# data[].attributes.body
This is where I have students retell the story to check sequencing and comprehension. I will do this using graphic organizers and reading journals. Depending on the strategy we are working on I will have them write down the main idea/problem, the main character, and the solution, or I may have them write down key information from an informative text option.

# data[].attributes.body
This is where I will model questions about the information in the story that are somewhat open-ended, and call on students randomly to share their thoughts allowing me to understand what their level of comprehension is.

# data[].attributes.body
After reading the selection we do a follow up of guided questions, and additional comprehension follow up.

# data[].attributes.body
Model thinking aloud to help make the invisible visible. This will help students make inferences for information that the author doesn't put into the text but based on the information given the reader can see what the author intended them to "get". For instance "Maria was upset that the plane was late. A few minutes later her frown turned into a smile and she became excited". The author doesn't state that the plane finally arrived, but the illustration showed a plane through the window and Maria was excited again. My statement to the students would be something like "oh the plane must have arrived because Maria is excited again, and looking through the window I can see a plane."

# data[].attributes.body
Provide students with visual cues that it is time for them to implement a particular strategy. This can be a hand gesture, pointing to an anchor chart, or mimicking the act of implementing the strategy.

# data[].attributes.body
We take frequent breaks during our reading and check our understanding by asking questions like who, what, when, where, and how.  This gives me the chance to assess if there is a comprehension break, and by asking a student to explain their line of thinking I am able to see if the break in comprehension is because of lack of background knowledge or something els.

# data[].attributes.body
Good readers create images in their minds about sights, sounds, and smells that are attached to the background knowledge.

# data[].attributes.body
Explicit Explanation
Explain to students exactly what strategy you are using while reading. Examples are telling students that they are going to use the strategy "questioning" while reading the story.

# data[].attributes.body
Book Selection Suggestions
Narrative and expository texts that have common themes that students will be familiar with like books about animals. Fiction stories with topics most students will be able to connect to such as the first day of school are also good choices.

# data[].attributes.body
This strategy is also used in the beginning to assess what background information might be missing. This gives me time to build the missing background knowledge before we get too deep in the story limiting the possibility of students becoming lost before we begin.

# data[].attributes.body
This strategy is used in the beginning so students have the opportunity to connect prior knowledge to what they are reading.

# data[].attributes.body
Anchor Experience
Before reading a new selection we tap into background knowledge that applies to the material. Relate it to something real that you have experience with using language such as "This sentence reminds me of the time when...." or something similar.