Monitoring+Comprehension

Please post your monitoring comprehension ideas here. **Name:** Chelsie Netzer **Strategy**: RATA **Comprehension Area**: Monitoring Comprehension **Literature Source**: __Life As We Knew It__ by // Susan Beth Pfeffer 2006 // **Objective**: Throughout the course we will be reading the fiction novel __Life As We Knew It,__ and will use this text to model thinking aloud. I will read a section of the book twice a week, and will model comprehension by stopping frequently convey questions, thoughts or summaries I have about the text. Student will have a copy of the book, and can write down their own thoughts, as they follow along. **Overview**: This strategy works before, during, and after reading a text. It connects background knowledge, critical thinking, and the students own personal ideas into the text. RATA models how to engage actively in a text, but also shows that it is okay to stop and ask questions about the reading. It allows them to think more about the text and link that text to their personal lives. This strategy can also be used with many different text, and content areas

Strategy ** : Multiple Intelligences Corners ** Comprehension area: ** Monitoring Comprehension ** Literature Source ** : NOVA Stem Cell Movie http://www.pbs.org/wgbh/nova/sciencenow/3209/04.html ** Objective ** : Students will gain understanding of the text by looking at it through the lens of different intelligences. They will be able to show their understanding through areas they shine in, while strengthening intelligences that they struggle with by practicing them. ** Overview ** : Students will first watch the video, and are instructed to pay close attention to it in order to do the activities afterwards. They may be given prompts to help direct their attention. Once they have watched it, they will choose 4 intelligences they think would apply well, or that they have strengths in (chosen from a list you give them). Each intelligence is assigned a “station” in the room, and each station has an activity there that applies to the intelligence (activities pre-planned by the teacher). The students then do the activities in response to the movie, moving from station to station. Examples of activities would include: drawing a picture of the cell differentiation process (visual), writing a song about the benefits of stem cells as discussed in the movie (musical). making vocabulary cards of key terms (verbal), etc.
 * Name ** : Brooke Friederichs **

**Name:** Josh Pyne **Strategy:** Read Aloud Everything **Comprehension Strategy:** Monitoring Comprehension **Literature Source:** Online article from Associated Press, //Blame your genes for lengthy illness// **Objective:** Students will be able to stay on task and focus on the reading because they are more involved with the reading by reading everything out loud. **Overview:** This is simple. The students must simply read the article out loud. The idea is that they will better understand and comprehend the article by reading it aloud because they are actively involved in the reading. After the reading, there will be a class-wide discussion of the material to back up understanding of the article.

Name: Oriel Boomgarden** Strategy: ** Reading (B)logs
 * Comprehension Area **: Monitoring Comprehension
 * Literature Source: ** //Der Mauerspringer// by Peter Schneider (Chapter 1)
 * Objective: ** Students will pick a reading on which to reflect. They will include a brief summary as well as any connections to their background knowledge they may have made while reading. If they write accurately about the piece, then the teacher knows that they comprehend what they are reading. This can be done on more than one occasion to monitor the comprehension of several different pieces. Students should also be encouraged to make appropriate comments on one another’s blogs to challenge each other’s thinking. They would be required to comment on at least one other blog about a different topic than their own.


 * Name:** Christian Vanseth
 * Strategy:** Think-Along
 * Comprehension Area:** Monitoring Comprehension
 * Literature Source:** A gift for Abuelita: celebrating the Day of the Dead by Nancy Luenn
 * When Utilized:** During Reading

 As students are reading and thinking about the questions they have developed for the questioning strategy that went along with this story, the students will stop at various points in the story and tell what the text is making them think about. I will start by modeling the strategy by reading through a section of the story and choosing places where it seems natural to stop and tell what the text is making me think about. The students will then split up into groups at their table to begin doing this themselves. They may be asked to make predictions, relate the reading to their own experiences, etc. when they stop to tell what they are thinking about with their group.   The purpose of the think-along instructional strategy is to encourage students to monitor their comprehension of a text, while they are reading that text. Less proficient readers tend to read the words in front of them, but fail to comprehend those words. The think-along instructional strategy encourages student to interact with the text.  Name: Jackie Huebner Strategy: Clarifying Bookmarks Comprehension Area: Monitoring Comprehension Literature Source: El Dia de Muertos, by: Ivar Da Coll When Utilized: During Reading Objective: The students pause after short sections of the reading to think aloud about their understanding of the reading so far. Overview: Students are paired up and sit next to each other, but each facing different directions as to facilitate listening to one another read. They take turns reading every other paragraph and after each paragraph the reader needs to finish one statement provided by their clarifying bookmark worksheet. Examples of the statements: This part is tricky, but I think it means…../ I know something about this from…../ Two questions I have about this section are….. By hearing the other student’s responses, the listener can check their own comprehension of the material and clarify the information if needed.

Name: Mike Riska Strategy: RATA Comprehension Area: Monitoring Comprehension Literature Source: Tornado Alley: Monster storms of the Great Plains by H. B. Buestein Objective: To get the students to full comprehend the book and to ask themselves questions as they read. When Used: During Reading Overview: Students will be reading chapters of the book throughout the unit to get a better description of the damage storms can do. Students will be asked to read the certain chapters aloud so they can hear the text along with just seeing it. As they are reading they should interject any thoughts that they have about the text or about any connections that were made to background knowledge. This strategy should get the student more actively engaged in the reading and improve comprehension.