# data[].attributes.headline
Strategy
Three: Check for Understanding
                                                                                                                                                                                                                                                                                                                                        
Category:
During Reading

 
                                                                                                                                                                                                                                                                                                                                                                          
The third strategy I chose
that can happen during the reading process is the strategy called Check for
Understanding.  Check for understanding
is a strategy that students may use frequently while reading a story.  With this strategy, I would teach students to
begin reading a few pages from their book, maybe two or three pages.  Then, they mark their page and close the book
and ask themselves, “What happened so far in the story?” If students are able
to recall most of the important events and details they can continue
reading.  If students realized that they
cannot recall most or any of the events or information that took place then
they need to go back and re-read.  Once
they have gone back and re-read, they check for understanding again.  This strategy would work for my students
because it teaches them to become more aware of what is going while they are
reading a story rather than waiting until it is over to think about whether
they understood what was going on.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

 

To teach this strategy, I
would model how to check for understanding. 
I would choose a book and read a few pages, close the book and do a
think aloud so students can see the process of what it will look like when they
do this strategy.  I would even do a few practice
rounds where I will allow students to practice using this strategy as I walk
around and help students if needed. To assess this strategy, during Read to
Self, I would meet with one student at a time and ask them to show me how to check
for understanding and I will assess if they were able to do it successfully. 

# data[].attributes.subject
Strategy
Three: Check for Understanding
                                                                                                                                                                                                                                                                                                                                        
Category:
During Reading

 
                                                                                                                                                                                                                                                                                                                                                                          
The third strategy I chose
that can happen during the reading process is the strategy called Check for
Understanding.  Check for understanding
is a strategy that students may use frequently while reading a story.  With this strategy, I would teach students to
begin reading a few pages from their book, maybe two or three pages.  Then, they mark their page and close the book
and ask themselves, “What happened so far in the story?” If students are able
to recall most of the important events and details they can continue
reading.  If students realized that they
cannot recall most or any of the events or information that took place then
they need to go back and re-read.  Once
they have gone back and re-read, they check for understanding again.  This strategy would work for my students
because it teaches them to become more aware of what is going while they are
reading a story rather than waiting until it is over to think about whether
they understood what was going on.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

 

To teach this strategy, I
would model how to check for understanding. 
I would choose a book and read a few pages, close the book and do a
think aloud so students can see the process of what it will look like when they
do this strategy.  I would even do a few practice
rounds where I will allow students to practice using this strategy as I walk
around and help students if needed. To assess this strategy, during Read to
Self, I would meet with one student at a time and ask them to show me how to check
for understanding and I will assess if they were able to do it successfully. 

# data[].attributes.headline
Strategy
Six: Recognizing Literary
Events                                                                                                                                                                                                                                                                                                                                     

Category:
After Reading

                                                                                                                                                                                                                                                                                                                                                                           

The final, after reading
strategy I chose to help my students with comprehension is recognizing literary
events in the story.  This involves
identifying the characters, setting, plot problem and solution. This strategy
gets students to think about all the different events that make up a story and
how literary event plays an important role in the make-up of the story.  This strategy would work for my students
because a lot of the literary events that students need to identify are fairly
easy to do: characters and setting, for example. Practicing identifying these
particular events in a story is a helpful practice in order to build students’
knowledge to identify more difficult concepts in a book: plot, problem and
solution.  I would use this strategy for
all my students but teach the more difficult events like plot and
problem/solution to my non-struggling readers. 

 
                                                                                                                                                                                                                                                                                                                                                                                                                                        
To teach this strategy,
just like all the others, there needs to be a ton of modeling.  Firstly, students need to understand the
academic vocabulary of this strategy: characters, setting, plot, etc.  Once these concepts are understood, students
and I can practice finding these different literary events by completing read alouds
together.  Eventually, I would have
students read a book independently and complete a graphic organizer identifying
all these literary events. I would use this graphic organizer to assess
students’ understanding of the terms and whether they could apply these terms
to use this reading strategy effectively. 

 

 

 

# data[].attributes.subject
Strategy
Six: Recognizing Literary
Events                                                                                                                                                                                                                                                                                                                                     

Category:
After Reading

                                                                                                                                                                                                                                                                                                                                                                           

The final, after reading
strategy I chose to help my students with comprehension is recognizing literary
events in the story.  This involves
identifying the characters, setting, plot problem and solution. This strategy
gets students to think about all the different events that make up a story and
how literary event plays an important role in the make-up of the story.  This strategy would work for my students
because a lot of the literary events that students need to identify are fairly
easy to do: characters and setting, for example. Practicing identifying these
particular events in a story is a helpful practice in order to build students’
knowledge to identify more difficult concepts in a book: plot, problem and
solution.  I would use this strategy for
all my students but teach the more difficult events like plot and
problem/solution to my non-struggling readers. 

 
                                                                                                                                                                                                                                                                                                                                                                                                                                        
To teach this strategy,
just like all the others, there needs to be a ton of modeling.  Firstly, students need to understand the
academic vocabulary of this strategy: characters, setting, plot, etc.  Once these concepts are understood, students
and I can practice finding these different literary events by completing read alouds
together.  Eventually, I would have
students read a book independently and complete a graphic organizer identifying
all these literary events. I would use this graphic organizer to assess
students’ understanding of the terms and whether they could apply these terms
to use this reading strategy effectively. 

 

 

 

# data[].attributes.headline
Strategy
Five: Summarize Text: Include
Sequence of Main Events                                                                                                                                                                                                                                                                                                

Category:
After Reading

 
                                                                                                                                                                                                                                                                                                                                                                              
The fifth reading
strategy I chose to use after the reading process is complete is summarizing the
text by including a sequence of main events. 
One of the hardest skills to teach first graders is sequencing main
events that happen in the story.  Often
times, readers (even high readers) can tell you all the different events that happened
in a story but the events are so scattered and not in order.  This strategy I would use with my on grade
level and high readers.  This strategy
would work this these group of students because it teaches them not only the
importance of being able to summarize and remember what happened in the story
but being able to put those events in the order that they happened. 

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

To teach this strategy, I
would have to do a lot of modeling at first. 
I think that using different thinking maps like flow charts would be an effective
way for students to summarize and sequence events.  To assess the effectiveness of this strategy,
I would have students choose a story, read the text and complete a graphic
organizer that would demonstrate their ability to locate important events in
the story and put them in chronological order. 

# data[].attributes.subject
Strategy
Five: Summarize Text: Include
Sequence of Main Events                                                                                                                                                                                                                                                                                                

Category:
After Reading

 
                                                                                                                                                                                                                                                                                                                                                                              
The fifth reading
strategy I chose to use after the reading process is complete is summarizing the
text by including a sequence of main events. 
One of the hardest skills to teach first graders is sequencing main
events that happen in the story.  Often
times, readers (even high readers) can tell you all the different events that happened
in a story but the events are so scattered and not in order.  This strategy I would use with my on grade
level and high readers.  This strategy
would work this these group of students because it teaches them not only the
importance of being able to summarize and remember what happened in the story
but being able to put those events in the order that they happened. 

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

To teach this strategy, I
would have to do a lot of modeling at first. 
I think that using different thinking maps like flow charts would be an effective
way for students to summarize and sequence events.  To assess the effectiveness of this strategy,
I would have students choose a story, read the text and complete a graphic
organizer that would demonstrate their ability to locate important events in
the story and put them in chronological order. 

# data[].attributes.headline
Strategy
Four: Asking Questions throughout
the Reading Process                                                                                                                                                                                                                                                                                         

Category:
During Reading

                                                                                                                                                                                                                                                                                                                                                                           
  
The fourth reading
strategy I chose that can happened during the reading process is asking
questions throughout the reading process.  I believe this is such an important strategy
to practice during reading to truly comprehend a story while reading.  I would explain to my students that this is a
strategy all good readers use to help them understand what is going on in the
story.  To use this strategy, I would
teach my students that a lot of time when you are reading a story, you find
yourself asking questions about what is happening in the story.  The important part is noticing you are asking
yourself those questions and using them to your advantage.  I would model this strategy to my students by
stopping at random spots during reading and asking questions out loud as if I
would be asking them in my head.  This
strategy would be effective or my on grade level and above students.  Because my struggling students are still focusing
on decoding skills, comprehension comes second to that.  

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      

Like stated above, to
teach this strategy I would model to my students how to ask questions about the
text as I am reading.  I would have
students practice this strategy with a partner, pairing high and low readers
together.  To assess students of this
strategy, I would give each student a stack of sticky notes.  I would ask them, while they are reading, to
write down any questions they asked themselves and stick it by the sentence or
page that triggered that question.  Then,
I could go through and see what types of questions students are asking about a
piece of text and if these questions are useful in helping them comprehend the
story better. 

# data[].attributes.subject
Strategy
Four: Asking Questions throughout
the Reading Process                                                                                                                                                                                                                                                                                         

Category:
During Reading

                                                                                                                                                                                                                                                                                                                                                                           
  
The fourth reading
strategy I chose that can happened during the reading process is asking
questions throughout the reading process.  I believe this is such an important strategy
to practice during reading to truly comprehend a story while reading.  I would explain to my students that this is a
strategy all good readers use to help them understand what is going on in the
story.  To use this strategy, I would
teach my students that a lot of time when you are reading a story, you find
yourself asking questions about what is happening in the story.  The important part is noticing you are asking
yourself those questions and using them to your advantage.  I would model this strategy to my students by
stopping at random spots during reading and asking questions out loud as if I
would be asking them in my head.  This
strategy would be effective or my on grade level and above students.  Because my struggling students are still focusing
on decoding skills, comprehension comes second to that.  

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      

Like stated above, to
teach this strategy I would model to my students how to ask questions about the
text as I am reading.  I would have
students practice this strategy with a partner, pairing high and low readers
together.  To assess students of this
strategy, I would give each student a stack of sticky notes.  I would ask them, while they are reading, to
write down any questions they asked themselves and stick it by the sentence or
page that triggered that question.  Then,
I could go through and see what types of questions students are asking about a
piece of text and if these questions are useful in helping them comprehend the
story better. 

# data[].attributes.headline
Strategy
Three: Check for Understanding
                                                                                                                                                                                                                                                                                                                                             
Category: During Reading

                                                                                                                                                                                                                                                                                                                                                                               

The third strategy I chose
that can happen during the reading process is the strategy called Check for
Understanding.  Check for understanding
is a strategy that students may use frequently while reading a story.  With this strategy, I would teach students to
begin reading a few pages from their book, maybe two or three pages.  Then, they mark their page and close the book
and ask themselves, “What happened so far in the story?” If students are able
to recall most of the important events and details they can continue
reading.  If students realized that they
cannot recall most or any of the events or information that took place then
they need to go back and re-read.  Once
they have gone back and re-read, they check for understanding again.  This strategy would work for my students
because it teaches them to become more aware of what is going while they are
reading a story rather than waiting until it is over to think about whether
they understood what was going on.  

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

To teach this strategy, I
would model how to check for understanding. 
I would choose a book and read a few pages, close the book and do a
think aloud so students can see the process of what it will look like when they
do this strategy.  I would even do a few practice
rounds where I will allow students to practice using this strategy as I walk
around and help students if needed. To assess this strategy, during Read to
Self, I would meet with one student at a time and ask them to show me how to check
for understanding and I will assess if they were able to do it successfully. 

# data[].attributes.subject
Strategy
Three: Check for Understanding
                                                                                                                                                                                                                                                                                                                                             
Category: During Reading

                                                                                                                                                                                                                                                                                                                                                                               

The third strategy I chose
that can happen during the reading process is the strategy called Check for
Understanding.  Check for understanding
is a strategy that students may use frequently while reading a story.  With this strategy, I would teach students to
begin reading a few pages from their book, maybe two or three pages.  Then, they mark their page and close the book
and ask themselves, “What happened so far in the story?” If students are able
to recall most of the important events and details they can continue
reading.  If students realized that they
cannot recall most or any of the events or information that took place then
they need to go back and re-read.  Once
they have gone back and re-read, they check for understanding again.  This strategy would work for my students
because it teaches them to become more aware of what is going while they are
reading a story rather than waiting until it is over to think about whether
they understood what was going on.  

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

To teach this strategy, I
would model how to check for understanding. 
I would choose a book and read a few pages, close the book and do a
think aloud so students can see the process of what it will look like when they
do this strategy.  I would even do a few practice
rounds where I will allow students to practice using this strategy as I walk
around and help students if needed. To assess this strategy, during Read to
Self, I would meet with one student at a time and ask them to show me how to check
for understanding and I will assess if they were able to do it successfully. 

# data[].attributes.headline
Strategy
Two: Predicting
                                                                                                                                                                                                                                                                                                                                                                       
Category:
Pre-Reading

                                                                                                                                                                                                                                                                                                                                                                                     

The second pre-reading
strategy I chose was Predicting. 
Predicting activates readers’ schemata because predictions are made on
the basis of prior knowledge.  Gunning
(2012) states “Predicting also gives readers a purpose for reading and turns
reading into an active search to see whether a prediction is correct (p. 317).  This strategy would and does work for my
students because it provides an opportunity for students to use the pictures in
the stories prior to reading to guess what will happen and also use these
predictions to help decode difficult words. 
For example, if a student is reading a page from the story and comes
across the sentence “The dog ran behind the couch” and the student gets stuck
at the word “couch”.  If they had gone
through the book and made predictions for each page, they would remember there
is a couch in the picture.  The strategy
of predicting will help students to decode that word. I believe all students
would benefit from using this strategy because it can be used at varying levels
of text and genres. 

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

To teach this strategy to
my students, I would introduce the word “predictions” and have a discussion
about what that means.  Afterwards, I
would model to students what making predictions looks like.  I would choose a mentor text that we have not
read yet and look at the title and cover photo and orally predict what I think
this story might be about.  I might go
through a picture walk and continue that process to give students several
examples.  To assess this strategy, when
I read with my students on-one-one, I will have them make predictions on the
story before they begin reading. 

# data[].attributes.subject
Strategy
Two: Predicting
                                                                                                                                                                                                                                                                                                                                                                       
Category:
Pre-Reading

                                                                                                                                                                                                                                                                                                                                                                                     

The second pre-reading
strategy I chose was Predicting. 
Predicting activates readers’ schemata because predictions are made on
the basis of prior knowledge.  Gunning
(2012) states “Predicting also gives readers a purpose for reading and turns
reading into an active search to see whether a prediction is correct (p. 317).  This strategy would and does work for my
students because it provides an opportunity for students to use the pictures in
the stories prior to reading to guess what will happen and also use these
predictions to help decode difficult words. 
For example, if a student is reading a page from the story and comes
across the sentence “The dog ran behind the couch” and the student gets stuck
at the word “couch”.  If they had gone
through the book and made predictions for each page, they would remember there
is a couch in the picture.  The strategy
of predicting will help students to decode that word. I believe all students
would benefit from using this strategy because it can be used at varying levels
of text and genres. 

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

To teach this strategy to
my students, I would introduce the word “predictions” and have a discussion
about what that means.  Afterwards, I
would model to students what making predictions looks like.  I would choose a mentor text that we have not
read yet and look at the title and cover photo and orally predict what I think
this story might be about.  I might go
through a picture walk and continue that process to give students several
examples.  To assess this strategy, when
I read with my students on-one-one, I will have them make predictions on the
story before they begin reading. 

# data[].attributes.headline
Strategy
One: Activating Prior
Knowledge                                                                                                                                                                                                                                                                                                                                           
Category:
Pre-Reading

 
                                                                                                                                                                                                                                                                                                                                                                                        
The first pre-reading
strategy I chose is Activating Prior Knowledge.  Activating prior knowledge happens before
students read a story or a story is read to them.  The teacher activates student’s prior
knowledge through questioning.  For
example, before reading the story My
First Day of First Grade I would ask my students questions about their
experiences on their first day of first grade. 
This is a beneficial strategy to use in my classroom because studies
show that students who activated both subject knowledge and personal knowledge
prior to reading were better able to apply their knowledge and also had a more positive
attitude (Spires & Donley, 1998).  This
strategy will work for my students because it is a simple, oral task that
allows all students to participate, even those who are struggling readers.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      

To teach this strategy to
my students, I would first introduce the name and explain what it is all
about.  I would explain to my students
that sometimes, before readers read a story, it can be helpful to think about
how this story might be relatable to their own lives.  I would explain that when we practice this
strategy, I will always read the title, author and illustrator of the
book.  I will allow you to look at the
cover of the book and give you a brief overview of what it will be about.  Then, I will ask you some questions that will
help you to relate to the story to become more familiar with the text. To
assess the effectiveness of this strategy, I will use informal observations
through questioning. 

# data[].attributes.subject
Strategy
One: Activating Prior
Knowledge                                                                                                                                                                                                                                                                                                                                           
Category:
Pre-Reading

 
                                                                                                                                                                                                                                                                                                                                                                                        
The first pre-reading
strategy I chose is Activating Prior Knowledge.  Activating prior knowledge happens before
students read a story or a story is read to them.  The teacher activates student’s prior
knowledge through questioning.  For
example, before reading the story My
First Day of First Grade I would ask my students questions about their
experiences on their first day of first grade. 
This is a beneficial strategy to use in my classroom because studies
show that students who activated both subject knowledge and personal knowledge
prior to reading were better able to apply their knowledge and also had a more positive
attitude (Spires & Donley, 1998).  This
strategy will work for my students because it is a simple, oral task that
allows all students to participate, even those who are struggling readers.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      

To teach this strategy to
my students, I would first introduce the name and explain what it is all
about.  I would explain to my students
that sometimes, before readers read a story, it can be helpful to think about
how this story might be relatable to their own lives.  I would explain that when we practice this
strategy, I will always read the title, author and illustrator of the
book.  I will allow you to look at the
cover of the book and give you a brief overview of what it will be about.  Then, I will ask you some questions that will
help you to relate to the story to become more familiar with the text. To
assess the effectiveness of this strategy, I will use informal observations
through questioning. 