Reading Survey Awareness

8/11/2019 Reading Survey Awareness

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Reading Awareness Survey

There’s more than one way to cope when you run into difficulties in your reading. Which

ways are the best? Under each question below, put a checkmark beside all the responsesyou think are effective.

. What do you do if you encounter a word and you don’t know what itmeans?

a. Use the words around it to figure it out.

b. Use an outside source, such as a dictionary or an e!pert.

c. Temporarily ignore it and wait for clarification.d. "ound it out.

#. What do you do if you don’t know what an entire sentence means?a. $ead it again.

b. "ound out all the difficult words.

c. Think about the other sentences in the paragraph.

d. %isregard it completely

&. 'f you are reading science or social studies material, what would you do to

remember the important information that you read?a. "kip parts you don’t understand.

b. (sk yourself questions about the important ideas.

c. $eali)e that you need to remember one point rather than another.d. $elate it to something you already know.

*. +efore you start to read, what kind of plans do you make to help you read better?

a. o specific plan is needed- ust start reading toward completion ofthe assignment.

b. Think about what you know about the subect.c. Think about why you are reading.

d. /ake sure the reading can be finished in as short a time as

possible.

0. Why would you go back and reread an entire passage over again?

a. 1ou didn’t understand it. b. To clarify a specific or supporting idea.

c. 't seemed important to remember.

d. To underline or summari)e for study.

2. 3nowing that you don’t understand a particular sentence while reading

involves understanding that4

a. The reader may not have developed adequate links or associationsfor new words or concepts introduced in the sentence.

b. The writer may not have conveyed the ideas clearly.

c. Two sentences may purposely contradict one another.d. 5inding meaning for the sentence needlessly slows down the

reader.

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6. (s you read a te!tbook, which of these do you do?a. (dust your pace depending on the difficulty of the material.

b. 7enerally read at a constant, steady pace.

c. "kip the parts you don’t understand.d. 8ontinually make predictions about what you are reading.

9. While you read, which of these are important?a. 3now when you know, and when you don’t know key ideas. b. 3now what it is that you know in relation to what is being read.

c. 3now that confusing te!t is common and usually can be ignored.

d. 3now that different strategies can be used to aid understanding.

:. When you come across a part of a te!t that is confusing, what do you do?

a. 3eep on reading until the te!t is clarified b. $ead ahead and look back if the te!t is still unclear.

c. "kip those sections completely- they are usually not important.

d. 8heck to see if the ideas e!pressed are consistent with one another.

;. Which sentences are the most important in the chapter?

a. (lmost all of the sentences are important- otherwise, they wouldn’t

be there. b. The sentences that contain important details or facts.

c. The sentences that are directly related to the main idea.

d. The ones that contain the most details.

“An inventory to Pique Students’ Metacognitive Awareness,” Journal of Reading, ! "#$, !%-!&

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'(ile ) was reading, ) * * *

+ot very uc( a little it ost of t(e tie all of t(e tieMade Predictions

.ee/ 0rac1 of

'(at ) A Reading

2y As1ing

3uestions

Ma1e 4onnections

to 0(ings ) Already

.now

Suaried at

Regular )ntervals

6stalis( a Pur/ose

Aware of a 7i8-u/Strategy

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9ood Readers:'riters * * *

Ma1e /redictions ; <ave a /ur/ose for reading ; .ee/ trac1 of t(eir understanding

Suarie ; As1 questions ; Ma1e connections

PR=2>6M <=' ) .+6' '<A0 ) ?)?

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Reading Comprehension

I Read It, But I Don’t Get It………..

To reali)e the detrimental effect that encountering numerous unfamiliar

words can have on students’ comprehension, read the following paragraph

and try to identify this well<known piece of literature in this =meatier form>4

( female of the omo "apiens species was the possessor of a small,

immature ruminant of the genus @vis, the outermost covering of

which reflected all wavelengths of visible light with a luminosity

equal to that of a mass of naturally occurring, microscopically

crystalline water. $egardless of the translational pathway chosen by the omo "apiens female, there was a ;; percent probability

that the aforementioned ruminant would select the same pathway.

"trickland,7anske,/onroe, #;;#

(lthough readers may have previously read this passage many times before, most are probably unclear as to what the paragraph is about. The

task would be even more daunting if the reader was not familiar with the

rhymes of /other 7oose. Without background knowledge and knowing the

meaning of many of the words in the paragraph, the reader may not be able

to recogni)e the te!t as =/ary ad a Aittle Aamb>.

't is important that teachers engage readers in activities which foster

monitoring one’s comprehension, knowing that there is a breakdown in

comprehension, being able to employ fi!<up strategies, and vocabulary

development.

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Dialogue of Strategies/Activities for Reading Comprehension

+rainstorm with the students as to what they think co/re(ension rea1down

means. (s they share, the teacher writes their responses on chart paper with

colored markers B making sure to include the students name ne!t to their response.

(s the students provide their responses B this would be the time to elaborate on

some of these breakdowns. Under no circumstance is the student made to feel poorly because of their response. 't is strongly suggested that the teacher list

e!amples of comprehension breakdown that heCshe has e!perienced throughout

their lifetime. 't is important to stress that no one is immune to co/re(ension

rea1down.

Dossible responses may be4

The pictures go out of my head<<<Eohn

' can’t pronounce the wordFsG<<<"teve

' can pronounce the wordFsG but don’t know what they mean<<</aryThe dialogue in the story confuses me<<<Eackie

Too many characters in the story B confuses me<<</eredith

%aydreaming<<<8hristine

8an’t keep focused<<<Eoan

(nd the list will go on and on.

'n essence, the students have now given the teacher the learning obectives for all

the following classes. 't is important for the students to know that all these

=breakdowns> are fi!able. 't is important that the students feel that there is hopeand that all people e!perience comprehension breakdown at various times

throughout their lives.

(t this point in the lesson, the teacher can share the book entitled, I Read It, But I

Don’t Get It by 8hris Tovani. The teacher shares the title with the students and

says the reason heCshe read this book is because so many of hisCher students have

said these e!act words. The teacher will now write the words =fa1e reading> on

the board. The teacher now asks the students, what do they think 5ake $eading> is

all about? /any times the student will volunteer strategies that they have used

over the years to =fa1e read>. The teacher now reads from Tovani’s book pages

*<0 beginning with =' started to =fake<read> in si!th gradeH'n the mean<time, '

would have to fake<read.> This is a very powerful e!cerpt. The students usually

can remember a timeFsG when they did this and some may even admit that they do

this everyday. (t this point the teacher must rally the students to "T@D 5(3I

$I(%'7J 5'K 8@/D$II"'@ +$I(3%@WJ We can fi!co/re(ension rea1down and rid ourselves of =fa1e reading” through 5'K<UD

"T$(TI7'I".

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Materials

8hart paper

8olored markers

/asking tape

Te!t4 I Read It But I Don’t Get It, by 8hris Tovani

!ome"or#

The students will be instructed to write a letter to the teacher in which they discuss

themselves as a $eaderCAearner. The teacher needs to build a trust with each

child. ( sample letter4

%ear /r.C/rs.4

To be a better reader, ' need to decode faster. 't takes a long time to figure

out words. ' can’t picture the story in my mind. ' love to read non<fiction books.

' usually e!perience comprehension breakdown when ' get off track and thatusually leads to fake reading. ' want you to help me pronounce big words, picture

the story in my mind and not get confused when the story gets too long. '

e!perience comprehension breakdown when '’m thinking about something else

coming up, like a party and then ' ust stop reading and focus on something else. '

want you to help me find some ways to get pulled back into the story.

1our student,

Aetters such as these are very powerful and provide the purpose for the lessons to

follow. 't is important that the teacher read and react to each letter. (

studentCteacher conference should be held. The student’s needs should bevalidated and an individuali)ed plan needs to be discussed with each student.

(lthough this is a short term class, the opportunity to provide the student with

confidence and hope is here.



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$i%&'p Strategies

(fter students have the confidence to admit to comprehension breakdown, they are

introduced to the many solutions to these breakdownsL5'K<UD "T$(TI7'I".

5ollowing the same format as the introductory lesson on comprehension breakdown, the teacher will brainstorm with the students as to the kinds of

strategies the students are presently using when they are reading even though they

are not understanding.

(gain, write the student responses on chart paper entitled =5i!<up "trategies.> 't

has been my e!perience that most of the students will say they reread when they

don’t get it. @f course, this is a great fi!<up strategy but we all know it doesn’t

always work. Thus leaving the student with nowhere to turn. (t this time, refer to

the chart paper on comprehension breakdown and begin to brainstorm fi!<up

strategies that will match the comprehension breakdown.

6AMP>6B

8omprehension +reakdown 5i!<Up "trategies

ot familiar with the topic +egin a 3<W<A process Too many characters in the story %esign a web that will separate the characters The pictures go out of my mind %raw a rough sketch as you are reading

8an’t pronounce the words $ecall your word study rules

%o not know the meaning of the word Use conte!t cluesCdictionary 8onfusing events Use a sequence graphic organi)er

Two different ideas Use a Menn %iagram

The list can go on and on. The most important message that the students must

receive is that for every comprehension breakdown there is a fi!<up strategy. 't is

important that the student become comfortable with several fi!<up strategies thusenabling himCher to become a life long independent reader. ( wonderful resource

book is Strategies That Work as well as the list of fi!<up strategies in the

instructional curriculum.

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Reading Comprehension

. ay needs information about bird migration for a science report. "he found this short

chapter about the (rtic tern in a book about sea birds.

What is the NU'83I"T way for 3ay to find out if the chapter contains information aboutwhen (rctic terns migrate?

a* Read t(e c(a/ter fro eginning to end*

* >oo1 at t(e a/*

c* Read t(e section (eadings*

d* Read t(e first sentence in eac( /aragra/(*

0(e Arctic 0ernB >ong-?istance 4(a/ion

5rom one end of the earth to the other, the (rctic tern gets around. 'n summer, these sea birds nest and raise their young as far north as the (rctic 8ircle. (t the first sign of fall,

however, the gray and white birds fly south to (ntarctica. When the days grow shorter in

the "outhern emisphere, the terns head north again. 'n this way, some terns fly #*,;;;miles or more in their annual roundtrip migration. This is about equal to a trip around the

earth at the equator.

>iving in ?aylig(t

+y living at the two distant ends of the earth, terns spend their lives in almost constant

daylight. %ue to the earth’s tilt, there is almost continuous daylight during the (rcticsummer. When it is winter in orth (merica, the "outh Dole is tilted toward the sun.

"o terns have almost perpetual light all winter, too.

Terns need all that daylight. To find enough food for themselves and their young, adult

terns must fly several hundred miles every day. Aong hours of daylight give them enough

time to find food and bring it back to the nest.

Why is it necessary for the tern to fly so far for food? 5or nesting, terns prefer ocean

islands free of tall weeds, which block their vision and movement and also hide enemies

that prey on their young. 5or feeding, however, terns like muddy shallows and coastal

waters. This is where fish, shrimp, and insects thrive. Aong distances often separate the best nesting and feeding locations.

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F'nsert DictureG

7lying Sout( in Autun

When it is early fall in orth (merica, (rtic terns begin their long trip south. (rctic terns

are famous for fast migrations. Unlike other sea birds, (rctic terns do not rest on the

surface of the sea. They keep flying. Terns even feed in mid<flight, skimming with open

breaks the sea’s surface to snag small fish. 'n all, the pole<to<pole ourney takes only afew weeks.

Why are these birds in such a hurry? (rctic terns are not well adapted to fishing in deepwater. They cannot dive or swim in the sea like other sea birds. The sooner they reach

the shallow feeding grounds in the south, the more likely they are to find food. (dult

terns also begin the process of molting, or losing their old feathers, at this time. Theyneed to reach (ntarctica before they lose the strong wing and tail feathers they need for

flying.

)n t(e Antarctic

( look at the map shows that the (rctic terns engage in what is called circular migration.

The terns do not fly to one target area where they spend several months. "ince there is no breeding or egg laying at this time of year, the birds follow food supplies and favorable

winds ranging over (ntarctica.

<eading 2ac1 +ort( Again

ot all the terns make the return trip to the (rctic once the "outh Dole begins tilting awayfrom the sun. The one<year<old birds often stay behind in the cool current near

(ntarctica. These terns are too young to breed or lay eggs. They do not return to the

northern nesting areas. The following spring, when they are mature, they make the trip.

Which of these is @T a given reason for the terns’ fast migration?

a* 0(ey cannot dive or swi very well*

* 0(ey are in t(e /rocess of olting*

c* 0(ey do not live very long*

d* 0(ey /refer food found in coastal waters*

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@ne<year<old terns often do not make the return trip to the (rctic because

a* 0(eir wing feat(ers are not fully grown*

* 0(ey are not ature enoug(*

c* 0(ey cannot dive and swi in dee/ sea water*

d* 0(ey (ave not learned t(e igration routes*

Which of these details could +I"T be added to paragraph 0?

a* 0ern eggs ta1e aout one ont( to (atc(*

* 0erns usually return to t(e sae nesting site*

c* 0(e adult tern grows to e aout E5 inc(es "! c$ long*

d* Average tern flig(t s/eeds are aout 5C /(*

• 'n the space provided, briefly tell how the (rctic tern spends its time in

(ntarctica. "Fse se/arate s(eet of /a/er to answer t(is question*$

• Deople in the United "tates rarely get a chance to see the (rctic tern. Write a

+$'I5 paragraph e!plaining why this is probably so. Use facts from the chapterto support your answer. "Fse se/arate s(eet of /a/er to answer t(is question*$

• Why does the author describe the (rtic terns as =Aong<%istance 8hampions>?

Use information from the passage to support your answer. "Fse se/arate s(eet of

/a/er to answer t(is question*$

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0(in1 Aloud

A historian often works like a detective solving Nuestion your under<

a mystery. +oth must use the available evidence standing. What does to figure out what has happened at some point in this paragraph tell me?

the past. 'n many cases, facts are missing. The

story is not complete. (s a result, conclusions 'f ' do not understand,

must be based on partial evidence. what can ' do to get the

meaning?

Stop, check comprehension +summarize

istorians use written records, like newspapers or 0(in1 Aloudletters, to find out about the past. owever, reading isnot the only method historians can use to gain knowledge. %o ' understand what

There are other ways to gain information as well. ' have read?@ne of the maor ways to acquire this valuable information

is to study clothing, tools, weapons, and other artifacts.

E* Fsing a gra/(ic organier, co/are t(e two styles of

investigation t(at you Gust read aout*

#* '(at does t(e word artifacts ean in t(is selectionH

+efore any article can be accepted for evidence, history 0(in1 Aloudmust confirm that it is authentic. @ne of the most

critical tasks is determining how old the obect is. What does the paragraph

(n article can not be considered genuine unless it tell me?

originated in the correct historical period and the ageof the item can be confirmed. "ometimes scientific

techniques are used to date the item.

Stop, check comprehension +summarize

. Tell me what the word genuine means by using the

conte!t information in this paragraph.

#. 'f you were given this additional information Ffor

e!ample, one group of historians found a wooden

bo! marked with the date 6&6. (fter carefulinspection of the bo!’s handle, it was noticed

to be attached with machine<made fasteners.G

Would this help you to confirm the authenticity



of this item? I!plain your answer.

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1. Do a KWL activit !rst "e#ore reading this se$ection.%i$$ in the !rst t&o co$umns.

'. Discuss the in#ormation in our KWL organi(er.

). *o& read the paragraphs "e#ore…. #orming a prediction.

+he Luge

Auge tobaggoning, a traditional winter sport in Iurope,

is not for the timid. 1ou ride in small sleds down a specially Think (loud

built track of solid ice with hairpin turns at speeds up to9; miles an hour. The obective is to complete the course

as rapidly as possible. The lower the time the better. %o ' understand

what ' read?

top -nd +hin Be#ore Going /n0I# ou understand &hat ou have read then go on.I# ou did not understand, then stop and use a !2upstrateg on the strateg "oomar.

The luge riders sit facing forward lying almost on Think (loud

their backs. Their heads are raised ust enough to

see the course ahead and their legs are stretched %id ' understand

out astride the forward runners. The riders position what ' ust read?themselves like this so as to minimi)e resistance

to windflow so as to increase their speed.

"top < Think < "ummari)e

)n two to t(ree sentences, suarie w(at you (ave read

so far*



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There are no mechanical means for steering. Think (loud

The luge is controlled differently. To changedirection, the lugist lifts the runner on the side %o ' Understand?

and pushes the opposite runner inward. e!t, %o ' need a fi!<up

the lugist shifts body weight to the outward runner strategy?making it go faster than the inward runner. Iachof these actions helps the sled turn.

"top < Think < "ummari)e '(at new vocaulary words

'(at (ave you learned so far aout t(e lugeH (ave you learnedH >ist t(e*

8urves along the track are banked, or inclined

upward from the inner to the outer edge. $acers

decide how high on the banks to travel whilerounding the curves. Traveling higher takes longer

but makes overturning less likely. 8onversely, traveling

lower is faster but increases the chances of overturing.$acers seek a balance of speed and safety.

2efore going on as1 yourself HH. ?o ) understand w(at ) Gust readH Sto/ and

0(in1 I 6valuate your co/re(ension*

As1 yourself soe questions aout w(at you Gust read*



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The lugist’s equipment reflects an understandable concern

for safety. 7oggles, crash helmets, and elbow pads are standard

gear. (dditionally the racer’s way of dressing serves other Think purposes as well. "pecially designed shoes assist pushing off, Ivaluate braking, and steering, and the rubberi)ed bodysuits reduce "ummari)e

resistance to airflow.

. 9o ac1 to t(e .'> c(art and fill in w(at you (ave learned*

#. ?iscuss t(e difference fro w(at you 1new aout t(e luge and w(at you

learned after reading t(e /aragra/(s*



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9A0<6R =FR 0<=F9<0S

ou (ave read any stories t(at (ave interesting c(aracters*0(in1 of a story t(at you ay (ave Gust read t(at introduced you

to a new c(aracter in (istory* 7ill in t(e o8es elow wit( t(e

details of t(at c(aracter*

0(e 4(aracter

Personality Age

<aits

2eliefsA//earance



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ow get ready to write a character sketch. ame your character and

use the organi)er to tell more about him or her.

-!D-

<ow ot(ers feelaout (i or (er

4(aracter’s

+ae

<ow (e or s(e

feels

'(ere (e or s(e

lives

<ow (e or s(e

acts

<ow (e or s(eloo1s



3ae - Connection

Imagine this: The time is somewhere around 1900. You live on a farm in

Ireland that can no longer support your family and you face a life of miserablepoverty. Perhaps you are Jewish and you live in eastern Europe. Each day you

fear that hostile mobs will kill you and destroy your town.

You pack up your bags and set sail for America….across more than three

thousand miles of ocean. You do not know what you will find there, but you

hope - - you hope with every fiber of your being. Will you be able to make a

good life in this new place? Will you- - and your children- - - come to call it

home?

Bacground 4 Literature and ocia$ tudies

The United States is a nation of immigrants. Even Native Americans, the first

Americans, journeyed here from Siberia thousands of years ago. Since 1600,

more than sixty million people have come here to start new lives.

From 1892 to 1054, Ellis Island served as the main port of entry to the United

States – its “Golden Door”. For many immigrants the passage in ships across

the Atlantic was a nightmare. The Atlantic crossing could take anywhere from

ten days to more than a month. No wonder, then, the utter joy of immigrants at

their first sight of the Statue of Liberty, the symbol of America’s freedom andpromise filled their hearts with excitement.



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“0(e 'as(woan” from In My Father’s Court by 'saac +ashevis

"inger taken from the $eading and Writing "ource +ook.

Read the frst part o the story o “The ash!oman,"

!hich is rom Isaac #ashe$is Sin%er’s auto&io%raphy'(' atch or inormation a&out the main character

and think a&out ho! you can re)ate to her'

*' rite your reactions to her in the Responseotes'

#esides the anitor there !ere a)so the Responseotes

!ash!omen !ho came to the houseto etch our )aundry' My story is a&outone o them' She !as a sma)) !oman, o)d and!rink)ed' hen she started !ashin%or us she !as a)ready past se$enty'Most o the -e!ish !omen o hera%e !here sick)y, !eak, &roken in&ody' .)) the o)d !omen on our /o Iunderstand !hat Istreet had &ent &acks and )eaned ha$e read0

on sticks !hen they !a)ked' #utthis !ash!oman, sma)) and thinas she !as, possessed a stren%ththat came rom %enerations o peasant ore&ears' Mother !ou)dcount out to her a &und)e o )aundrythat had accumu)ated o$er se$era)!eeks' She !ou)d )it the un!ie)dypack, )oad it on her narro! shou)ders,and carry it the )on% !ay home' She)i$ed on -ames Street, &ut at the other end,

near 1ro$e' It must ha$e &een a !a)k o an hour and a ha)'

2oca&u)ary

peasant<<<<poor

forebears<<<ancestors

accumulated<<<increased

unwieldy<<<hard to carry

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She !ou)d &rin% the )aundry &ack Response otesa&out t!o !eeks )ater' My motherhad ne$er &een so p)eased !ithany other !ash!oman' 3$erypiece o )inen spark)ed )ike po)ishedsi)$er' 3$ery piece !as ironed' 4etshe char%ed no more than the others'She !as a rea) fnd' Mother a)!ayshad her money ready, &ecause it!as too ar or the !oman to comea second time' /o I understand!hat I ha$e 5aunderin% !as not easy in those read0days' The o)d !oman had no aucet!here she )i$ed &ut had to &rin% the!ater rom a pump' For the )inensto come out so c)ean, they had to &escru&&ed thorou%h)y in a !ashtu&,rinsed !ith !ashin% soda, soaked,&oi)ed in an enormous pot, starched,and ironed' 3$ery piece !as hand)edten times or more' .nd the dryin%6It cou)d not &e done outside &ecauseThie$es !ou)d stea) the )aundry' The!run%7out !ash had to &e carriedup to the attic and hun% on c)othes7)ines' In the !inter it !ou)d &ecomeas &ritt)e as %)ass and a)most &reak

!hen touched' Then there !as a)!aysa to7do !ith other !omen and !ash7!omen !ho !anted the attic or theiruse as !e))'

The o)d !oman cou)d ha$e &e%%edat the church door or entered a homeor the indi%ent a%ed' 8o!e$er, there!as in her a certain pride and a )o$eo )a&or !ith !hich she !as &)essed'She did not !ant to &ecome a &urden,

and thus she &ore her &urden' Stop7Think7

Summarize 2oca&u)ary5inen 4 ta"$ec$oths, napins, to&e$s, etcStarched7 sti5ened " adding starch#ritt)e 4 $ie$ to "reaTo7do 9 #uss or argumentIndi%ent 4 poor#urden 4 trou"$e#ore 4 carried

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)n t(e left-(and colun, write E stateent t(at you t(in1 is interesting

or i/ortant* 0(en res/ond to it in t(e rig(t-(and colun*

Statement MyThou%hts

Compare and Contrast6sing a 7enn diagram compare ourse$# to the

&ash&oman………1. Write &ords that descri"e the &ash&oman on the $e#t2

side.'. Write &ords descri"ing ourse$# on the right2side.). Write &ords that ou have in common in the midd$e.

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8repare to &rite a compare and contrastparagraph.

1. 6se one o# these topic sentences #or our paragraph9circ$e one:.

The !ash!oman and I ha$e a )ot incommon'

The !ash!oman and I ha$e $ery )itt)e incommon'

*' Then )ist : detai)s that support your topicsentence'

/etai);(<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

/etai);*<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

/etai);:<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<



<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<

Write yourcompare and contrast paragraph.Begin with the topic sentence you circled and then incorporate the

three details that you listed. Then end with a concluding sentence

that sums up your opinion.

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%'$I8T'@" 5@$ "8@$'7

Part =neB $esponses that indicate metacognitive reading awareness.

. a, b, c

#. a, c

&. b, c, d

*. b, c

0. a, c, d

2. a, b, c

6. a, d

9. a, b, d



:. a, b, d

;. b, c

Guided Comprehension: A Teaching Mode !or Grades "#$ by /aureen /cAaughlin and /ary +eth (llen O #;;#. ewark, %I4 'nternational $eading (ssociation. /ay be copied for classroom use.

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M60A4=MPR6<6+S)=+ S0RA069 )+?6

%irections4 Think about what kinds of things you can do to understand a story better before,

during, and after you read it. $ead each of the lists of four statements and decide which one ofthem would help %ou the most. There are no right ans&ers' 't is ust what %ou think would help

the most. 8ircle the letter of the statement you choose.

)* )n eac( set of four, c(oose t(e one stateent w(ic( tells a good t(ing to do to (el/you understand a story etter (efore you read it*

. +efore ' begin reading, it’s a good idea to

(. "ee how many pages are in the story.

+. Aook up all of the big words in the dictionary.

8. /ake some guesses about what ' think will happen in the story.

%. Think about what has happened so far in the story.

#. +efore ' begin reading, it’s a good idea to

(. Aook at the pictures to see what the story is about.

+. %ecide how long it will take me to read the story.

8. "ound out the words ' don’t know.%. 8heck to see if the story is making sense.

&. +efore ' begin reading, it’s a good idea to

(. (sk someone to read the story to me.

+. $ead the title to see what the story is about.

8. 8heck to see if most of the words have long or short vowels in them.

%. 8heck to see if the pictures are in order and make sense.

*. +efore ' begin reading, it’s a good idea to

(. 8heck to see that no pages are missing.

+. /ake a list of words '’m not sure about.

8. Use the title and pictures to help me make guesses about what will happen inthe story.

%. $ead the last sentence so ' will know how the story ends.

0. +efore ' begin reading, it’s a good idea to

(. %ecide on why ' am going to read the story.

+. Use the difficult words to help me make guesses about what will happen in the

story.

8. $eread some parts to see if ' can figure out what is happening if things aren’tmaking sense.

%. (sk for help with the difficult words.


(. $etell all of the main points that have happened so far.

+. (sk myself questions that ' would like to have answered in the story.

8. Think about the meanings of the words which have more than one meaning.

%. Aook through the story to find all of the words with three or more syllables.

Source: "chmitt, /.8. F:;;G. ( questionnaire to measure children’s awareness of strategic reading processes. The

Reading Teacher, (", *0*<*2.

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M60A4=MPR6<6+S)=+ S0RA069 )+?6 "continued$


(. 8heck to see if ' have read this story before.

+. Use my questions and guesses as a reason for reading the story.8. /ake sure ' can pronounce all of the words before ' start.

%. Think of a better title for the story.


(. Think of what ' already know about the things ' see in the pictures.

+. "ee how many pages are in the story.

8. 8hoose the best part of the story to read again.

%. $ead the story aloud to someone.

:. +efore ' begin reading, it’s a good idea to

(. Dractice reading the story aloud.

+. $etell all of the main points to make sure ' can remember the story.

8. Think of what the people in the story might be like.

%. %ecide if ' have enough time to read the story.

;. +efore ' begin reading, it’s a good idea to

(. 8heck to see if ' am understanding the story so far.

+. 8heck to see if the words have more than one meaning.

8. Think about where the story might be taking place.

%. Aist all of the important details.

))* )n eac( set of four, c(oose t(e one stateent w(ic( tells a good t(ing to do to (el/ you

understand a story etter "hile you are reading it*

. While '’m reading, it’s a good idea to

(. $ead the story very slowly so that ' will not miss any important parts.+. $ead the title to see what the story is about.

8. 8heck to see if the pictures have anything missing.

%. 8heck to see if the story is making sense by seeing if ' can tell what’s

happened so far.

#. While '’m reading, it’s a good idea to(. "top to retell the main points to see if ' am understanding what has happened

so far.

+. $ead the story quickly so that ' can find out what happened.

8. $ead only the beginning and the end of the story to find out what it is about.

%. "kip the parts that are too difficult for me.

&. While '’m reading, it’s a good idea to

(. Aook all of the big words up in the dictionary.

+. Dut the book away and find another one if things aren’t making sense.

8. 3eep thinking about the title and the pictures to help me decide what is going

to happen ne!t.

%. 3eep track of how many pages ' have left to read.

Source: "chmitt, /.8. F:;;G. ( questionnaire to measure children’s awareness of strategic reading processes. The Reading Teacher, (", *0*<*2.

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*. While '’m reading, it’s a good idea to(. 3eep track of how long it is taking me to read the story.

+. 8heck to see if ' can answer any of the questions ' asked before ' started

reading.

8. $ead the title to see what the story is going to be about.%. (dd the missing details to the pictures.

0. While '’m reading, it’s a good idea to

(. ave someone read the story aloud to me.

+. 3eep track of how many pages ' have read.

8. Aist the story’s main character.

%. 8heck to see if my guesses are right or wrong.


(. 8heck to see that the characters are real.

+. /ake a lot of guesses about what is going to happen ne!t.

8. ot look at the pictures because they might confuse me.%. $ead the story aloud to someone.


(. Try to answer the questions ' asked myself.

+. Try not to confuse what ' already know with what '’m reading about.

8. $ead the story silently.

%. 8heck to see if ' am saying the new vocabulary words correctly.


(. Try to see if my guesses are going to be right or wrong.

+. $eread to be sure ' haven’t missed any of the words.

8. %ecide on why ' am reading the story.%. Aist what happened first, second, third, and so on.

:. While '’m reading, it’s a good idea to

(. "ee if ' can recogni)e the new vocabulary words.

+. +e careful not to skip any parts of the story.

8. 8heck to see how many of the words ' already know.

%. 3eep thinking of what ' already know about the things and ideas in the story to

help me decide what is going to happen.

#;. While '’m reading, it’s a good idea to

(. $eread some parts or read ahead to see if ' can figure out what is happening if

things aren’t making sense.

+. Take my time reading so that ' can be sure ' understand what is happening

8. 8hange the ending so that it makes sense.

%. 8heck to see if there are enough pictures to help make the story ideas clear.

Source: "chmitt, /.8. F:;;G. ( questionnaire to measure children’s awareness of strategic reading processes. The

Reading Teacher, (", *0*<*2.

-5#-




)))* )n eac( set of four, c(oose t(e one stateent w(ic( tells a good t(ing to do to (el/ you

understand a story etter after you (ave read it*

#. (fter '’ve read a story, it’s a good idea to

(. 8ount how many pages ' read with no mistakes.+. 8heck to see if there were enough pictures to go with the story to make it

interesting.

8. 8heck to see if ' met my purpose for reading the story.

%. Underline the causes and effects.

##. (fter '’ve read a story, it’s a good idea to

(. Underline the main idea.

+. $etell the main points of the whole story so that ' can check to see if '

understood it.

8. $ead the story again to be sure ' said all of the words right.

%. Dractice reading the story aloud.

#&. (fter '’ve read a story, it’s a good idea to

(. $ead the title and look over the story to see what it is about.+. 8heck to see if ' skipped any of the vocabulary words.

8. Think about what made me make good or bad predictions.

%. /ake a guess about what will happen ne!t in the story.

#*. (fter '’ve read a story, it’s a good idea to

(. Aook up all of the big words in the dictionary.

+. $ead the best parts aloud.

8. ave someone read the story aloud to me.

%. Think about how the story was like things ' already knew about before '

started reading.

#0. (fter '’ve read a story, it’s a good idea to

(. Think about how ' would have acted if ' were the main character in the story.

+. Dractice reading the story silently for practice of good reading.

8. Aook over the story title and pictures to see what will happen.

%. /ake a list of the things ' understood the most.

Source: "chmitt, /.8. F:;;G. ( questionnaire to measure children’s awareness of strategic reading processes. The Reading Teacher, (", *0*<*2.

-5-




?)R640)=+S 7=R S4=R)+9

Part =neB $esponses that indicate metacomprehension strategy awareness.

)* 2efore ReadingB ))* ?uring ReadingB )))* After ReadingB

. 8 . % #. 8

#. ( #. ( ##. +

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*. 8 *. + #*. %

0. ( 0. % #0. (

2. + 2. +

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9. ( 9. (

:. 8 :. %

;. 8 #;. (

Guided Comprehension: A Teaching Mode !or Grades "#$ by /aureen /cAaughlin and /ary +eth (llen O #;;#. ewark, %I4 'nternational $eading (ssociation. /ay be copied for classroom use.

-5%-



P=60R 7=RM

8inquain

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one word<noun

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two adectives describing line one

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three<ing words telling actions of line

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four word phrase describing a feeling related to line

PPPPPPPPPPPPPPPPPPPPPPPPPP one word<synonym or reference to line

%iamante

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subect < one noun

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP two adectives describing the subect

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three participles F<ing G telling about the subect

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP four nouns<first two relate to the subect- last two relate to the opposite

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP

three participles F#ing G telling about the opposite

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP two adectives describing the opposite

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opposite of subect<one noun

PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Guided Comprehension: A Teaching Mode !or Grades "#$ by /aureen /cAaughlin and /ary +eth (llen O #;;#. ewark, %I4 'nternational $eading

(ssociation. /ay be copied for classroom use.

-!!-



+he *e& Co$ossus

;mma Lar(arus

*ot $ie the "ra(en giant o# Gree #ame,With con<uering $im"s astride #rom the $and to $and=>ere at our sea2&ashed, sunset gates sha$$ stand- might &oman &ith a torch, &hose ?ameIs the imprisoned $ightning, and her name3other o# ;i$es. %rom her "eacon2hand g$o&sWor$d2&ide &e$come= her mi$d ees command

+he air2"ridged har"or that t&in cities #rame.

@Keep, ancient $ands, our storied pomp0A cries sheWith i$ent $ips. @Give me our tired, our poor,

our hudd$ed masses earning to "reathe #ree, +he &retched re#use o# our teeming shore. endthese, the>ome$ess, tempest2tost to me. I $i#t m $amp "esidethe go$dendoor0A

7oca"u$argiant o# Gree #ame +he re#erence is to Co$ossus, ahuge"ron(e statue o# the ancient Gree god >e$$os.pomp sp$endor, magni!cenceteeming cro&ded

tempest2tost upset " the storm

Compare and contrast the t&o !gures in this sonnet.>o& man speaers are in this sonnet What aretheir $ines



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Reading Survey Awareness

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