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Wow! It seems like your book covered a lot! I found the inferring tab quite interesting because this is something that my students always find difficult because it is a more abstract skills. The bottom part of this tab discussed listening to you "inner voice" as you read. You mentioned think alouds, and I'm wondering are there any other strategies that you came across in your book that help students make inferences?

Kaitlyn
kp737419@wcupa.edu

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On the "Determining Importance" tab you mention that teachers should model what is essential and what is not essential when reading. Do you have a format for a lesson that would involve this? For instance, would it be a small group where the teacher starts with direct instruction, then guides the students in guided practice and finally allows them independent practice?

Brittney
Bc765728@wcupa.edu

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The visualization tab really stuck with me as I viewed your site. I think this is a powerful strategy that is easy to forget about as teachers. I actually connected that tab to another presentation in our group about graphic novels. When students visualize while reading the text opens up to them and they are better able to understand and relate to it. i enjoyed the short passage you had on the site asking us to visualize. Does the author have any other books he/she recommend for using this strategy? Let me know and I'll definitely pick them up.

Brian
bk370570@wcupa.edu

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Reading aloud to students is beneficial to build on schema on specific topics. I would read Mosaic of thought to help incorporate more questioning in my classroom and other strategies to increase comprehension. By building on this essential strategy, it will increase comprehension and allow for higher level thinking. I would love to incorporate these strategies with my students but they are reading way below grade level and increase comprehension skills pertaining to answering comprehension questions. Did the book give any strategies for including questioning to students reading at Primer Level?

Brianna Duffin
bd667288@wcupa.edu

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I loved the surgeon analogy used to explain to students how to monitor as they read using strategies.  I think it is helpful for students to hear comparisons like that when trying to explain to them why and how we are going to do something.  Did this book provide specific books to use in a whole group setting to practice each strategy? Are their anchor charts to go along with all of them that can be duplicated to hang in classroom for reference? 

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I loved the surgeon analogy used to explain to students how to monitor as they read using strategies.  I think it is helpful for students to hear comparisons like that when trying to explain to them why and how we are going to do something.  Did this book provide specific books to use in a whole group setting to practice each strategy? Are their anchor charts to go along with all of them that can be duplicated to hang in classroom for reference? 

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Kelly
KA725139@wcupa.edu

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Synthesizing is a skill that my students (both sixth and eighth graders) struggle with. Your presentation mentioned the use of quality read aloud texts to teach students this skill. I am a big fan of utilizing read alouds in my classrooms. I was curious if you had any recommendations for quality middle school texts to use to model this strategy?

Michaela
MQ817466@wcupa.edu

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I loved the section discussing the importance of teaching students to self-monitor their comprehension of a text. The surgeon analogy was a great comparison! Where there specific minilessons or a sample chart within the text that added more detail to that idea? I work with sixth and seventh graders, so teaching them to self-monitor and reread if they are not understanding what they are reading can be a challenge! I would love any ideas or suggestions suggested within this book. :)

Sasha McCarthy
am821449@wcupa.edu

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When you discussed determining importance, you talked about how students need adequate background knowledge. When students do not have background knowledge, it is nice for them to have group members that can fill in the gap. Do you determine your groups based off of who has prior knowledge and who does not? Or is the group split by levels? What would you do if you were reading a book that your group has little background knowledge on?

Courtney O'Connell
co802860@wcupa.edu

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I found the analogy of a surgeon for monitoring comprehension so interesting! I think that would be very helpful for students to be able to understand that you need more then one skill to comprehend multiple things. I think sometimes students get comfortable using one skill and stick with that skill for all comprehension needs. However, this is telling them that it is important that they use more then one strategy. Was there another analogy that could be used if the students did not understand the surgeon analogy ? Is there an
example of the problems chart that the teacher could use for reference before teaching this lesson to her students?

Erica Himelfarb
EH738266@wcupa.edu

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I love the analogy of a surgeon to help students understand what it means to monitor their reading. I like that you gave a brief overview of the lesson. Does your book give you a time frame of how many lessons you should do? Does the book give you any suggested mentor texts that would be good to introduce this lesson. Lastly, does the book give you a picture of an example of some ideas of things that you would put on the chart of problems and ways to solve them?
Erin McCaughan
EM720588@wcupa.edu

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I really like the monitoring for comprehension strategy that you mentioned of the teacher using the analogy of a surgeon to help students understand what it means to monitor their reading. Did the book give a detailed example of a mini lesson using this strategy?

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I really like the monitoring for comprehension strategy that you mentioned of the teacher using the analogy of a surgeon to help students understand what it means to monitor their reading. Did the book give a detailed example of a mini lesson using this strategy?

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Brooke Seiple
BS735790@wcupa.edu

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I really like the thoughts on how having students develop deep questions before, during and after reading can be beneficial.  Did the text offer any suggestions on how to define "deep questions" for students to help ensure they are not asking "right there" questions?  Also, did the book provide suggestions of any strategies to implement when students repeatedly ask random questions or questions that do not have to do with the main idea of the text?

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I really like the thoughts on how having students develop deep questions before, during and after reading can be beneficial.  Did the text offer any suggestions on how to define "deep questions" for students to help ensure they are not asking "right there" questions?  Also, did the book provide suggestions of any strategies to implement when students repeatedly ask random questions or questions that do not have to do with the main idea of the text?

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Kate Moran
km759085@wcupa.edu

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While the students are recording their questions as they read, do the authors suggest the teachers displaying the questions for the whole class to see? A way to model and show the different types of thinking that the students have when they are reading.

Laura Carrington
LC754089@wcupa.edu

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In the teaching tools, advice, and workshop suggestions for these comprehensions strategies, did they give examples in the text too?  For instance, did they include mini lesson examples or anchor chart pictures for each comprehension strategy?

Breanna Flora
BF760102@wcupa.edu

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I like the different ideas for visualizing (theater zone, book talk zone, and audio studio).  Was there an analogy provided for each strategy?  Also, was there a suggested number of students per group?  Were they given the same job or individual jobs?

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I like the different ideas for visualizing (theater zone, book talk zone, and audio studio).  Was there an analogy provided for each strategy?  Also, was there a suggested number of students per group?  Were they given the same job or individual jobs?

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Kelly Tustin
KT901329@WCUPA.EDU