LeFevre

2.  Why teach textbook comprehension?  Who are the readers who struggle with textbooks?  How to select an appropriate and considerate textbook?

3.  “At Risk” or “Below Level” students struggle to be on an average textbook reading comprehension level.  There are three strategies that focus on correcting this problem in elementary classrooms.

4.  Embedded Comprehension Instruction  Explicit Strategy Instruction  Teacher-Guided Comprehension

5.  Inclusive Practices examples: ◦ Math- word problems ◦ Science- lab procedures ◦ Social Studies- journals, dialogue, timelines

6.  Inclusive Practices examples: ◦ Subject-specific vocabulary ◦ Determining importance ◦ Text/sentence structure

7.  Inclusive Practice examples: ◦ Reading/textbook guides ◦ Determining importance ◦ Making inferences

8.  Lesson Plan Resource Lesson Plan Resource  Lesson Plan Example Lesson Plan Example  Additional Resource Additional Resource

9.  Experienced readers are active in their pursuit of resources to support their learning. Text sets-collections of resources from different genre, media, and levels of reading difficulty- are more supportive of learners with a range of experiences and interests than any single text. They are particularly supportive of less- experienced readers, as NCTE leader, Laura Robb, notes in her Voices from the Middle article, "Multiple Texts: Multiple Opportunities for Teaching and Learning."

10.  Our unit is based around:  Vygotsky, because they are working in groups to improve their textbook comprehension.  Dewey, because we are dealing with experiences.  Gardner, because it focus on the multiple intelligences; linguistic-intelligence, interpersonal, and intrapersonal.