1. Reading Comprehension

2. Visualize Students must create images as they read. Critical as they begin reading text. Provides a framework so they can learn to self monitor. Students must create images as they read. Critical as they begin reading text. Provides a framework so they can learn to self monitor.

3. Activate Prior Knowledge With setting With topic/content With characters Also assists in self monitoring With setting With topic/content With characters Also assists in self monitoring

4. Create Connections Text to self Text to text Text to world Text to self Text to text Text to world

5. Make Predictions What makes sense? Support your thoughts Is it realistic? Alter predictions as you read What makes sense? Support your thoughts Is it realistic? Alter predictions as you read

6. Remember… Chunking text is critical There is no right number of words! Keep an active pace Not too slow, not too fast Monitor student involvement Look at their faces! Chunking text is critical There is no right number of words! Keep an active pace Not too slow, not too fast Monitor student involvement Look at their faces!

7. Scaffolding Small group discussions Model different ways of responding to text Ask probing questions that lead to deeper understanding. Questions do not have a yes/no answer. Small group discussions Model different ways of responding to text Ask probing questions that lead to deeper understanding. Questions do not have a yes/no answer.

8. Paraphrase student comments Ask why or how Promote student discussions on readings Provide honest, supportive feedback Provide WAIT TIME!!! Paraphrase student comments Ask why or how Promote student discussions on readings Provide honest, supportive feedback Provide WAIT TIME!!!

9. Graphic Organizers Story map for fiction Sequencing/Time Lines Cause - Effect Main Idea & Important Details Outlines Story map for fiction Sequencing/Time Lines Cause - Effect Main Idea & Important Details Outlines

10. Think Alouds Showing students how you process information Modeling your thought processes YET letting students know there is more than one way to process information Modeling how to reread for information Showing students how you process information Modeling your thought processes YET letting students know there is more than one way to process information Modeling how to reread for information

11. Levels of Questions Refer to Bloom’s power point It is ESSENTIAL to move beyond lower level questioning and discussion. Refer to Bloom’s power point It is ESSENTIAL to move beyond lower level questioning and discussion.

12. Reciprocal Teaching Refer to handout First teach students how to summarize Then teach clarification Next how to ask questions Finally review predictions & support Refer to handout First teach students how to summarize Then teach clarification Next how to ask questions Finally review predictions & support

13. Strategies you can teach How to self monitor How to use context clues How to determine main ideas and important details Use partner reading effectively How to self monitor How to use context clues How to determine main ideas and important details Use partner reading effectively

14. Lesson Design Focus on one strategy Begin with understanding and move to application and analyzing. The “A” should include evaluation and creation. Minimize worksheets Focus on one strategy Begin with understanding and move to application and analyzing. The “A” should include evaluation and creation. Minimize worksheets

15. Lots of reading!! Make writing interesting - not mundane Format should be consistent Lots of reading!! Make writing interesting - not mundane Format should be consistent