A Parent’s Guide to the 7 Metacognitive Reading Strategies

Why worry about comprehension? Reading is more than saying words Reading is more than saying words IT’S THINKING! Successful readers are able to comprehend texts Successful readers are able to comprehend texts Research-based strategies that help them to gain understanding Research-based strategies that help them to gain understanding Strategies transcend school and grade levels - used by readers Strategies transcend school and grade levels - used by readers Good readers and those who love reading use these strategies subconsciously when they encounter texts Good readers and those who love reading use these strategies subconsciously when they encounter texts

As a parent, how can I help? Think Oprah Book Club – engage in “book talks” with your child Think Oprah Book Club – engage in “book talks” with your child Should be casual conversation where each of you share what you are reading and what you think about it Should be casual conversation where each of you share what you are reading and what you think about it Should be FUN Should be FUN Should NOT be a daily ‘skill and drill’ session Should NOT be a daily ‘skill and drill’ session

Metacognition Thinking about your own thinking Thinking about your own thinking This is the highest level of thinking This is the highest level of thinking “When I read this part, I was thinking…”

Determining Importance Readers need to prioritize as they read Readers need to prioritize as they read Especially important in nonfiction texts – which they will encounter frequently in school Especially important in nonfiction texts – which they will encounter frequently in school Nonfiction conventions – draw the readers eye to important information Nonfiction conventions – draw the readers eye to important information Sorting important and non-important information Sorting important and non-important information Identifying main ideas and themes Identifying main ideas and themes

Activating Prior Knowledge (schema) Good readers connect what they are reading to what they already know Good readers connect what they are reading to what they already know Making Connections Making ConnectionsText-to-SelfText-to-TextText-to-World

Schema cont’d Helping students identify when they have a lack of schema Helping students identify when they have a lack of schema This can happen when a child is unfamiliar with an author, or the subject which makes reading hard and difficult to make connections This can happen when a child is unfamiliar with an author, or the subject which makes reading hard and difficult to make connections Good readers plan for this by building background knowledge before continuing with the text. Good readers plan for this by building background knowledge before continuing with the text.

Creating Mental Images “A movie in your mind” “A movie in your mind” This is what makes reading fun! This is what makes reading fun! When readers use their senses to help them imagine as they read, they get deeper into the text. When readers use their senses to help them imagine as they read, they get deeper into the text. Most kids or adults who don’t like to read, aren’t getting mental images! Most kids or adults who don’t like to read, aren’t getting mental images!

Questioning When readers question the text before, during, and after they read. When readers question the text before, during, and after they read. Sometimes the most interesting questions we ask (On Your Own questions) aren’t always answered in the text, we have to INFER the answers… Sometimes the most interesting questions we ask (On Your Own questions) aren’t always answered in the text, we have to INFER the answers…

Inferring This is “reading between the lines” This is “reading between the lines” A conversation between you and the author A conversation between you and the author Predicting is only part of inferring Predicting is only part of inferring You infer to draw conclusions You infer to draw conclusions SCHEMA + TEXT + PICTURES = INFERENCE SCHEMA + TEXT + PICTURES = INFERENCE

Synthesizing TEXT + OWN THINKING = SYNTHESIS (new meaning) TEXT + OWN THINKING = SYNTHESIS (new meaning) Good readers summarize important information and add their own thinking as they synthesis to come up with new meaning. Good readers summarize important information and add their own thinking as they synthesis to come up with new meaning. This is putting all the comprehension strategies together! This is putting all the comprehension strategies together!

Fix-Up Strategies Good readers are aware when they understand something and when they don’t. Good readers are aware when they understand something and when they don’t. If comprehension breaks down, they have strategies to draw from – retelling, stopping to think, reading ahead, figuring out unknown words, asking questions, seeking help from an outside source If comprehension breaks down, they have strategies to draw from – retelling, stopping to think, reading ahead, figuring out unknown words, asking questions, seeking help from an outside source Share what you do when you lose your way! Share what you do when you lose your way!

g/book-reviews g/book-reviews Hi Parents, Hi Parents, This is a very good site.You can type in the name of a book your child is reading, and it will rate it according to what age it is appropriate for. You can read reviews, and see why it was rated the way it was. This is really neat, especially since you don't have time to read every book your child is reading, and because some student have high reading levels but the content isn't age appropriate. This is a very good site.You can type in the name of a book your child is reading, and it will rate it according to what age it is appropriate for. You can read reviews, and see why it was rated the way it was. This is really neat, especially since you don't have time to read every book your child is reading, and because some student have high reading levels but the content isn't age appropriate.