Goal
The goal of this intervention is to increase reading comprehension. It does not teach reading comprehension strategies, but it provides a visual framework to enhance comprehension instead.
Materials
Story map template that corresponds to students' grade level
Options to Monitor Progress
Scores on reading assignments or assessments
Percentage of key events/details recalled from a story
Percentage of comprehension questions answered correctly- questions that can be used include:
Who is the main character?
Were there any other important characters in the story?
What were they like?
When did the story take place?
Where did the story take place?
What was the problem in the story?
How did the characters try to solve the problem?
Was there a twist or something that changed the story? What was it?
Was the problem solved or not solved?
Intervention Steps
Introduction and Training
Have students read a story independently during class or at home. The text should be at a level that corresponds to the level of the weaker readers in the class. If class includes very poor readers, have students read text in pairs that consist of a more proficient and less proficient reader. If the class consists of younger students, read the story aloud as they follow along.
Phase 1: Modeling
Explain to students that they are going to learn about different parts of a story to help them remember what they read.
Put a story map on the board and define each element and provide examples of each from previously read material.
Explain to students how these elements are connected to each other (i.e. you need to study the main problem to understand the theme).
Apply a think-aloud approach to identify these elements in the story that students recently read. Complete the map at the same time.
Phase 2: Guided Practice
Give students a copy of the story map. Ask students to read a different text and then fill in their maps independently.
Have students share the elements they identified for each part of the story map. Respond positively to students' responses and offer corrective feedback when necessary, directing them to the text to support corrected answers.
As students share and discuss their responses, complete a story map template on the board and ask students to make corrections on their own maps when necessary.
Phase 3: Independent Practice
Have students silently read stories and complete their maps independently. Students can be given the option to complete their maps as they read or after they have finished reading the entire text.
Provide students with feedback and help as needed.
Once everyone has completed their maps, review their responses as a class and ask students to make corrections when necessary.
Variations
Story Mapping with Self-Questioning
Ask students comprehension questions after they have finished their story maps. Students can be given the option to work on the map and questions in pairs. Example comprehension questions include:
Who is the main character?
Were there any other important characters in the story?
What were they like?
When did the story take place?
Where did the story take place?
What was the problem in the story?
How did the characters try to solve the problem?
Was there a twist or something that changed the story? What was it?
Was the problem solved or not solved?
Review answers to questions with students. After students have developed proficiency with using the story maps, have them read and answer comprehension questions without completing maps. Introduce the maps again if class-wide comprehension scores fall below 80% accuracy for 2 days in a row.
Cooperative Story Mapping
Group students into teams of four students. Groups should represent a range of reading skill levels. Assign each student a team assignment for the week (see step 3 below).
Step 1: Read the story
All students read same story
Students who cannot read the story can be assigned a peer to read the story to him/her or given a tape recording of the story to listen to
Step 2: Skimming the story
Before completing the story maps, students should skim the story silently for about 2 minutes to remind themselves of the details.
Have students individually identify the story elements on a sheet of paper along with references from the text that support their answers.
Step 3: Completing the Story Map
Ask students to sit in their groups and give one story map to each group. Explain to students that each part of the map should be completed under the direction of a leader. Assign each student to be a leader for one story element and one major event. A leader should be assigned to each of the following:
main character and first major event
setting and second major event
problem and third major event
story outcome an d fourth major event
For initial sessions, assign weaker readers to easier tasks (i.e. main character and setting)
The student that is assigned to a particular element writes the group's answers for that element on the story map. The leader should follow the 5 steps listed below:
Give your answer for a story part and provide evidence to support your answer
Ask other students in the group to share their answers and provide evidence in support
Lead a discussion of the story part
Reach a concsensus and record the group's answer on the map
Be prepared to report the group's findings to the class
Step 4: Discussing the Story
Facilitate a class-wide discussion of each story element. Help students evaluate the accuracy of their responses by referring to the text for support
Have the leader for each element report the group's answer. Restate the answer and ask other groups if they had different responses. Discuss different answers and encourage students to think through multiple correct answers.
Ask students to make corrections to their maps as necessary.
Continue implementing intervention and rotate leadership roles weekly.