Reading Awareness Survey

Theres more than one way to cope when you run into difficulties in your reading. Which
ways are the best? Under each question below, put a checkmark beside all the responses
you think are effective.
. What do you do if you encounter a word and you dont know what it
means?
a. Use the words around it to figure it out.
b. Use an outside source, such as a dictionary or an e!pert.
c. Temporarily ignore it and wait for clarification.
d. "ound it out.
#. What do you do if you dont know what an entire sentence means?
a. $ead it again.
b. "ound out all the difficult words.
c. Think about the other sentences in the paragraph.
d. %isregard it completely
&. 'f you are reading science or social studies material, what would you do to
remember the important information that you read?
a. "kip parts you dont understand.
b. (sk yourself questions about the important ideas.
c. $eali)e that you need to remember one point rather than another.
d. $elate it to something you already know.
*. +efore you start to read, what kind of plans do you make to help you read
better?
a. ,o specific plan is needed- .ust start reading toward completion of
the assignment.
b. Think about what you know about the sub.ect.
c. Think about why you are reading.
d. /ake sure the reading can be finished in as short a time as
possible.
0. Why would you go back and reread an entire passage over again?
a. 1ou didnt understand it.
b. To clarify a specific or supporting idea.
c. 't seemed important to remember.
d. To underline or summari)e for study.
2. 3nowing that you dont understand a particular sentence while reading
involves understanding that4
a. The reader may not have developed adequate links or associations
for new words or concepts introduced in the sentence.
b. The writer may not have conveyed the ideas clearly.
c. Two sentences may purposely contradict one another.
d. 5inding meaning for the sentence needlessly slows down the
reader.
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6. (s you read a te!tbook, which of these do you do?
a. (d.ust your pace depending on the difficulty of the material.
b. 7enerally read at a constant, steady pace.
c. "kip the parts you dont understand.
d. 8ontinually make predictions about what you are reading.
9. While you read, which of these are important?
a. 3now when you know, and when you dont know key ideas.
b. 3now what it is that you know in relation to what is being read.
c. 3now that confusing te!t is common and usually can be ignored.
d. 3now that different strategies can be used to aid understanding.
:. When you come across a part of a te!t that is confusing, what do you do?
a. 3eep on reading until the te!t is clarified
b. $ead ahead and look back if the te!t is still unclear.
c. "kip those sections completely- they are usually not important.
d. 8heck to see if the ideas e!pressed are consistent with one another.
;. Which sentences are the most important in the chapter?
a. (lmost all of the sentences are important- otherwise, they wouldnt
be there.
b. The sentences that contain important details or facts.
c. The sentences that are directly related to the main idea.
d. The ones that contain the most details.
An inventory to Pique Students Metacognitive Awareness, Journal of Reading, ! "#$, !%-!&
-5&-
'(ile ) was reading, ) * * *
+ot very ,uc( a little -it ,ost of t(e ti,e all of t(e ti,e
Made Predictions
.ee/ 0rac1 of
'(at ) A, Reading
2y As1ing
3uestions
Ma1e 4onnections
to 0(ings ) Already
.now
Su,,ari5ed at
Regular )ntervals
6sta-lis( a Pur/ose
Aware of a 7i8-u/
Strategy
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9ood Readers:'riters * * *
Ma1e /redictions ; <ave a /ur/ose for reading ; .ee/ trac1 of t(eir understanding
Su,,ari5e ; As1 questions ; Ma1e connections
PR=2>6M <=' ) .+6' '<A0 ) ?)?
-&%-
Reading Comprehension

I Read It, But I Dont Get It..
To reali)e the detrimental effect that encountering numerous unfamiliar
words can have on students comprehension, read the following paragraph
and try to identify this well<known piece of literature in this =meatier form>4
( female of the ?omo "apiens species was the possessor of a small,
immature ruminant of the genus @vis, the outermost covering of
which reflected all wavelengths of visible light with a luminosity
equal to that of a mass of naturally occurring, microscopically
crystalline water. $egardless of the translational pathway chosen
by the ?omo "apiens female, there was a ;; percent probability
that the aforementioned ruminant would select the same pathway.
"trickland,7anske,/onroe, #;;#

(lthough readers may have previously read this passage many times
before, most are probably unclear as to what the paragraph is about. The
task would be even more daunting if the reader was not familiar with the
rhymes of /other 7oose. Without background knowledge and knowing the
meaning of many of the words in the paragraph, the reader may not be able
to recogni)e the te!t as =/ary ?ad a Aittle Aamb>.
't is important that teachers engage readers in activities which foster
monitoring ones comprehension, knowing that there is a breakdown in
comprehension, being able to employ fi!<up strategies, and vocabulary
development.
-%@-
Dialogue of Strategies/Activities for Reading Comprehension
+rainstorm with the students as to what they think co,/re(ension -rea1down
means. (s they share, the teacher writes their responses on chart paper with
colored markers B making sure to include the students name ne!t to their response.
(s the students provide their responses B this would be the time to elaborate on
some of these breakdowns. Under no circumstance is the student made to feel
poorly because of their response. 't is strongly suggested that the teacher list
e!amples of comprehension breakdown that heCshe has e!perienced throughout
their lifetime. 't is important to stress that no one is immune to co,/re(ension
-rea1down.
Dossible responses may be4
The pictures go out of my head<<<Eohn
' cant pronounce the wordFsG<<<"teve
' can pronounce the wordFsG but dont know what they mean<<</ary
The dialogue in the story confuses me<<<Eackie
Too many characters in the story B confuses me<<</eredith
%aydreaming<<<8hristine
8ant keep focused<<<Eoan
(nd the list will go on and on.
'n essence, the students have now given the teacher the learning ob.ectives for all
the following classes. 't is important for the students to know that all these
=breakdowns> are fi!able. 't is important that the students feel that there is hope
and that all people e!perience comprehension breakdown at various times
throughout their lives.
(t this point in the lesson, the teacher can share the book entitled, I Read It, But I
Dont Get It by 8hris Tovani. The teacher shares the title with the students and
says the reason heCshe read this book is because so many of hisCher students have
said these e!act words. The teacher will now write the words =fa1e reading> on
the board. The teacher now asks the students, what do they think 5ake $eading> is
all about? /any times the student will volunteer strategies that they have used
over the years to =fa1e read>. The teacher now reads from Tovanis book pages
*<0 beginning with =' started to =fake<read> in si!th gradeH'n the mean<time, '
would have to fake<read.> This is a very powerful e!cerpt. The students usually
can remember a timeFsG when they did this and some may even admit that they do
this everyday. (t this point the teacher must rally the students to "T@D 5(3I
$I(%',7J 5'K 8@/D$I?I,"'@, +$I(3%@W,J We can fi!
co,/re(ension -rea1down and rid ourselves of =fa1e reading through 5'K<UD
"T$(TI7'I".
-5!-
Materials
8hart paper
8olored markers
/asking tape
Te!t4 I Read It But I Dont Get It, by 8hris Tovani
!ome"or#
The students will be instructed to write a letter to the teacher in which they discuss
themselves as a $eaderCAearner. The teacher needs to build a trust with each
child. ( sample letter4
%ear /r.C/rs.4
To be a better reader, ' need to decode faster. 't takes a long time to figure
out words. ' cant picture the story in my mind. ' love to read non<fiction books.
' usually e!perience comprehension breakdown when ' get off track and that
usually leads to fake reading. ' want you to help me pronounce big words, picture
the story in my mind and not get confused when the story gets too long. '
e!perience comprehension breakdown when 'm thinking about something else
coming up, like a party and then ' .ust stop reading and focus on something else. '
want you to help me find some ways to get pulled back into the story.
1our student,
Aetters such as these are very powerful and provide the purpose for the lessons to
follow. 't is important that the teacher read and react to each letter. (
studentCteacher conference should be held. The students needs should be
validated and an individuali)ed plan needs to be discussed with each student.
(lthough this is a short term class, the opportunity to provide the student with
confidence and hope is here.
-5@-
$i%&'p Strategies
(fter students have the confidence to admit to comprehension breakdown, they are
introduced to the many solutions to these breakdownsL5'K<UD "T$(TI7'I".
5ollowing the same format as the introductory lesson on comprehension
breakdown, the teacher will brainstorm with the students as to the kinds of
strategies the students are presently using when they are reading even though they
are not understanding.
(gain, write the student responses on chart paper entitled =5i!<up "trategies.> 't
has been my e!perience that most of the students will say they reread when they
dont get it. @f course, this is a great fi!<up strategy but we all know it doesnt
always work. Thus leaving the student with nowhere to turn. (t this time, refer to
the chart paper on comprehension breakdown and begin to brainstorm fi!<up
strategies that will match the comprehension breakdown.
6AAMP>6B
8omprehension +reakdown 5i!<Up "trategies
,ot familiar with the topic +egin a 3<W<A process
Too many characters in the story %esign a web that will separate the characters
The pictures go out of my mind %raw a rough sketch as you are reading
8ant pronounce the words $ecall your word study rules
%o not know the meaning of the word Use conte!t cluesCdictionary
8onfusing events Use a sequence graphic organi)er
Two different ideas Use a Menn %iagram
The list can go on and on. The most important message that the students must
receive is that for every comprehension breakdown there is a fi!<up strategy. 't is
important that the student become comfortable with several fi!<up strategies thus
enabling himCher to become a life long independent reader. ( wonderful resource
book is Strategies That Work as well as the list of fi!<up strategies in the
instructional curriculum.
-&C-
Reading Comprehension
.ay needs information about bird migration for a science report. "he found this short
chapter about the (rtic tern in a book about sea birds.
What is the NU'83I"T way for 3ay to find out if the chapter contains information about
when (rctic terns migrate?
a* Read t(e c(a/ter fro, -eginning to end*
-* >oo1 at t(e ,a/*
c* Read t(e section (eadings*
d* Read t(e first sentence in eac( /aragra/(*
0(e Arctic 0ernB >ong-?istance 4(a,/ion
5rom one end of the earth to the other, the (rctic tern gets around. 'n summer, these sea
birds nest and raise their young as far north as the (rctic 8ircle. (t the first sign of fall,
however, the gray and white birds fly south to (ntarctica. When the days grow shorter in
the "outhern ?emisphere, the terns head north again. 'n this way, some terns fly #*,;;;
miles or more in their annual roundtrip migration. This is about equal to a trip around the
earth at the equator.
>iving in ?aylig(t
+y living at the two distant ends of the earth, terns spend their lives in almost constant
daylight. %ue to the earths tilt, there is almost continuous daylight during the (rctic
summer. When it is winter in ,orth (merica, the "outh Dole is tilted toward the sun.
"o terns have almost perpetual light all winter, too.
Terns need all that daylight. To find enough food for themselves and their young, adult
terns must fly several hundred miles every day. Aong hours of daylight give them enough
time to find food and bring it back to the nest.
Why is it necessary for the tern to fly so far for food? 5or nesting, terns prefer ocean
islands free of tall weeds, which block their vision and movement and also hide enemies
that prey on their young. 5or feeding, however, terns like muddy shallows and coastal
waters. This is where fish, shrimp, and insects thrive. Aong distances often separate the
best nesting and feeding locations.
-D&-
F'nsert DictureG
7lying Sout( in Autu,n
When it is early fall in ,orth (merica, (rtic terns begin their long trip south. (rctic terns
are famous for fast migrations. Unlike other sea birds, (rctic terns do not rest on the
surface of the sea. They keep flying. Terns even feed in mid<flight, skimming with open
breaks the seas surface to snag small fish. 'n all, the pole<to<pole .ourney takes only a
few weeks.
Why are these birds in such a hurry? (rctic terns are not well adapted to fishing in deep
water. They cannot dive or swim in the sea like other sea birds. The sooner they reach
the shallow feeding grounds in the south, the more likely they are to find food. (dult
terns also begin the process of molting, or losing their old feathers, at this time. They
need to reach (ntarctica before they lose the strong wing and tail feathers they need for
flying.
)n t(e Antarctic
( look at the map shows that the (rctic terns engage in what is called circular migration.
The terns do not fly to one target area where they spend several months. "ince there is no
breeding or egg laying at this time of year, the birds follow food supplies and favorable
winds ranging over (ntarctica.
<eading 2ac1 +ort( Again
,ot all the terns make the return trip to the (rctic once the "outh Dole begins tilting away
from the sun. The one<year<old birds often stay behind in the cool current near
(ntarctica. These terns are too young to breed or lay eggs. They do not return to the
northern nesting areas. The following spring, when they are mature, they make the trip.
Which of these is ,@T a given reason for the terns fast migration?
a* 0(ey cannot dive or swi, very well*
-* 0(ey are in t(e /rocess of ,olting*
c* 0(ey do not live very long*
d* 0(ey /refer food found in coastal waters*
-DD-
@ne<year<old terns often do not make the return trip to the (rctic because
a* 0(eir wing feat(ers are not fully grown*
-* 0(ey are not ,ature enoug(*
c* 0(ey cannot dive and swi, in dee/ sea water*
d* 0(ey (ave not learned t(e ,igration routes*
Which of these details could +I"T be added to paragraph 0?
a* 0ern eggs ta1e a-out one ,ont( to (atc(*
-* 0erns usually return to t(e sa,e nesting site*
c* 0(e adult tern grows to -e a-out E5 inc(es "! c,$ long*
d* Average tern flig(t s/eeds are a-out 5C ,/(*
'n the space provided, briefly tell how the (rctic tern spends its time in
(ntarctica. "Fse se/arate s(eet of /a/er to answer t(is question*$
Deople in the United "tates rarely get a chance to see the (rctic tern. Write a
+$'I5 paragraph e!plaining why this is probably so. Use facts from the chapter
to support your answer. "Fse se/arate s(eet of /a/er to answer t(is question*$
Why does the author describe the (rtic terns as =Aong<%istance 8hampions>?
Use information from the passage to support your answer. "Fse se/arate s(eet of
/a/er to answer t(is question*$
-D!-
0(in1 Aloud
A historian often works like a detective solving Nuestion your under<
a mystery. +oth must use the available evidence standing. What does
to figure out what has happened at some point in this paragraph tell me?
the past. 'n many cases, facts are missing. The
story is not complete. (s a result, conclusions 'f ' do not understand,
must be based on partial evidence. what can ' do to get the
meaning?
Stop, check comprehension +
summarize
?istorians use written records, like newspapers or 0(in1 Aloud
letters, to find out about the past. ?owever, reading is
not the only method historians can use to gain knowledge. %o ' understand what
There are other ways to gain information as well. ' have read?
@ne of the ma.or ways to acquire this valuable information
is to study clothing, tools, weapons, and other artifacts.
E* Fsing a gra/(ic organi5er, co,/are t(e two styles of
investigation t(at you Gust read a-out*
#* '(at does t(e word artifacts ,ean in t(is selectionH
+efore any article can be accepted for evidence, history 0(in1 Aloud
must confirm that it is authentic. @ne of the most
critical tasks is determining how old the ob.ect is. What does the paragraph
(n article can not be considered genuine unless it tell me?
originated in the correct historical period and the age
of the item can be confirmed. "ometimes scientific
techniques are used to date the item.
Stop, check comprehension +
summarize
. Tell me what the word genuine means by using the
conte!t information in this paragraph.
#. 'f you were given this additional information Ffor
e!ample, one group of historians found a wooden
bo! marked with the date 6&6. (fter careful
inspection of the bo!s handle, it was noticed
to be attached with machine<made fasteners.G
Would this help you to confirm the authenticity
of this item? I!plain your answer.
-D-
1. Do a KWL activit !rst "e#ore reading this se$ection.
%i$$ in the !rst t&o co$umns.
'. Discuss the in#ormation in our KWL organi(er.
). *o& read the paragraphs "e#ore. #orming a prediction.
+he Luge

Auge tobaggoning, a traditional winter sport in Iurope,
is not for the timid. 1ou ride in small sleds down a specially Think (loud
built track of solid ice with hairpin turns at speeds up to
9; miles an hour. The ob.ective is to complete the course
as rapidly as possible. The lower the time the better. %o ' understand
what ' read?

,top -nd +hin. Be#ore Going /n0
I# ou understand &hat ou have read then go on.
I# ou did not understand, then stop and use a !12up
strateg on the strateg "oo.mar..
The luge riders sit facing forward lying almost on Think (loud
their backs. Their heads are raised .ust enough to
see the course ahead and their legs are stretched %id ' understand
out astride the forward runners. The riders position what ' .ust read?
themselves like this so as to minimi)e resistance
to windflow so as to increase their speed.
"top < Think < "ummari)e
)n two to t(ree sentences, su,,ari5e w(at you (ave read
so far*
-D@-
There are no mechanical means for steering. Think (loud
The luge is controlled differently. To change
direction, the lugist lifts the runner on the side %o ' Understand?
and pushes the opposite runner inward. ,e!t, %o ' need a fi!<up
the lugist shifts body weight to the outward runner strategy?
making it go faster than the inward runner. Iach
of these actions helps the sled turn.
"top < Think < "ummari)e '(at new voca-ulary words
'(at (ave you learned so far a-out t(e lugeH (ave you learnedH >ist t(e,*
8urves along the track are banked, or inclined
upward from the inner to the outer edge. $acers
decide how high on the banks to travel while
rounding the curves. Traveling higher takes longer
but makes overturning less likely. 8onversely, traveling
lower is faster but increases the chances of overturing.
$acers seek a balance of speed and safety.
2efore going on as1 yourself HH. ?o ) understand w(at ) Gust readH Sto/ and
0(in1 I 6valuate your co,/re(ension*
As1 yourself so,e questions a-out w(at you Gust read*
-!C-
The lugists equipment reflects an understandable concern
for safety. 7oggles, crash helmets, and elbow pads are standard
gear. (dditionally the racers way of dressing serves other Think
purposes as well. "pecially designed shoes assist pushing off, Ivaluate
braking, and steering, and the rubberi)ed bodysuits reduce "ummari)e
resistance to airflow.
. 9o -ac1 to t(e .'> c(art and fill in w(at you (ave learned*
#. ?iscuss t(e difference fro, w(at you 1new a-out t(e luge and w(at you
learned after reading t(e /aragra/(s*
-!E-
9A0<6R J=FR 0<=F9<0S
Jou (ave read ,any stories t(at (ave interesting c(aracters*
0(in1 of a story t(at you ,ay (ave Gust read t(at introduced you
to a new c(aracter in (istory* 7ill in t(e -o8es -elow wit( t(e
details of t(at c(aracter*
0(e 4(aracter
Personality Age
<a-its
2eliefs A//earance
-!&-
,ow get ready to write a character sketch. ,ame your character and
use the organi)er to tell more about him or her.
-!D-
<ow ot(ers feel
a-out (i, or (er
4(aracters
+a,e
<ow (e or s(e
feels
'(ere (e or s(e
lives
<ow (e or s(e
acts
<ow (e or s(e
loo1s
3a.e - Connection
Imagine this: The time is somewhere around 1900. You live on a farm in
Ireland that can no longer support your family and you face a life of miserable
poverty. Perhaps you are Jewish and you live in eastern Europe. Each day you
fear that hostile mobs will kill you and destroy your town.
You pack up your bags and set sail for America.across more than three
thousand miles of ocean. You do not know what you will fnd there, but you
hope - - you hope with every fber of your being. Will you be able to make a
good life in this new place? Will you- - and your children- - - come to call it
home?
Bac.ground 4 Literature and ,ocia$ ,tudies
The United States is a nation of immigrants. Even Native Americans, the frst
Americans, journeyed here from Siberia thousands of years ago. Since 1600,
more than sixty million people have come here to start new lives.
From 1892 to 1054, Ellis Island served as the main port of entry to the United
States its Golden Door. For many immigrants the passage in ships across
the Atlantic was a nightmare. The Atlantic crossing could take anywhere from
ten days to more than a month. No wonder, then, the utter joy of immigrants at
their frst sight of the Statue of Liberty, the symbol of Americas freedom and
promise flled their hearts with excitement.
-D%-
0(e 'as(wo,an from In My Fathers Court by 'saac +ashevis
"inger taken from the $eading and Writing "ource +ook.
Read the frst part of the story of The ash!oman,"
!hich is from Isaac #ashe$is Sin%ers auto&io%raphy'
(' atch for information a&out the main character
and think a&out ho! you can re)ate to her'
*' rite your reactions to her in the Response
+otes'
#esides the ,anitor there !ere a)so the Response
+otes
!ash!omen !ho came to the house
to fetch our )aundry' My story is a&out
one of them'
She !as a sma)) !oman, o)d and
!rink)ed' hen she started !ashin%
for us she !as a)ready past se$enty'
Most of the -e!ish !omen of her
a%e !here sick)y, !eak, &roken in
&ody' .)) the o)d !omen on our /o I
understand !hat I
street had &ent &acks and )eaned ha$e read0
on sticks !hen they !a)ked' #ut
this !ash!oman, sma)) and thin
as she !as, possessed a stren%th
that came from %enerations of
peasant fore&ears' Mother !ou)d
count out to her a &und)e of )aundry
that had accumu)ated o$er se$era)
!eeks' She !ou)d )ift the un!ie)dy
pack, )oad it on her narro! shou)ders,
and carry it the )on% !ay home' She
)i$ed on -ames Street, &ut at the other end,
near 1ro$e' It must ha$e &een a !a)k
of an hour and a ha)f'
2oca&u)ary
peasant<<<<poor
forebears<<<ancestors
accumulated<<<increased
unwieldy<<<hard to carry

-!#-
She !ou)d &rin% the )aundry &ack Response +otes
a&out t!o !eeks )ater' My mother
had ne$er &een so p)eased !ith
any other !ash!oman' 3$ery
piece of )inen spark)ed )ike po)ished
si)$er' 3$ery piece !as ironed' 4et
she char%ed no more than the others'
She !as a rea) fnd' Mother a)!ays
had her money ready, &ecause it
!as too far for the !oman to come
a second time' /o I understand
!hat I ha$e
5aunderin% !as not easy in those read0
days' The o)d !oman had no faucet
!here she )i$ed &ut had to &rin% the
!ater from a pump' For the )inens
to come out so c)ean, they had to &e
scru&&ed thorou%h)y in a !ashtu&,
rinsed !ith !ashin% soda, soaked,
&oi)ed in an enormous pot, starched,
and ironed' 3$ery piece !as hand)ed
ten times or more' .nd the dryin%6
It cou)d not &e done outside &ecause
Thie$es !ou)d stea) the )aundry' The
!run%7out !ash had to &e carried
up to the attic and hun% on c)othes7
)ines' In the !inter it !ou)d &ecome
as &ritt)e as %)ass and a)most &reak
!hen touched' Then there !as a)!ays
a to7do !ith other !omen and !ash7
!omen !ho !anted the attic for their
use as !e))'
The o)d !oman cou)d ha$e &e%%ed
at the church door or entered a home
for the indi%ent a%ed' 8o!e$er, there
!as in her a certain pride and a )o$e
of )a&or !ith !hich she !as &)essed'
She did not !ant to &ecome a &urden,
and thus she &ore her &urden' Stop7Think7
Summarize
2oca&u)ary
5inen 4 ta"$ec$oths, nap.ins, to&e$s, etc
Starched7 sti5ened " adding starch
#ritt)e 4 $i.e$ to "rea.
To7do 9 #uss or argument
Indi%ent 4 poor
#urden 4 trou"$e
#ore 4 carried
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)n t(e left-(and colu,n, write E state,ent t(at you t(in1 is interesting
or i,/ortant* 0(en res/ond to it in t(e rig(t-(and colu,n*
Statement My
Thou%hts
Compare and Contrast
6sing a 7enn diagram compare ourse$# to the
&ash&oman
1. Write &ords that descri"e the &ash&oman on the $e#t2
side.
'. Write &ords descri"ing ourse$# on the right2side.
). Write &ords that ou have in common in the midd$e.
-!%-
8repare to &rite a compare and contrast
paragraph.
1. 6se one o# these topic sentences #or our paragraph
9circ$e one:.
The !ash!oman and I ha$e a )ot in
common'
The !ash!oman and I ha$e $ery )itt)e in
common'
*' Then )ist : detai)s that support your topic
sentence'
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Write your compare and contrast paragraph.
Begin with the topic sentence you circled and then incorporate the
three details that you listed. Then end with a concluding sentence
that sums up your opinion.
-!5-
M60A4=9+)0)K6 R6A?)+9 A'AR6+6SS )+K6+0=RJ
%'$I8T'@," 5@$ "8@$',7
Part =neB $esponses that indicate metacognitive reading awareness.
. a, b, c
#. a, c
&. b, c, d
*. b, c
0. a, c, d
2. a, b, c
6. a, d
9. a, b, d
:. a, b, d
;. b, c
Guided Comprehension: A Teaching Mode !or Grades "#$ by /aureen /cAaughlin and /ary +eth (llen O #;;#.
,ewark, %I4 'nternational $eading (ssociation. /ay be copied for classroom use.
-5D-
M60A4=MPR6<6+S)=+ S0RA069J )+?6A
%irections4 Think about what kinds of things you can do to understand a story better before,
during, and after you read it. $ead each of the lists of four statements and decide which one of
them would help %ou the most. There are no right ans&ers' 't is .ust what %ou think would help
the most. 8ircle the letter of the statement you choose.
)* )n eac( set of four, c(oose t(e one state,ent w(ic( tells a good t(ing to do to (el/
you understand a story -etter (efore you read it*
. +efore ' begin reading, its a good idea to
(. "ee how many pages are in the story.
+. Aook up all of the big words in the dictionary.
8. /ake some guesses about what ' think will happen in the story.
%. Think about what has happened so far in the story.
#. +efore ' begin reading, its a good idea to
(. Aook at the pictures to see what the story is about.
+. %ecide how long it will take me to read the story.
8. "ound out the words ' dont know.
%. 8heck to see if the story is making sense.
&. +efore ' begin reading, its a good idea to
(. (sk someone to read the story to me.
+. $ead the title to see what the story is about.
8. 8heck to see if most of the words have long or short vowels in them.
%. 8heck to see if the pictures are in order and make sense.
*. +efore ' begin reading, its a good idea to
(. 8heck to see that no pages are missing.
+. /ake a list of words 'm not sure about.
8. Use the title and pictures to help me make guesses about what will happen in
the story.
%. $ead the last sentence so ' will know how the story ends.
0. +efore ' begin reading, its a good idea to
(. %ecide on why ' am going to read the story.
+. Use the difficult words to help me make guesses about what will happen in the
story.
8. $eread some parts to see if ' can figure out what is happening if things arent
making sense.
%. (sk for help with the difficult words.
2. +efore ' begin reading, its a good idea to
(. $etell all of the main points that have happened so far.
+. (sk myself questions that ' would like to have answered in the story.
8. Think about the meanings of the words which have more than one meaning.
%. Aook through the story to find all of the words with three or more syllables.
Source: "chmitt, /.8. F:;;G. ( questionnaire to measure childrens awareness of strategic reading processes. The
Reading Teacher, (", *0*<*2.
-5C-
M60A4=MPR6<6+S)=+ S0RA069J )+?6A "continued$
6. +efore ' begin reading, its a good idea to
(. 8heck to see if ' have read this story before.
+. Use my questions and guesses as a reason for reading the story.
8. /ake sure ' can pronounce all of the words before ' start.
%. Think of a better title for the story.
9. +efore ' begin reading, its a good idea to
(. Think of what ' already know about the things ' see in the pictures.
+. "ee how many pages are in the story.
8. 8hoose the best part of the story to read again.
%. $ead the story aloud to someone.
:. +efore ' begin reading, its a good idea to
(. Dractice reading the story aloud.
+. $etell all of the main points to make sure ' can remember the story.
8. Think of what the people in the story might be like.
%. %ecide if ' have enough time to read the story.
;. +efore ' begin reading, its a good idea to
(. 8heck to see if ' am understanding the story so far.
+. 8heck to see if the words have more than one meaning.
8. Think about where the story might be taking place.
%. Aist all of the important details.
))* )n eac( set of four, c(oose t(e one state,ent w(ic( tells a good t(ing to do to (el/ you
understand a story -etter "hile you are reading it*
. While 'm reading, its a good idea to
(. $ead the story very slowly so that ' will not miss any important parts.
+. $ead the title to see what the story is about.
8. 8heck to see if the pictures have anything missing.
%. 8heck to see if the story is making sense by seeing if ' can tell whats
happened so far.
#. While 'm reading, its a good idea to
(. "top to retell the main points to see if ' am understanding what has happened
so far.
+. $ead the story quickly so that ' can find out what happened.
8. $ead only the beginning and the end of the story to find out what it is about.
%. "kip the parts that are too difficult for me.
&. While 'm reading, its a good idea to
(. Aook all of the big words up in the dictionary.
+. Dut the book away and find another one if things arent making sense.
8. 3eep thinking about the title and the pictures to help me decide what is going
to happen ne!t.
%. 3eep track of how many pages ' have left to read.
Source: "chmitt, /.8. F:;;G. ( questionnaire to measure childrens awareness of strategic reading processes. The
Reading Teacher, (", *0*<*2.
-5E-
M60A4=MPR6<6+S)=+ S0RA069J )+?6A "continued$
*. While 'm reading, its a good idea to
(. 3eep track of how long it is taking me to read the story.
+. 8heck to see if ' can answer any of the questions ' asked before ' started
reading.
8. $ead the title to see what the story is going to be about.
%. (dd the missing details to the pictures.
0. While 'm reading, its a good idea to
(. ?ave someone read the story aloud to me.
+. 3eep track of how many pages ' have read.
8. Aist the storys main character.
%. 8heck to see if my guesses are right or wrong.
2. While 'm reading, its a good idea to
(. 8heck to see that the characters are real.
+. /ake a lot of guesses about what is going to happen ne!t.
8. ,ot look at the pictures because they might confuse me.
%. $ead the story aloud to someone.
6. While 'm reading, its a good idea to
(. Try to answer the questions ' asked myself.
+. Try not to confuse what ' already know with what 'm reading about.
8. $ead the story silently.
%. 8heck to see if ' am saying the new vocabulary words correctly.
9. While 'm reading, its a good idea to
(. Try to see if my guesses are going to be right or wrong.
+. $eread to be sure ' havent missed any of the words.
8. %ecide on why ' am reading the story.
%. Aist what happened first, second, third, and so on.
:. While 'm reading, its a good idea to
(. "ee if ' can recogni)e the new vocabulary words.
+. +e careful not to skip any parts of the story.
8. 8heck to see how many of the words ' already know.
%. 3eep thinking of what ' already know about the things and ideas in the story to
help me decide what is going to happen.
#;. While 'm reading, its a good idea to
(. $eread some parts or read ahead to see if ' can figure out what is happening if
things arent making sense.
+. Take my time reading so that ' can be sure ' understand what is happening
8. 8hange the ending so that it makes sense.
%. 8heck to see if there are enough pictures to help make the story ideas clear.
Source: "chmitt, /.8. F:;;G. ( questionnaire to measure childrens awareness of strategic reading processes. The
Reading Teacher, (", *0*<*2.
-5#-
M60A4=MPR6<6+S)=+ S0RA069J )+?6A "continued$
)))* )n eac( set of four, c(oose t(e one state,ent w(ic( tells a good t(ing to do to (el/ you
understand a story -etter after you (ave read it*
#. (fter 've read a story, its a good idea to
(. 8ount how many pages ' read with no mistakes.
+. 8heck to see if there were enough pictures to go with the story to make it
interesting.
8. 8heck to see if ' met my purpose for reading the story.
%. Underline the causes and effects.
##. (fter 've read a story, its a good idea to
(. Underline the main idea.
+. $etell the main points of the whole story so that ' can check to see if '
understood it.
8. $ead the story again to be sure ' said all of the words right.
%. Dractice reading the story aloud.
#&. (fter 've read a story, its a good idea to
(. $ead the title and look over the story to see what it is about.
+. 8heck to see if ' skipped any of the vocabulary words.
8. Think about what made me make good or bad predictions.
%. /ake a guess about what will happen ne!t in the story.
#*. (fter 've read a story, its a good idea to
(. Aook up all of the big words in the dictionary.
+. $ead the best parts aloud.
8. ?ave someone read the story aloud to me.
%. Think about how the story was like things ' already knew about before '
started reading.
#0. (fter 've read a story, its a good idea to
(. Think about how ' would have acted if ' were the main character in the story.
+. Dractice reading the story silently for practice of good reading.
8. Aook over the story title and pictures to see what will happen.
%. /ake a list of the things ' understood the most.
Source: "chmitt, /.8. F:;;G. ( questionnaire to measure childrens awareness of strategic reading processes. The
Reading Teacher, (", *0*<*2.
-5-
M60A4=MPR6<6+S)=+ S0RA069J )+?6A "continued$
?)R640)=+S 7=R S4=R)+9
Part =neB $esponses that indicate metacomprehension strategy awareness.
)* 2efore ReadingB ))* ?uring ReadingB )))* After ReadingB
. 8 . % #. 8
#. ( #. ( ##. +
&. + &. 8 #&. 8
*. 8 *. + #*. %
0. ( 0. % #0. (
2. + 2. +
6. + 6. (
9. ( 9. (
:. 8 :. %
;. 8 #;. (
Guided Comprehension: A Teaching Mode !or Grades "#$ by /aureen /cAaughlin and /ary +eth (llen O #;;#.
,ewark, %I4 'nternational $eading (ssociation. /ay be copied for classroom use.
-5%-
P=60RJ 7=RM
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Guided Comprehension: A Teaching Mode !or Grades "#$ by /aureen /cAaughlin and /ary +eth (llen O #;;#. ,ewark, %I4 'nternational $eading
(ssociation. /ay be copied for classroom use.
-!!-
+he *e& Co$ossus
;mma Lar(arus
*ot $i.e the "ra(en giant o# Gree. #ame,
With con<uering $im"s astride #rom the $and to $and=
>ere at our sea2&ashed, sunset gates sha$$ stand
- might &oman &ith a torch, &hose ?ame
Is the imprisoned $ightning, and her name
3other o# ;1i$es. %rom her "eacon2hand g$o&s
Wor$d2&ide &e$come= her mi$d ees command
+he air2"ridged har"or that t&in cities #rame.
@Keep, ancient $ands, our storied pomp0A cries she
With ,i$ent $ips. @Give me our tired, our poor,
Bour hudd$ed masses earning to "reathe #ree,
+he &retched re#use o# our teeming shore. ,end
these, the
>ome$ess, tempest2tost to me. I $i#t m $amp "eside
the go$den
door0A
7oca"u$ar
giant o# Gree. #ameC +he re#erence is to Co$ossus, a
huge
"ron(e statue o# the ancient Gree. god >e$$os.
pompC sp$endor, magni!cence
teemingC cro&ded
tempest2tostC upset " the storm
Compare and contrast the t&o !gures in this sonnet.
>o& man spea.ers are in this sonnetD What are
their $inesD
-D5-