MONITOR THEIR
COMPREHENSION
 divide the text into manageable
pieces/”chunks” for reading and have
students summarize the text as they read
(orally or in writing; pairs; small groups)
 read a “chunk” of the text, have students
pause, think about the selection and then
make a brief note about the main idea
and the supporting details of the passage
 demonstrate how to use markers/ post-it
notes to highlight/reference/mark
sections that confuse, puzzle, or surprise
the reader
 model how to complete:
 a think sheet
 a graphic outline of a chapter
 a paragraph framework
 a graphic organizer to
distinguish fact and opinions
 show students how the main idea can be
found in different locations in a
paragraph
DURING
READING
VISUALIZE OR “THINK” THROUGH
THE NEXT IMAGES IN THE TEXT
 select a piece of text with strong visual
images and model “think alouds” for students
(e.g., Now I see…I picture…I wonder if…
Oh, the author means…)
MAKING INFERENCES
 demonstrate how inferences can be
made:
 location – “The attendant greeted
me and showed me to my seat.”
 occupation – “His job involved
typing, filing, and answering the
phone.”
 problem-solution – “It was late and
the baby was crying.”
DECODE UNFAMILIAR
VOCABULARY
 have students mark difficult/ unfamiliar
words/terms/phrases.
 have students keep track of key
vocabulary.
 demonstrate how students can use
context, word analysis (e.g., root words,
suffixes), phonics, and classroom
resources.
MODIFY THEIR READING
STRATEGIES
 show students when to speed up and
skim portions of text, and when to slow
down and read more carefully
 help “word-by-word” readers and focus
on comprehension and context (e.g.,
cloze-individual, small group, whole class)
 group “choral” reading (e.g., poems,
chants, rap) in a non-threatening way to
help students handle complex syntax and
longer sentences and read more fluently