Monitoring
The narrator explains what monitoring your reading as you read. She goes through how to prepare oneself to monitor their personal reading: prepare, track, and apply strategies to improve. Then she explains why monitoring is beneficial, it helps the reader understand the meaning of the text. She explains that the more you read, the better you will be at monitoring your reading. She then explains common mistakes. Then she explains that when students are focused on other events in their life, it is hard to monitor their reading. Next, the narrator goes through how to monitor ones own reading with examples and key questions.
The teacher discusses what good readers do. She explains that good readers are thinking as they are reading. She asks short questions to her students and waits for their responses. Then she explains how that is an example of monitoring their comprehension of the reading. The students are highly engaged, listening carefully. The students are writing on post-its as the entire class goes through the book. The teacher stops and has students share what they wrote on their post-it. At the end, they do through some of the questions that the teacher went through at the beginning of the story. Lastly, she goes through feelings the resonate from the book about the author.
Example questions/statements
Is this making sense?
What have I/you learned?
Should I/you slow down? Speed up?
Do I need to re-read/view/listen?
What can help me/you fill in the missing information?
What does this word mean?
What can I use to help me understand what I’m/you’re reading/viewing/hearing?
Example teaching idea
Coding: As they read students code the text with post-it notes
4 I understand
? I don’t understand
! I fixed it up myself
Is this making sense?
What have I/you learned?
Should I/you slow down? Speed up?
Do I need to re-read/view/listen?
What can help me/you fill in the missing information?
What does this word mean?
What can I use to help me understand what I’m/you’re reading/viewing/hearing?
Example teaching idea
Coding: As they read students code the text with post-it notes
4 I understand
? I don’t understand
! I fixed it up myself
Teaching Ideas
Read, Cover, Remember, Retell
Students read a small amount of a factual texts and the cover the print with their hand. While the text is covered, students reflect on What they had learnt? What was important? What key words and ideas to remember? If unsure, they can recheck the content.
Bookmark Technique
During reading, students will make decisions and record specific information on each bookmark including the page and paragraph where the information is located. Use completed bookmarks to romote discussion about the text. Bookmarks could include a sketch on the most interesting part, a chart, a unknown word etc.
Patterned Partner Reading
Students work in pairs and select a text to read. During reading students choose a pattern to use as they engage in reading. Read-Pause-Ask Questions, Predict-Read-Discuss, or Read-Pause-Retell.
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Writing and Monitoring
The teacher can plan lessons around the student's abilities and push them to achieve more. The teacher can also organize an immediate intervention when needed for each student.
Teaching Standards
A focus on results rather than means By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.
The teacher can plan lessons around the student's abilities and push them to achieve more. The teacher can also organize an immediate intervention when needed for each student.
Teaching Standards
A focus on results rather than means By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.
References
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
HaynesEnglish. (2013, July 13). Monitoring Comprehension. Retrieved from https://www.youtube.com/watch?v=hdyMJ3C1vUo
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Kerbs, Macie. (2014, January 31). Teaching Through Mentor Texts: Monitoring Comprehension. Retrieved from https://www.youtube.com/watch?v=IkuF4NiPb4U
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
HaynesEnglish. (2013, July 13). Monitoring Comprehension. Retrieved from https://www.youtube.com/watch?v=hdyMJ3C1vUo
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Kerbs, Macie. (2014, January 31). Teaching Through Mentor Texts: Monitoring Comprehension. Retrieved from https://www.youtube.com/watch?v=IkuF4NiPb4U
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.