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* student retells the text or portion of the text, highlighting the main points.

*builds on the organizational strategy of determining main ideas and supporting details, improves comprehension and increases retention.

*benefits all students including struggling readers, EL students, and independent readers.

* teach by first teaching a basic retelling. Retelling is a natural way to lead into summarizing. Ask questions like “What were the two most important things that the main character did? What were the three main things that happened in the story? What are the main things you learned about...?".

* assess by observing students' ability to retell the text or portion of the text, highlighting the main points.

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*the teacher and student(s) take turns asking and answering questions about a text, students will get a chance to be the teacher.

*it will improve students' understanding of text by creating and answering questions. It transforms the reader from passive observer to active participant and creating questions also fosters active awareness of the comprehension process.

*benefits all students including struggling readers, EL students, and independent readers.

*teach by having students read the first significant segment of text; not be any longer than a paragraph. Explain that as they read, they are to think up questions to ask you.

* assess by noting students’ ability to ask appropriate questions and answer questions. Pay attention to changes in nature and level of questions the students compose.

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*Schema-based inferences depend on the reader’s knowledge. The reader uses her or his background knowledge to make an inference about a character, event, or other detail in a text or the text as a whole.

*Text-based inference requires putting together two or more pieces of information from the text and making an inference based on combining those pieces of information.

*benefits all students including struggling readers, EL students, and independent readers.

* teach with explicit modeling using a variety of text. Ask inferential questions and have students provide answers/evidence.

* assess by making observations of students. Look for students using information within the text and/or are able to support inference.

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* making careful guesses about what will come next in the text you are reading. Make predictions often when reading by stopping and thinking about what might come next.

*benefits all students including struggling readers, EL students, and independent readers.

* teach through modeling and by stressing the importance of having a solid basis for a prediction. Ask two questions: one that asks what the prediction is (“What do you think will happen in the story?” or “How do you think the main character will resolve her problem?”) and one that asks for support of the prediction (“What makes you predict that?” or “What have you experienced and what clues from the story lead you to make that prediction?” For nonfiction, have students predict what they might learn about the topic.

* assess by monitoring students' ability to make predictions that can be supported within the text.

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* students read a selection’s title, headings, introduction, and summary and look at illustrations to get an overview of the selection.

* gives students a sense of what the text is going to be about and activates the reader's schemata.

*benefits all students including struggling readers, EL students, and independent readers.

* teach by having students read the title, headings, introduction, and summary and look at illustrations  and discuss to get an overview of the selection.

*assess by noting students' ability to get a sense of what they are going to read about.

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I do; you watch.
I do; you help.
You do; I help.
You do; I watch.

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Comprehension is a constructive, interactive process involving three factors—the reader, the text, and the context in which the text is read.
For comprehension to improve, the interaction among all three factors must be taken into consideration.

Gunning, Thomas G.. Creating Literacy Instruction for All Students (Page 290). Pearson Education. Kindle Edition.

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*in repairing, the student takes corrective action when comprehension falters. Not only is the student aware that there is a problem in understanding the text, he or she also does something about it. Look  back enables readers to obtain information that was lost from working memory or overlooked on the first pass through text.

Gunning, Thomas G.. Creating Literacy Instruction for All Students (Page 324). Pearson Education. Kindle Edition.

*benefits all students including struggling readers, EL students, and independent readers.

* teach students to look back by skimming  back through the text to find key details they cannot remember.

*assess by monitoring students' ability to refer back to text to answer questions or to clarify information.