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Answering questions about a text are exercises that increase comprehension and help students make connections. This is to be done after a story is read. By encouraging students to make text to self-connections, students are more likely to comprehend what is being read. All students will benefit from answering questions and making connections because it gives them an opportunity to share their thoughts with classmates and build confidence.
Modeling questioning is taught during whole group reading time.  This is a time when all students are  able to engage in conversations once a story in done being read.  The teacher can start by making a connection to the text, and then ask student volunteer to share similar experiences.  The teacher can also ask basic recall questions about the setting, names of characters and main events in the story. Then progress to questions that require critical thinking. The effectiveness of this strategy can be easily assessed based on the amount of students that actively participate, and whether or not their thoughts relate to the story.

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Retelling is a strategy that helps students summarize a story that was read.  This skill is a great way for students to build comprehension skills and focus on the important events in a story.  Retelling is a great strategy for kindergarten students because it allows them to use their creativity through drawing, role playing, etc.  Students are more likely to be engaged if there are able to express their understanding in their own ways. Visual learners are especially going to benefit from this.
During the school year, students read a wide range of stories.  A fun way to introduce the concept of retelling is by using student volunteers to reenact the main events.  For example, if students were learning about the Three Little Pigs, I would have one student be the big bad fox, and three others acting as the pigs.  Assessments can be done by students accurately reenacting the events, or by displaying illustrations that directly relate to the book.

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Context clues help students comprehend what they are reading.  Using context clues also helps students improve their vocabulary.  This is a very valuable strategy for students to learn because there are many times when a student will get stuck and not be able to decode a word. Struggling readers will really benefit from this because they will learn to use beginning sounds and pictures to help them read .
Using context clues will be taught during whole group literacy instruction time.  This will be demonstrated with the class as the teacher reads, well before students are reading books of their own.  For example, if the word is dog, the students will be asked to look at the first letter in the word and notice the picture of a dog running on the page. Once children are placed into reading groups, it will be easy to assess which students are able to demonstrate their understanding of using context clues on their own.

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Decoding is an essential strategy for students to learn in order to help them sound out words.  As students are in their early stages of reading, they need to work on sounding out CVC words.  During guided reading groups, students are given books based on their reading level and most of these books are full of simple words.  If students are able to decode these words, they will be able to easily read each sentence and make it easier to comprehend the context of the book.
This strategy will be taught and reviewed during phonics and small group instruction.  Students will use a blending board and alphabet cards to practice reading and building CVC words.  Checking for understanding will take place through a variety of both formal and informal assessments.  During guided reading groups the teacher is able to get an understanding of which students are still struggling with decoding.  This will also be done during one on one assessment while students are asked to read a variety of CVC words.

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Before Reading Strategy- Prior Knowledge

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Before Reading Strategy- Prior Knowledge

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Checking for prior knowledge is a strategy that allows students to discuss what they already know before reading about a new topic.  Students have an opportunity to chat with classmates about a given topic.  This allows teachers to get a better understanding of the amount of information they do or do not know.  Students that struggle with building connections during reading will benefit because they will have the opportunity to discuss the topic before reading.
This can be taught using a variety of tools.  Students can work independently or with a partner to fill out a graphic organizer, or this can be done on the board during a whole group discussion.  In order for teachers to get a clear understanding of which students are effectively utilizing this strategy, they will have to make observations during the discussions or collect completed graphic organizers.

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Having students participate in a picture walk before reading allows them to gain interest in the story and make predictions of what the story will be about.  Engaging students is important when it comes to reading.  Students are less likely to comprehend what is being read if they are not interested.  Students that struggle with decoding will benefit from doing a picture walk because it will allow them to identify the setting and characters on each page before seeing the words.  Therefore, if they get stuck on a word, they can refer back to what they saw before reading.
This strategy will be taught during whole group reading instruction.  The teacher starts by showing the front cover of the book to the students and asking them to make predictions.  Teachers will then move onto the illustrations throughout the book and ask students to make connections and try figuring out what is going on.  Student understanding will be determined through teacher observations during whole group discussions.