You can also do something similar, using other students to give the feedback instead of doing it yourself. For example, tell the class (or work with them to arrive at the conclusion) that a title should give the reader a sense of what to expect from the reading. Then split the class into group A and group B, with a different selection for each group. Have the groups read their selection and come up with a title. Then give group A’s title to the group B kids before they read the corresponding passage, and have the group B kids determine whether group A’s title helped them to understand what the passage would be about (and vice versa).
Yes! I was about to go on to suggest exactly this, but felt I’d said too much already.
I’ll shut up now.
The way that I’d normally handle this would be to use an individual–> groups–> whole class approach.
Basically, I’d have the students read the passage individually. If I felt like they needed more comprehension, I’d have them discuss the theme of the passage with a partner. That’s probably not necessary in this case, but a short chance to talk things over with a partner can prime shy students to participate actively in larger groups, and is a good way to combat a silent classroom. Then I’d break them into groups and have the groups work together on a title. Finally, I’d write each group’s final title on the board and discuss as a whole classroom which titles were the most and least effective. I try to stick to the 80/20 rule, leading students work out with each other what works and what doesn’t and ask them leading questions into why.
I used to run a lot of my classes on activities that move from a smaller to larger group (or vice-versa) with a different level of learning addressed (taking in information, recalling information, applying information, creatively integrating information into your worldview) at each step. Whenever I can, I try to have a concrete product (say, a title from each group, or a title voted best by the class) for each step to make students see how they are working on a productive goal and keep them on track.
Oh good, because when I was writing it I was really hoping that it would make sense outside of my own brain!
One thing I have to ask is WHY specifically are they under the level? E.g. is it because they are not native English speakers and don’t know enough vocabulary, is it because even though they can read a newspaper, they don’t have grammar well enough down to find the error in “John knew that they’re viewpoints would not be easily changed.”, is it because they can’t summarize a paragraph, etc.?