# data[].attributes.body
Determining importance is a strategy that readers use to distinguish between what information in a text is most important versus what information is interesting but not necessary for understanding.

# data[].attributes.body
Timelines provide ELLs with a visual framework that supports reading comprehension, whether it be in social studies, science, or simply in fiction or nonfiction stories.

# data[].attributes.body
Evaluating is a reading strategy that is conducted during and after reading. This involves encouraging the reader to form opinions, make judgments, and develop ideas from reading.

# data[].attributes.body
Teachers can create evaluative questions that will lead the student to make generalizations about and critically evaluate a text.

# data[].attributes.body
In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.

# data[].attributes.body
The “Somebody Wanted But So Then” exercise provides a framework for summarizing a story by identifying and describing key story elements. Using a table like the one below, have students fill in each box with a brief summary from the story. For older students, use more elements and increase the level of detail required for each element.

# data[].attributes.body
This involves the ability of readers to know when they understand what they read, when they do not understand, and to use appropriate strategies to improve their understanding when it is blocked.

# data[].attributes.body
This pattern is a lot like a wheel or connecting web. It is very good at showing main points and supporting details, like slash. However, this allows learners to more easily link ideas together, and allows for one or two main ideas.  This pattern is good for texts that have multiple focuses like fiction and journal articles where the main ideas may be who, what, where, when, why and how.

# data[].attributes.body
This involves the ability of readers to make mental images of a text as a way to understand processes or events they encounter during reading. This ability can be an indication that a reader understands a text.

# data[].attributes.body
Scattergories is a great game for helping with visualization, and you can easily make your own version at home. It’s quick, inexpensive, and you can increase or decrease the difficulty of the game depending on your student. Here’s how:

Draw a grid on the whiteboard or a piece of paper.

Write some categories (ex: plants, songs, cars, grocery items, etc.) down one side of the grid and write alphabet letters across the top. It doesn’t need to be the whole alphabet. The goal is to try to think up a word for each letter and category.

How to make it simpler: have your student think of as many words that fit into the category as they can without worrying about the beginning letter

How to make it harder: give the student fewer letter options, or even just one letter, that all the words in the category have to start with. For example, you may pick grocery items that start with the letter b.

Optional: Time the student to make it more competitive.

# data[].attributes.body
This strategy involves the ability of readers to pull together, or synthesize information in a text so as to explain in their own words what the text is about. Summarizing is an important strategy because it can enable readers to recall text quickly. It also can make readers more aware of text organization, of what is important in a text and of how ideas are related.

# data[].attributes.body
Similar to Think-Pair-Share, students are given a topic/question, they brainstorm
it with a partner, but then each student writes his/her own response

# data[].attributes.body
This strategy involves the ability of readers to get meaning from a text by making informed predictions. Good readers use predicting as a way to connect their existing knowledge to new information from a text to get meaning from what they read.⁹ Before reading, they may use what they know about an author to predict what a text will be about. The title of a text may trigger memories of texts with similar content, allowing them to predict the content of the new text.

# data[].attributes.body
During reading, good readers may make predictions about what is going to happen next, or what ideas or evidence the author will present to support an argument. They tend to evaluate these predictions continuously, and revise any prediction that is not confirmed by the reading.

# data[].attributes.body
This strategy requires readers to evaluate or draw conclusions from information in a text. Authors do not always provide complete descriptions of, or explicit information about a topic, setting, character, or event. However, they often provide clues that readers can use to "read between the lines"-by making inferences that combine information in the text with their background knowledge. It has been shown that when readers are taught how to make inferences, they improve their abilities to construct meaning. Indeed, research indicates that the ability to make inferences is crucial to successful reading

# data[].attributes.body
When making an inference, first identify what you are inferring. This allows you to focus on what you are trying to understand. For example, if you see your brother carrying a baseball, you may want to make an inference in regards to what your brother is doing.

# data[].attributes.body
After identifying your premise, you can ask a question about what is occurring. The conclusion you make at the end of your inference can help answer this inquiry. For instance, you may ask, "Where is my brother going?"

# data[].attributes.body
Next, look for clues that may help you make your inference. You can do this by observing the situation. In the above example, you may note that your brother is carrying a baseball. You may also see that he has keys in his other hand.

# data[].attributes.body
Create a list of relevant details that may help you determine what's happening. For instance, you may remember that the last time your brother carried a baseball, he was about to go to the park to play with the neighbor. You also might recall that when your brother has keys in his hand, it usually means he's driving somewhere. However, you also know that sometimes when he has keys, it’s because he’s returned from somewhere else.

# data[].attributes.body
Once you have a list of details, begin eliminating the ones that are probably unlikely. Doing this can help you reach your logical conclusion. For the example with the brother, you can eliminate that your brother has returned from somewhere since you know he’s been in the house the past hour.

# data[].attributes.body
Finally, put your observation and knowledge together to make your inference. In the example above, you can conclude that your brother is most likely going out to the park to play baseball with the neighbor since he’ss carrying a baseball and his keys. You reached this conclusion by thinking back on your experience and observation.

# data[].attributes.body
This strategy involves readers asking themselves questions throughout the reading of a text. The ability of readers to ask themselves relevant questions as they read is especially valuable in helping them to integrate information, identify main ideas, and summarize information. Asking the right questions allows good readers to focus on the most important information in a text.

# data[].attributes.body
Questioning the author is a strategy that engages students actively with a text. Rather than reading and taking information from a text, the QtA strategy encourages students to ask questions of the author and the text. Through forming their questions, students learn more about the text.

# data[].attributes.body
This strategy requires readers to activate their background knowledge and to use that knowledge to help them understand what they are reading. Background knowledge is made up of a person's experiences with the world (including what he or she has read), along with his or her concepts for how the written text works, including word identification, print concepts, word meaning, and how text is organized.

# data[].attributes.body
A (KWL) chart is a tool that students can use to organize their research when starting on a project. It helps students to synthesize what they know (K), what they want to know (W), and what they have learned (L) about a topic. The chart is a valuable tool for students to focus their research and guide them in a direction to pick a topic and dive into the subject.