# data[].attributes.body
Gunning, T.G. (2016). Creating literacy instruction for all students. New Jersey: Pearson Education, Inc
Fisher, Frey, & Lapp. (2009). In a Reading State of Mind Brain Research, Teacher Modeling, and Comprehension Instruction. International Reading Association. Newark, DE

For the Birds. Disney Pixar. Retrieved from: https://www.youtube.com/watch?v=AkFuvTHaMUE

# data[].attributes.body
Predicting is a way for students to use what they can see from the preview of the text to make an assumption about what is going to happen. This strategy would be something that I think would benefit all the students in my class. Gunning (2016) suggests that previewing is strongly linked with activating prior knowledge. With these two strategies working together before students even begin to read, I believe I am setting them on the right track to better understanding the text, which is why I think it would work well in my classroom.

When teaching how to use predictions in my classroom I focus on not only what we learn from the book preview, but I like to focus attention on empathy for the different characters. This is a skill that I begin before reading the story, but I have students practice throughout the entire book. I try to have students focus on the details in the illustrations, as Gunning suggests (2016, pp.300), but I also have them look for the details the author gives about each character. I ask them to step inside the character’s shoes and use what they know about their feelings to guide their predictions.

One of the ways I assess the effectiveness of this strategy is by asking the students a lot of questions about why they may have given a particular prediction. I want students to be able to relate their predictions to parts of the story. What guided them to think the character was going to act a certain way? If a student is unable to give a valid reason for the prediction they made I will usually have them go back and try to develop a prediction based on evidence in the story or from the preview of the text.

# data[].attributes.body
Although these are two different strategies I believe they go hand and hand. I would be teaching them as one skill for my students to master. Students should be able to identify when they don't understand something from the text and be able to look back on their area and reread. This strategy is helpful for students who have a hard time remember different details within the text. I think it would work well in my classroom because my students think that after they have read if they forget something and need to go back, it means they are not a good reader. This helps students to understand that going back and looking again can help us to remember details that we may have missed earlier on.

I will begin teaching this by giving students a personal story from my reading experience. I want them to know that as an experienced reader that I also need to go back and look again at passage or book. I will read a difficult passage in the read aloud book we are going over, and after I have read I will discuss how that part was confusing to me. I will demonstrate how to go back and chunk up the text to make more sense.

As an assessment for this skill I will use discussion time with students individually. This is a skill that I will work mostly with my lower students to master. I will ask them for descriptions of what is going on at certain points in the books they are reading. If they are unable to describe what is happening or I do not think they received the message correctly I will go back in the text with them and practice this skill. Once I meet with them again I will ask for examples of how they are practicing this skill on their own.

# data[].attributes.body
Students are able to generate questions about the text while they are reading, as well as when they have completed the entire text. While using this strategy students should be able to create their own questions about what they just read. In a Reading State of Mind tells us, “It is important that students learn to ask questions and not simply answer questions posed by the teacher” (2009, pp. 46).

When teaching this skill in my classroom I like to model what I am doing for my students. Fisher, Frey, and Lapp (2009) explain that the modeling helps students because they are able to use the teacher’s example to generate their own ideas and apply the strategy (pp.46). This would be a lesson that is demonstrated over time for the entire class. I would stop during any read aloud and ask questions I may be wondering.

To assess this skill I like to use my jot lot in my classroom. This is a place where students are able to jot down a quick couple sentences on the topic of the day. Each student has a number on the jot lot to place a sticky note that would contain any questions they had during reading time that day. I usually tell students before they begin their independent reading that I want them to have one question written on the jot lot by the end of the reading time. This question can be about the read aloud, or their own personal text they are reading

# data[].attributes.body
A summary is a retelling of the text that focuses on only the important information. Students who summarize a text are able to point out important details as well as the main idea in a way that will help someone understand the story who may have never read it. This strategy will work well with my student because it will help me to see in very quickly who really understood what was being read to them. I am not giving them specific questions to answer, I am asking them to generate information on their own. All students in my classroom will benefit from being able to summarize the text they were reading.

In my classroom I like to teach this strategy in a whole group setting. I create an anchor chart so students have a visual representation of everything that should be included in a summary. We go over the essential parts together, such as the who, what, when, where, and why. I complete the chart using information from a text we have read aloud in class together. Gunning tell us that when we are teaching a lesson on summaries “teachers can model the process of summarizing by providing summaries of selections read” (2016, pp.310).

To assess this strategy I like to use a variety of techniques. My first assessment is always a short conference with the student. I believe I gain more insight from a 5 minute discussion, than I do from any paper/pencil assessment. In my classroom, conversation is the key to understanding student’s abilities. Another way I like to assess this skill is by having students complete a written summary on a story we have all read together as a class. By using both of these assessments I am able to get an idea of the students ability to create an oral retelling, as well as a written summary.

# data[].attributes.body
Visualizing requires students to not just read the text but create mental images of what is happening in the story. They are asked to stop and think about the details in the story so they can create a picture in their head. This skill ties into their writing, as well so every student in my class should take note of the details authors use to describe scenes in stories. This skill is most beneficial to my students who like to rush through the story. It causes them to slow down and really pay attention to the visual details.

When I teach my students this skill I like to call it a “mental movie” so students can connect what we are doing to a film they may have seen at home. I describe how if I make a movie I am able to feel and see what they characters in the story are feeling and seeing. I usually reread the first few pages of A Tiger Rising by Kate Dicamillo. I discuss how I can see the neon Kentucky Star sign, and the specific details that let me know what the character looks like, down to the clothes he is wearing.

When I assess this skill I look for the transference between reading and writing. First, I begin by having students stop and put a sticky note of a quick sketch inside their own stories of a visual they had. I also have a conference with them so I can ask them questions about the details in the story that helped them form that visual. Once we have practiced in reading, I like to give them a scene on the projector and use details to “set the scene” for their audience in their writing. By applying this skill in their own writing they will be more aware of when it is being used in the books they read.

# data[].attributes.body
When students make an inference, they use what they already know to make sense of what is happening in the story. Gunning (2016) tells us that inferring is the most important elaboration strategy, and that "Much of the information in a piece, especially fiction is implied" (pp.311). Since my students spend most of the year reading fiction pieces, it is important that they are able to use this skill. Many students are able to make an inference in what they are reading automatically, but all readers, especially below average readers need to be taught this skill.

One thing I like to do in my classroom to teach this skill is to use Pixar short films like For The Birds (https://www.youtube.com/watch?v=AkFuvTHaMUE). These films are perfect because they are less than 5 minutes and have no words, but the characters are very dramatic. I use this to introduce students to the idea that we know things without being told. I have them watch the short film, and pause at different points throughout the move. I will ask them questions about how the characters are feeling or what they might have been saying. I explain that even though no one is telling us they are upset, we are able to figure it out using what we already know. I then tell students that they are able to do this when they are reading.

One way I assess this skill is I will ask students specific questions about what they have read. Gunning (2016) explains that posing inferential questions encouraging prediction making can improve this skill. I meet with each of my students for a mini reading conference at least once each week. During this time we have a discussion about what is read, and I assess how well they are applying each skill that is taught. It would be during this time that I would have my important discussions with students about inferencing.

# data[].attributes.body
One of the strategies that I have the most trouble with in my classroom is constructing the main idea. Constructing the main idea means that the students should find the author’s purpose for writing a particular story. In 4th grade, students are asked to make meaning of the text by coming up with the main idea, or theme of the story. This is an important skill for all fourth graders, because it not only asks them to pinpoint important information, but also to find the meaning behind. This will benefit my students and work well in my class because they will have to look beyond the words on the page, and use their comprehension skills to come up with their own message that the words are saying.

When it comes to how I will teach this skill in my classroom I will use the suggestions Gunning (2016) gave and begin with a whole group lesson. "In a discussion with students, create a series of steps that they might use to locate or construct the main idea" (Gunning, 2016). I will begin by giving them the steps needed to find the main idea, then we will work together. I will read a passage and try to get the students to focus on the heading. I will ask specific students for a topic sentence and have other students support this sentence with details from the text. As a whole we will decide if the topic sentences links up with the overall message the author is trying to get across.

For an assessment I will begin with the observations I have of the whole group. By calling on specific students for information it will help me determine if they are truly understanding the material. After we have practiced this skill a few times as a whole group I will begin asking student to identify the main ideas in their own personal readings. I can assess this using conferencing or having students write their ideas in their reading notebook for me to review later.

# data[].attributes.body
Fisher, Frey, and Lapp describe prior knowledge as “information that was, or should have been taught before the current lesson” (2009, pp.28). Using this strategy would be bringing that knowledge to the forefront before beginning the reading. This strategy will come in handy in my classroom during our historical fiction unit. For a lot of my students they get lost and have a hard time understanding things from these texts, but by reviewing what they already know and having it fresh in their minds, they will be able to understand what is happening in their story much better.

I would begin to activate prior knowledge with a graphic organizer. I would use the graphic organizer to add a date or significant event within the timeframe of the story they are reading. Students can use computers to look up information and begin collecting even more knowledge about the topic before we begin reading. Prior knowledge can be taught immediately before the text is read, which will help out students even more.

To assess the effectiveness of this strategy I would begin by just observing students while we are collecting information for our graphic organizer. Once we have completed the lesson I would continue to assess the effectiveness of the strategy by seeing how much of that information connects with what is in the text. Listening in to student groups while they discuss the story is also a great way to see if this strategy has been helpful, by noting how often prior knowledge comes up in the conversations.

# data[].attributes.body
Goals setting is about finding the reason a student may want to read a particular text. When it comes to working on comprehension, the student’s goal should be to gain understanding and build meaning. The authors of In a Reading State of Mind (2009) suggests that motivation plays a large role in student success (pp.30). By having students create goals to work toward the teacher is helping to build that intrinsic motivation. Creating a goal is important for all my students, and would work well to motivate my class. However, I think goal setting would most benefit my students who do not like reading. I think that by creating a goal for themselves the students are taking a little more accountability for their own learning.

When it comes to teaching this strategy in my classroom I think it would be best done individually. I would model making goals to the entire class and encourage them to think of their own personal goals. When I meet with them, we would discuss the goal they created for themselves, but also the goals that I have for them as a reader. This way they have something personal they can work toward, as well as a goal for understanding that I have created for them.

In my classroom I assess the effectiveness of this strategy by revisiting student goals often. For many of the students in my class the goal they set for themselves was to read a certain number of books this school year. By revisiting this goal, along with the one I have set for them, I am not only encouraging them to stay on track, but I am also checking to make sure that this motivational technique is working.