C. Self-monitor reading in meaningful ways

1. adjust rate
2. reread
3. use context clues
4. self-question
5. access prior knowledge and experiences
6. make connections to self, text,  and world
7. use cueing systems (looks right/sounds right/ makes sense?) 

Context Clues
This printable activity helps students to learn how to use context clues  

Book Clubs: Reading for Fun
Students reading on their own and just for fun? Sure! This lesson explores how small groups of students decide to meet every other day to discuss what they've read in a "just for fun" book club they've organized—and that they control.

Guided Comprehension:  Self-Questioning Using Question-Answer Relationships
A majority of students in grades 4 to 6 are beyond decoding instruction and need more assistance with comprehension to help them become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences.

Webbing Context Clues
Students read and learn the meanings of unfamiliar words and phrases to build a word bank of vocabulary necessary for the interpretation of literature.
 

Teaching Students to Self-Evaluate:  This is a printable checklist for self-evaluation during reading.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Determine key similarities or differences between simple, illustratively supported fiction works and express with simple spoken or written sentences.
E/B: Respond to simple factual questions about a brief illustrated short story and express nonverbally (i.e. pictures, lists, tables, graphic organizers), with one-to-two word responses, or with simple spoken or written words and phrases;
E/B: Create pictures, lists, charts, and graphic organizers to illustrate characteristics of fictional short stories.
E/B: Demonstrate the sequence of events from an illustratively supported short story and express nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one-to-two word responses.
E/B: Identify key characters in a short story nonverbally (i.e. pictures, lists, tables, graphic organizers) or with one-to-two word responses; D: Identify key characters and main ideas in simple literature with simple spoken and written sentences; E: Identify actions of characters in fiction and relate to plot or theme.
E/B: Distinguish between poetry, drama, and short stories when read aloud by using simple spoken sentences; D: Read different and simple literature (poetry, drama, fiction, nonfiction) and orally identify each genre and its basic features with simple spoken and written sentences; E: Identify the main characteristics of poetry, drama, fiction, and nonfiction.
D: Identify the speaker or narrator of a given text with simple spoken and written sentences.
D: Respond to simple factual questions about brief fiction works and express with simple spoken and written sentences.
E: Identify the main idea of a given text and identify how conflict is resolved.
E: Read literature and orally identify metaphors and similes.
E: Identify point of view (i.e. first or third person).
 

© 2005 Mobile County Public Schools
 MCPSS is not responsible for the content of links beyond the initial levels
  in this site and does not officially endorse any software or other products mentioned 
on the linked sites.