Using a Modified Jigsaw for Reading

Jennifer Partrick
Jan 19, 2009

The purpose of the modified Jigsaw is to involve all students in reading novels, even those students who are not proficient readers. Many students who read below grade level become frustrated when they are expected to read material that is too difficult for them. On the other hand, the books that these students are able to read are not often interesting or appealing to them. In order to overcome these obstacles, use the modified Jigsaw.

The format for the modified Jigsaw is the same as the original Jigsaw. Students are placed in home groups and expert groups. Members of expert groups meet and complete a task and then take information back to their home groups. With the modified Jigsaw, students who are unable to read the assigned text in the expert group are paired with proficient reading partners who read to them and support them as they attempt to read. Finding the right students to work with the struggling reader is critical.

There are several steps that need to be addressed if the modified Jigsaw is to be a success. The first thing to do is to determine a list of books you want your students to read. Be sure to read the books before hand, so that you know the books are appropriate for your grade level. As you read them, create questions that can be for discussion in the expert groups. List those titles and give each book a specific number. The teacher gives a brief talk on each book. Students then choose their top two favorites and write them on a sheet of paper along with their name. Students know that they will be placed in a group that will read either of their choices. Collect the papers, and create home groups. Pair struggling readers with proficient readers. You can also split up potential trouble makers and students who have personality difficulties. Once the home groups have been created, place the students in their home groups. Each home group member then shares the novel he/she will be reading with the other members of their home group. The job of each member is to bring back a synopsis of the book they read in their expert group to the members of their home group. Students then meet in their expert group to read the assigned novel.

At the beginning of each day the students or the teacher decides the points where students stop to discuss what they have read thus far and to write a summary of what they have read to that point. Students also create questions to ask their team mates. Outlines can be given to students who need additional support so that frustration is never a factor. Scribes are paired with students who have grapho-motor difficulties. The teacher circulates among the groups and asks questions or clarifies for the students as they read. Some teachers remain with one group per day while others may meet with more than one group per day. This is not the time for the teacher to work at her/his desk.

Once they have completed reading the book, students return to their home groups and give a synopsis of the book they read in their expert groups. Only enough details are given to whet the appetites of their home group members, so that they will want to read the books being described. At this point you start the process over again.

Using this model gives all students the opportunity to read, think about, and discuss age appropriate novels, even though they might not all be able to read it themselves. Placing students in pairs requires thought, as you want to be sure to place proficient readers with struggling readers who will be supportive of each other. The purpose of the modified Jigsaw is to give all students the opportunity to read and discuss novels that are pertinent to their age, interest, curriculum, and social issues regardless of reading levels.