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Predicting is a preparational strategy that further activates readers’ schemata in which readers use information from a text and their own personal experiences to anticipate what is going to happen or what is going to happen next. Before reading fiction or nonfiction text, good readers preview the text and make informed predictions about the new text. During reading, good readers discover answers for previous predictions and make new predictions. In 6th grade I read many mentor texts and read alouds. Predicting will help enhance comprehension as students question and predict as we read. Teaching science in 6th grade requires students to be thinking and comprehending topics as well. Predicting and answering these predictions will also lead to deeper understanding of the science content. This strategy will benefit all students as it helps build thinking skills and create a deeper understanding of the text (Gunning, 2016).

I will teach this strategy using the Prediction Chart (Gunning, p. 300, 2016) with my students as I read a picture book. Before I read, students will look at the cover, flip through the pages, and make informed predictions about the text. They must also indicate what clue(s) led them to make the prediction. During reading, students will answer their predictions and make new predictions based on the text. After modeling this strategy, the rest of the week will follow with more whole group and small group focusing on this strategy. Assessment will look like the previous chart that students are required to complete they read their own independent reading books. I will collect the Prediction Charts to assess understanding.
Gunning, T. G. (2016). Creating literacy instruction: For all students. Boston: Pearson.

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Activating prior knowledge is a preparational reading strategy that allows students to become aware of what they know about a subject (Gunning, 2016). Before reading, the teacher must activate students’ prior knowledge through questioning (Gunning, 2016). Critical thinking and comprehension are enhanced when students are aware of the intended outcomes. Though a KWLH students construct meaning and are able to acquire new information. The K is for recalling what students KNOW. The W is where students determine what they WANT to learn. The L is for students to identify what they LEARNED. The H stand for HOW students can find additional information on the topic. This strategy will work for all of my 6th graders as we look into more complex nonficiton text and science content. This strategy will be used whole and small group for those who require more help. Activating background knowledge will help improve comprehension as well as create a mental model for those who may not have much background experience.

The KWLH strategy will be taught by first initiating discussion with students about what they already KNOW about the topic. Using a brainstorm procedure, students are asked to provide information about where and how they learned the information. What they KNOW with go under the K category. Secondly, I will ask the students what they want to WANT to learn from reading the article or text and direct them to put these questions under the W category. Asking these questions will get students interested with the topic and ready to read. After the reading, I will ask student to write down what they LEARNED and direct them to write it under the L column. We will then hold a discussion and reference with what they wanted to learn and see if these questions were addressed in the reading. Finally, we will hold a discussion of HOW we can learn more about the topic and write those ideas under the H column. To assess the effectiveness of this strategy, students will complete a comprehension task without using the KWLH and complete a comprehension task using the KWLH. I will note the difference and learn the effectiveness of the intervention.
Gunning, T. G. (2016). Creating literacy instruction: For all students. Boston: Pearson.

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Inferring is an elaboration strategy where the reader constructs connections between information from the text and prior knowledge (Gunning, 2016).  There two kinds of inferences; schema based, which is dependent on prior knowledge and text-based, which involves the reader to put together pieces of the text. To enhance a students’ ability to make inferences a teacher has to build background and teach specific strategies (Gunning, 2016). This strategy is necessary for my students to understand the text and according to Gunning (2016), sustained instruction is required. All students will benefit from this strategy as we dive into our comprehension strategies at the beginning of the year. With explicit instruction and modeling, discussions through mentor texts, independent reading, and read alouds, students will continuously use this strategy. Students double dip with inferring as we discuss and practice in science class as well.

I will teach this lesson using the IT SAYS - I SAY- AND SO Chart (Gunning, p. 315). I will begin the lesson by modeling with our current read aloud book’s main character.  In the first column, Question,  students will record the question they are answering. In the second column, It Says, students will answer the question with information from the text. In the third column, I Say, students use their background knowledge to write about what they know about the text information recorded in the previous column. In the fourth column, And So, students will use both text and background knowledge to make an inference. To assess, students will continue the strategy using their main character in their independent reading books. Students who require extra support with continue lesson with me in small group.
Gunning, T. G. (2016). Creating literacy instruction: For all students. Boston: Pearson.

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Imaging or visualizing is an elaboration comprehension strategy that teaches students to create an image in their mind as they read text. The ability to create an image in the mind or to be able to sketch the image helps foster deeper understanding of the text. Students use their five senses as they visualize, making connections and deepening understanding. “Creating images serves three functions: fostering understanding, retaining information, and monitoring for meaning” (Gunning, 2016). It is important for students to continuously visualize the text in their minds like they are watching a “movie” as they read. All students will benefit from this strategy with both fiction and nonfiction text.

I will teach this strategy explicitly by telling students that good readers visualize and create an image of the text in their mind as they read. I will first read a passage and ask students to create the image in their mind. I will also ask students to visualize what they heard, tasted, smelled, touched, and saw. I will then read a picture book (without showing the pictures) that uses a lot of visualization, The Paperboy by Dav Pilkey, for example. When I’m done reading, students will choose a scene to sketch and write why they chose that particular scene.. Included in the sketch they will use their five senses. Finally, students will use the strategy with their own independent reading books. I will collect the sketches and description for assessment. Students that need additional support will work with me in small group.
Gunning, T. G. (2016). Creating literacy instruction: For all students. Boston: Pearson.

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Summarizing is an after reading comprehension strategy that teaches students how to determine the main ideas and supporting details, improve comprehension, and increase retention (Gunning, 2016). Paraphrasing asks students to put the text into their own words.  Summarizing teaches students to take a large pieces of text and reduce it to the main points for understanding. Summarizing has several benefits such as teaching students to monitor meaning, evaluate understanding, and understand text structure. All students will benefit from this 21st-century skill (Gunning, 2016) as they learn to summarize text orally and on paper.

I will teach this strategy by introducing students to the Summarize It! Paraphrase It! Quote It! Task cards. Students will take notes into their writer’s notebook and become familiar with steps of summarizing, paraphrasing, and quoting. Each task card has a short nonfiction paragraph that asks students to write a brief summary of the text, paraphrase the text in their own words, and quote a specific question from the text. The first couple task cards will be done together. Then students will begin to work independently as the week goes on. After several days of practicing the skill, I will assess students as they independently complete a task card. Students that require additional support will meet with me in small group.
Gunning, T. G. (2016). Creating literacy instruction: For all students. Boston: Pearson.

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The Question-Answer Relationship (QAR) is a strategy to be used after reading. QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them (AdLit.org, 2018). According to Gunning (2016), there are four types of questions: Right there; the answer is found within the text, Put together, the answer is found in several lines of the text, On my own, where the answer is in the student’s background knowledge, and Writer and me, a combination of text and background is required to answer the question. All my students will benefit from this strategy because it is important for students to understand when they have to find evidence in the text or from their head.

When teaching this strategy I will first introduce to students that there are four types of questions that they will encounter when reading text. We will write and define these in their reader’s notebooks. I will then read a short passage aloud and have predetermined questions to ask after reading. In reading these questions, I will model how to decide which type of question has been asked to answer. I will then model how to find information to answer the question. The information could be evidence from the text, or background knowledge from my own experiences. After modeling the thinking process for each type of question, students will be invited to read a passage on their own, using a partner to determine the type of question and how to find the answer. After lots of modeling, students will be assessed on their ability to determine question types and answering them. Students who need additional support will work with me in small group.
Gunning, T. G. (2016). Creating literacy instruction: For all students. Boston: Pearson.