1. Choose several representative printed materials that students in grades 4–8 are expected to read. Determine their readability levels using the Fry Readability Graph, and look carefully at the demands of the text overall, considering sophistication and text complexities. Discuss this information with a classroom teacher. What other possible factors would make these materials more or less readable than the graph indicates?
2. Select one of the comprehension strategies from this chapter. Locate a reading selection that would be appropriate material for teaching this strategy. Teach the strategy to a small group of your classmates. Discuss their reactions. How would you modify your teaching for grade 4–8 students? What feedback helped you the most?
3. Teach a comprehension strategy to a small group of students or to an individual student. Did they have any problems with the lesson? Did you have any problems with the lesson? What did the students like and dislike about the strategy? Discuss the results with your class.
4. Observe a classroom teacher during reading lessons for at least five days (try to observe a full week, or different days). Make a list of all the activities the teacher and students engage in during this time. Keep track of how much time is spent on each activity. How much time was spent on direct teaching of comprehension strategies? How much time was spent on the application of these strategies? How much time was spent on actual reading by the students? What did you learn from these observations?