A reading comprehension strategy that provides students with a specific format and structure to discuss an expository text. To make a discussion web, students must think critically about both sides of a topic from multiple points of view.
A reading comprehension strategy where readers will create mental images of the text as they read.
A reading comprehension strategy where readers will generate a series of questions to guide their thinking while reading.
A teaching idea where students will work in pairs to read a text and share their thoughts with peers. At designated points throughout the text, students will be instructed to stop reading, turn to their partners, and “Say Something.” They are often prompted by statements like “I did not know
A reading comprehension strategy where the reader constantly asks whether the text makes sense to them and then implementing strategic processes to make the text clearer.
A teaching idea created to help encourage students to ask more questions and to provide a model for active thinking while reading a given text. The statements can be used with any type of text either before, during, or after the reading. The “I wonder” statements can be made orally,
A teaching idea designed to encourage students to become engaged readers by inserting different symbols into the text. This gives students an opportunity to reflect on what they know and make decisions about the different ideas presented in the text.
A teaching idea designed to help students make visualizations during a reading assignment and gives them a better way to share their mental images. Gallery images are usually used after students are finished reading an informational text.
A teaching idea that can help to monitor reading comprehension and make evaluative judgments about the text simultaneously. This technique can be used for in-class assignments and homework assignments using narrative and expository texts.
A teaching idea designed to help students express a connection through visual representations. Students read the text and consider a connection that they can make, sketch the connection, and label it (text-self, text-text, or text-world). They must then explain why it is that type of connection. Sketch and label connections