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Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact

Chapter 8: Using Fix-up Options: Advanced Lesson

Photograph of Rae and Sally team teaching

This lesson was field tested by 8th-grade language arts teacher Rae Dewberry and teacher-librarian Sally Roof from Madison Meadows Middle School in Phoenix, Arizona. They team taught the entire lesson.

In this photograph, they are conducting a think aloud to demonstrate how to use fix-up options to comprehend "Jabberwocky," a nonsense poem by Lewis Carroll.

Sally and Rae used images from Christopher Myer's version of Jabberwocky: The Classic Poem from Lewis Carroll's Through the Looking Glass, and What Alice Found There (Hyperion, 2007) as well as other versions.

At the end of this lesson, students were invited to compose a reflective paragraph on using fix-up options to comprehend text. They were asked to develop a metaphor that related to regaining comprehension. These are two examples of their work.

Reflective Paragraphs by Rebecca

We read a poem called "Jabberwocky." We got some fix-up options in case we got confused. These helped me when I lost comprehension by giving me examples on how to figure out meaning. Some of the options you have, if you lose comprehension, to regain are making predictions, figuring out unknown words, and making an inference. They can all be very helpful.

It is really important that we make meaning from what we read because there may be deeper meaning. If we didn't make meaning from reading, it would be like making cookies without the chocolate chips. It just doesn't make sense. If you don't make meaning, it's like you're not even reading. You are just skimming a bunch of jumbled up words in your head. Without meaning in reading, reading isn't fun.

Reflective Paragraphs by Luke

The fix-up options strategies were very helpful when reading "Jabberwocky" by Lewis Carroll. For me, I usually got lost when the poem was using an interesting voice and strange words that I did not understand. When I came to these parts, I would lose track of where I was in the poem, and my head would go off and thing about something else.

Most of the sixteen strategies fix-up options really helped me organize my thoughts so I could understand the meaning of this poem. The fix-up strategies are like little tiny assistants working on our brain. Using these strategies for this poem, or any reading material, we are able to keep on track and actually take in what we are reading. It is important to understand what we are reading, whether it be for entertainment or knowledge, we should always make out the meaning of what we are reading for future reference.

Students were also invited to draw the "Jabberwocky."

Savannah's drawing of the Jabberwocky

Savannah's Drawing of "The Jabberwocky"

AASL Standards for the 21st-Century Learner:

  • Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)
  • Collaborate with others to broaden and deepen understanding. (1.1.9)
  • Monitor gathered information and assess for gaps and weaknesses. (1.4.3)
  • Assess the quality and effectiveness of the learning product. (3.4.2)
  • Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3)

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Launched: March 2007
Updated: 5 June 2013