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Gunning, T. G. (2017). Creating literacy instruction for all students. Boston: Pearson.

Reading Rockets. (2017). Anticipation Guide [Video file]. Retrieved from http://www.readingrockets.org/strategies/anticipation_guide

Reading Rockets. (2014). Comprehension Instruction. [Video File]. Retrieved

from https://www.youtube.com/watch?v=180zeJS5j1Q&feature=youtu.be

Reading Rockets. (2017). Jigsaw [Video file]. Retrieved from  http://www.readingrockets.org/strategies/jigsaw

Reading Rockets. (2017). Reciprocal Teaching [Video file]. Retrieved from  http://www.readingrockets.org/strategies/reciprocal_teaching

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Summarizing has been found to be one of the most effective post-reading comprehension strategy out there. “Summarization, which builds on the organizational strategy of determining main ideas and supporting details, improves comprehension and also increases retention. It is also a metacognitive means of monitoring, through which students can evaluate their understanding of a passage that they have just read” (Gunning, 2017, p. 309). This strategy will require practice with my students because summarizing is so complex. Gunning (2017) suggests that students have difficulty deciding what should be included in a summary. All students will benefit from this strategy because it requires so many critical thinking skills that will be practiced throughout much of their education careers, if not longer.

To teach this strategy to my elementary aged students I will simply ask them to retell me what they read while asking specific questions from the text. Gunning (2017) suggests to have this conversation with students orally and not have them write their summary down until upper elementary or middle school. When students practice retelling a story they are building on their summarizing skills. I will make sure to help them structure their retelling by focusing on main ideas, events, and characters while assessing my students knowledge of the text and reteaching when necessary.

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Post-Reading Comprehension Strategy #1: Reciprocal Teaching

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Post-Reading Comprehension Strategy #1: Reciprocal Teaching

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Reciprocal Teaching is a post-reading comprehension strategy that’s goal is to prepare students to run their own discussion by taking turns as leaders (Reading Rockets, 2017). The teacher starts off asking clarifying questions and then allows students to guide the discussion by asking to clarify unknown words, finding the main ideas, and predicting what could happen next. This strategy is great because it promotes a give and take between student and teacher (Reading Rockets, 2017). This strategy will work with all students in the long run but at first maybe the natural leading students will benefit most because they are confident enough to speak up and engage in discussion.

When teaching this strategy, I will guide a conversation about the text. In the Reciprocal Teaching video Dr. Louisa Moats quotes, “There is no replacement for a teacher who can generate a good discussion and get kids to really ponder what they’ve read and the whys and wherefores and connect those meanings to their own lives” (Reading Rockets, 2017). To assess the effectiveness of the strategy I will monitor my students to discussion to help them stay on task and make sure the questions being asked will help with reading comprehension.

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During Reading Comprehension Strategy #2: PICTURE Acronym

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During Reading Comprehension Strategy #2: PICTURE Acronym

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The PICTURE acronym strategy is a during reading comprehension strategy that encourages students to be independent in their reading. In the Comprehension Instruction video (Reading Rockets, 2014), Sharon Walpole explains the acronym as being a cognitive strategy that incorporates seven specific comprehension strategies to use while reading a text. The P stands for “predict”; students should take information from the text and information from their background knowledge to predict what could happen next in the story. The I stands for “imagine”; this encourages student to make mental images of what they are reading and using background knowledge to fill in what the author has left out. The C stands for “clarify”; Sharon Walpole explains this may be the hardest because students have to stop and make sense of what they are reading, they must be reflective. The T stands for “try”; students should ask why and how questions to keep the inferences going. The U stands for “use”; students need to use what they know and use their background knowledge to comprehend what they’re reading. The R stands for “review”; this encourages students to stop and summarize what they are reading about. The E stands for “evaluate”; students need to ask themselves how they can talk about the text with other readers. I think this strategy would work best with upper elementary students because there is a lot going on within the PICTURE acronym. This strategy will work with my students because all seven cognitive strategies requires critical thinking. Even if my students are only able to use two or three strategies while reading, it is still improving their independent thinking and comprehension while reading.

I will teach this strategy to my students right at the start of the year so they can become familiar with it and practice throughout the entire school year. Sharon Walpole explains how her entire staff uses this strategy building wide almost like a reading initiative. The more practice students have with a certain strategy, the better able they will be to independently use their cognitive thinking while reading. I will make sure to use this strategy in read aloud's and while students are reading silently. Gunning (2017) suggests making a chart for strategies used often. This would be a good strategy to have a chart located in the classroom to look back on often while reading. Isabel Beck suggests not to make a comprehension assessment complicated. She says the best way to assess student comprehension is simply by asking them to tell you about what they just read. I will make sure to ask clarifying questions about what they read and what they understood from the text.

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During Reading Comprehension Strategy #1:  Jigsaw

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During Reading Comprehension Strategy #1:  Jigsaw

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The Jigsaw strategy is a cooperative learning strategy to help with comprehension during reading. Cathy Doyle demonstrated this strategy in the Reading Rockets (2017) Jigsaw video. She explained that her students will start in a group called their “home” group. The students in their home group all have a different text but it is all related. She demonstrated gardening but it could be used with anything. In my current teaching situation I could use it when reading about a specific sport such as basketball. The different texts in my students home group could include a text on dribbling, a text on passing, and a text on defensive strategies. After students read their text in their home group, students then divide into their “expert” group. All of my students who read the same text from different groups would meet up together to form an expert group. After students discuss deeper with other students who read the same text, they can take notes on important information they might have missed and then everyone returns to their home group to teach the other members about their topic they are now an expert in. Reading Rockets (2017) explained this strategy as each person being a piece of a puzzle; when they come together they make the full picture. I feel that every student would benefit from this strategy because each student will feel like important part of the class and everyone is held accountable for their work. Without them, their group would be lacking in knowledge on their topic. This is a great strategy to use when there is a large amount of information in each related subtopic. It easily breaks up the information for students to pick apart the important pieces of each subtopic without having to read a ton of text on the chosen theme.

Each time this strategy is used is it important to review it with them. I will make sure to remind my students that they start at their home group, move to their expert group, and come back to their home group as an expert in their subtopic. To assess the effectiveness of this strategy we will join the class together to discuss about the things that other students in the group read. I will ask each student what they learned not from their reading, but from another person's reading (Reading Rockets, 2017). We will work on a graphic organizer to arrange information as a class while everyone shares their learning. This strategy does require a lot of time and planning on the teacher's part but has so many benefits I feel that it is a must-use when working on building comprehension.

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Pre-Reading Comprehension Strategy #2: Activating Prior Knowledge

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Pre-Reading Comprehension Strategy #2: Activating Prior Knowledge

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Activating prior knowledge is a great strategy to use “because comprehension involves relating the unknown to the known, it is important that students become aware of what they know about a subject” (Gunning, 2017, p. 299). Before reading, students should start thinking about what he or she already knows about the subject and question what else they would like to know about the subject. This strategy would be beneficial to all of my students because everyone has diverse experiences and background knowledge about different subjects.

Just like teaching all strategies, the teacher needs to model the process of activating prior knowledge. The goal is for students to eventually be able to activate their prior knowledge without assistance or prompting from the teacher. When introducing this strategy, it would be helpful to have a class discussion and what students already know about the topic and text at hand. This strong and open discussion will encourage critical thinking skills and will help students see the value in using this strategy regularly while also being able to assess the effectiveness of this strategy with my students.

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Pre-Reading Comprehension Strategy #1: Anticipation Guide

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Pre-Reading Comprehension Strategy #1: Anticipation Guide

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The Anticipation Guide comprehension reading strategy is a fabulous pre-reading strategy to use with my elementary aged students. This strategy will help peak the interest of my students and set up their purpose for reading (Reading Rockets, 2017). I love this strategy because the focus is not on whether the students get a prediction right or wrong, it is simply focused on the critical thinking aspect that making a prediction requires. All of my students will benefit from this strategy because it encourages students to be independent thinkers and be on the lookout for what happens in the text they are about to read.

I will teach this strategy to my students by modeling and explaining my thinking process. The Anticipation Guide video suggests, “When reading to the class, read slowly and stop at the points that relate to the anticipation guide” (Reading Rockets, 2017). To assess the effectiveness of this strategy I will simply lead a class discussion. This will encourage my students to use independent thinking while also telling me as the teacher if this strategy was successful in regards to my students comprehending the text.