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Gunning, T. G. (2016). Creating Literacy Instruction For All Students (9th ed., pp. 1-338).

N.p.: Pearson Education, Inc.

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I will assess the strategy of summarizing in two ways: conferring with students and review reading journals. When I confer with students independently, I can real their oral summaries of a text they have recently read. When I review students' reading journals, I can read their written summaries of what they have read. Both ways are effective for determining if students can properly use the strategy of summarizing.

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I will teach this strategy by first introducing it: "Summarizing is a comprehension strategy where we shorten a story by retelling the key events and details." Then I will demonstrate and model summarizing by orally summarizing a story we recently read as a class. Next we will summarize a different story all together for guided practice. After guided practice, students will summarize independently.

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I will assess the strategy of sequencing in two ways: conferring with students individually and review reading journals. When I confer with students, I can ask them to orally put main events in sequential order. I would consider a student to be effectively able to use sequencing if they could put at least four details in proper order. I can also check students' reading journals to see their written expression of sequencing. Students can put the main events in order by writing out what happened first, next, then, last, etc.

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I will teach the strategy of sequencing by first introducing it: "Sequencing is a strategy where we organ the main events of a story using words like first, next, then, and last." Then I will demonstrate and model the strategy by putting a series of mixed up sentences (main events) from a story we've read in class in sequential order. Next we will do this collaboratively with a different set of mixed up events from a different story we've previously read. After guided practice, students will do this independently.

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#4b: Assessing Recognizing Topic Sentences

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#4b: Assessing Recognizing Topic Sentences

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I will assess this strategy by providing independent practice for students. I will chose a paragraph from a text they have previously read. Students will write down the topic sentence of the paragraph, being mindful that it is not always the first sentence. I will collect their work and see if they have correctly identified the topic sentence.

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#4a: Teaching Recognizing Topic Sentences

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#4a: Teaching Recognizing Topic Sentences

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I will teach this strategy by first introducing it: "A topic sentence is the sentence in a paragraph that tells us what the paragraph is all about. It usually the first sentence of the paragraph, but not always." Then I will demonstrate and model how to find a topic sentence from a paragraph we've previously read in class. Next we will do this again whole group with a different paragraph for guided practice. After guided practice, students will independently determine topic sentences on their own.

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I will assess the strategy of classifying by providing independent practice for students at their appropriate levels. I will collect their work and see if they have effectively classified by correctly categorizing words, categorizing sentences, or identifying the main idea.

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I will teach this strategy by first introducing it: "Classifying is a strategy that helps us categorize groups of sentences to identify the main idea." Then I will demonstrate and model this strategy by reading through a series of 4-5 sentences and identifying the main idea. I will discuss how the other sentences support the main idea. Next we will do this again as a class with a different set of sentences and determine the main idea. After this guided practice, students will work independently and use this strategy on their own.

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I will assess this strategy in two ways: conferring with students and reviewing their reading journals. When I confer with students individually, I will ask them to make predictions before reading. I will be able to see if these are founded predictions based on their preview of the text or simply just guesses. When I review students' reading journals, I can look at the comprehension strategies they are using by seeing if they checked off "making predictions" and looking over their written examples of their predictions.

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I will teach this strategy by first introducing it: "Predicting is a comprehension strategy where we make predictions (founded guesses) about a book we are about to read." Then I will demonstrate and model this strategy: "This book is all about storms. I predict this book will talk about thunderstorms and tornadoes. I predict it will explain how these storms are created. I will read to find out if my predictions are true." Next we will practice making predictions on a different book as a class (guided practice). After guided practice, students will make predictions independently with their own reading.

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#1b: Assessing Activating Prior Knowledge

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#1b: Assessing Activating Prior Knowledge

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I will assess this strategy in two ways: conferring with students and reviewing their reading journals. When I confer with students individually, I will be able to see firsthand if they are activating their prior knowledge before reading. When I review students' reading journals, I can look at the comprehension strategies they are using by seeing if they checked off "activating prior knowledge" and looking over their written explanation of how they used "activating prior knowledge."

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#1a: Teaching Activating Prior Knowledge

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#1a: Teaching Activating Prior Knowledge

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I will teach this strategy by introducing it: "Activating prior knowledge is a comprehension strategy in which we think about what we already know about a subject before reading." Then I will demonstrate and model this strategy: "This book is about all about storms. What do I know about storms? What are some different kinds of storms? What types of storms have I experienced?" I will answer my own questions. Next we will discuss these questions as a class (guided practice) to activate our prior knowledge. After guided practice, students will move on to independent practice and application: "Before you begin a new book, you should ask yourself what you already know about the subject and what similar experiences you've had."

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Summarizing is a post-reading strategy and arguably the most effective comprehension strategy of all (Gunning, 2016). Summarizing is when students retell the main events and details of a story in shortened version. This can be done orally or in writing. The teacher should begin instruction of summarizing by having students recount a story orally. When students can effectively summarize orally, they can then more on to doing it in writing. This strategy will work for my students because they can improve their organizational strategies of determining main ideas and supporting details. All students will benefit from the strategy of summarizing because it improves comprehension and increases retention (Gunning, 2016).

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Sequencing is a post-reading strategy. This strategy helps students strengthen their comprehension of a text by organizing the main events, steps, or thoughts of a text in sequential order. Similar to classifying, this strategy is easily scaffolded for developing readers. Younger students can be introduced to sequencing by talking about the steps of an activity they are familiar with such as making a sandwich or playing a game using transitional words like fist, second, next, then, and last. Once students have a good grasp on this they can work on organizing a list of events starting with 3-4 and working their way up to 6-7 events. When students can effectively organize a list of events, then they should be taught to apply sequencing to a story. This strategy of sequencing will work for my students because it will teach them how to map out the main events of a story including the climax and resolution of a problem. All students will benefit from this strategy, but especially the students who struggle remembering the order of events and their connection to the story's overall purpose.

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#4 Recognizing Topic Sentences (During Reading Strategy)

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#4 Recognizing Topic Sentences (During Reading Strategy)

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Recognizing Topic Sentences is a during reading, organizational strategy. This strategy is used once students have a grasp on main idea. In the strategy of recognizing topic sentences, students learn that the main idea sentence is really a topic sentences. A topic sentence holds the main thought of the entire paragraph. This strategy is best taught through guided practice where the teacher pulls paragraphs from texts students are currently reading. The teacher should start off using paragraphs where the topic sentence is the first sentence of the paragraph, but when students have a grasp of this concept they should be presented with other paragraphs where the topic sentence isn't the first sentence. The strategy of recognizing topic sentences will work for my students because they will learn to identify supporting details that go with the topic sentence. This strategy will guide them in understanding the topic, main idea, or purpose of a whole text. All students will benefit from this strategy, but especially the students who struggle identifying supporting details.

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Classifying is a during reading, organizational strategy. Classifying is a strategy that helps support teaching comprehension of a text's main idea. In this strategy, students work up in their difficulty level of classifying by first working on categorization of objects, next classifying words, then categorizing groups of sentences, and finally identifying a main idea sentence. Students can be taught the analogy of a roof where the main idea sentence is the roof and the other coinciding detail sentences are support walls for that roof. This strategy will work for my students because it will teach them that a main idea is what all the sentences are about not just one important sentence. Then students will gradually learn how to determine the main idea of a whole text. All students will benefit from the strategy of classifying because this strategy nicely scaffolds based on ability level. All students need to be able to classify in order to determine the most significant message or main idea of a story or informational text.

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Predicting is a pre-reading strategy. In this strategy, students further activate their schemata because the foundation for predicting is using prior knowledge. When students make predictions they are making founded guesses for what they think will happen in the next. Predicting gives students a purpose for reading because they want to find out if their predictions about the text are correct. In this strategy, the teacher will need to make sure to teach students to not simply make unfounded guesses, but to use consideration to back up their predictions. This strategy will work for my students because it gives them a reason to read the text and keep them engaged while reading. All students will benefit from this strategy, but especially the students who struggle staying focused and engaged while reading.

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#1 Activating Prior Knowledge (Pre-Reading Strategy)

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#1 Activating Prior Knowledge (Pre-Reading Strategy)

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Activating prior knowledge is a pre-reading strategy. In this strategy students become aware of what they already know about a subject before reading through teacher led questioning. Eventually, students will be able to ask and answer their own questions to activate their prior knowledge. In this strategy it is important to not to mistake preparation for recounting or retelling of the text. The teacher should not tell all of the important information so that students do not have a reason to read the text. This strategy will work for my students because it develops the background needed for comprehending the text. All students will benefit from this strategy, but students who struggle reading or have fewer experiences to draw from will especially benefit from activating prior knowledge.