comprehension monitoring strategy guide
what is it?
* This comprehension strategy guides students to continually monitor their comprehension.
* "It helps less proficient readers ask themselves the question, "Does that make sense?"" (Miller, 2011, p.89).
* A comprehension monitoring strategy guide can be made up of seven to ten statements from the text that the teacher converts to false statements, and students have to then look for and correct the false statements while reading.
*Other comprehension monitoring strategy guides may include several statements from the text and the student either needs to agree or disagree with the statement, explaining why by using details from the text.
* Example of a comprehension monitoring strategy guide:
* "It helps less proficient readers ask themselves the question, "Does that make sense?"" (Miller, 2011, p.89).
* A comprehension monitoring strategy guide can be made up of seven to ten statements from the text that the teacher converts to false statements, and students have to then look for and correct the false statements while reading.
*Other comprehension monitoring strategy guides may include several statements from the text and the student either needs to agree or disagree with the statement, explaining why by using details from the text.
* Example of a comprehension monitoring strategy guide:
how to use a comprehension monitoring strategy in the classroom:
1) Select an appropriate level text that includes the necessary content.
2) Select seven to ten concepts/details from the text that can be turned into false correction statements. Some statements may be left correct, depending on the teacher's discretion.
3) Type up the statements, giving the students the option to agree or disagree with each statement. Leave blank lines under each statements to allow students to record the correct concept. Provide each student with a copy of the statements in order to increase engagement and independent use of the strategy.
4) Model to the students how to use a comprehension monitoring guide by using an interactive think aloud to compare sections of the text with the false correction statements. Students should be following along and also recording why the statement is or isn't correct with guidance from the teacher.
5) Have students complete more statements in small groups or partners until they are proficient enough with this strategy to work independently.
2) Select seven to ten concepts/details from the text that can be turned into false correction statements. Some statements may be left correct, depending on the teacher's discretion.
3) Type up the statements, giving the students the option to agree or disagree with each statement. Leave blank lines under each statements to allow students to record the correct concept. Provide each student with a copy of the statements in order to increase engagement and independent use of the strategy.
4) Model to the students how to use a comprehension monitoring guide by using an interactive think aloud to compare sections of the text with the false correction statements. Students should be following along and also recording why the statement is or isn't correct with guidance from the teacher.
5) Have students complete more statements in small groups or partners until they are proficient enough with this strategy to work independently.
how this strategy benefits student learning:
* "This type of "false correction" is successful because it continually forces the reader to infer meaning from the text in order to answer the question or correct the false statement as the reading progresses" (Miller, 2011, p.89).
* Students are actively involved in recognizing details from the text.
* Students are using higher-level thinking skills to analyze the statements provided.
* Students learn to become aware and identify what they do or do not understand from a reading selection.
* Students learn to use appropriate strategies to resolve problems in comprehension
* Students are actively involved in recognizing details from the text.
* Students are using higher-level thinking skills to analyze the statements provided.
* Students learn to become aware and identify what they do or do not understand from a reading selection.
* Students learn to use appropriate strategies to resolve problems in comprehension
using this strategy with writing:
* Students should be developing concluding statements for each statement provided by the teacher on the comprehension monitoring strategy guide. The students' concluding statements should explain why the given statement was correct or incorrect and should back up their reasoning with evidence from the text.
Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
supporting videos:
* In the video below, this teacher models "self-monitoring" while reading for students and how to pick out the main idea and key details from a story. This self-monitoring strategy is relevant to the comprehension monitoring strategy guide because in order to complete this guide, students should be constantly monitoring their comprehension.
* In the video link below two 11th grade math teachers explain the importance of doing self-corrections in math class. This can be related to the comprehension monitoring strategy as well because students are self-monitoring their comprehension in order to self-correct false statements provided on a comprehension monitoring strategy guide.
research says....
* "Research tells us that proficient readers track or monitor their understanding and that they apply strategies as needed" (Miller, 2011, p.86).
* "The ability to monitor one's own comprehension is thought to be the first step toward becoming a strategic reader" (Miller, 2011, p.86).
* "Self-monitoring is one of the reading practices that will be useful to students into adulthood, as they approach new and unfamiliar texts" (Miller, 2011, p.87).
* "To be able to monitor comprehension, students must become self-regulated, meta-cognitive thinkers who are able to reflect on their own thought processes" (Miller, 2011, p.87).
* "Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension" (Reading Rockets, 2014, para.2).
* "Students who are good at monitoring their comprehension know when they understand what they read and when they do not" (Reading Rockets, 2014, para.2).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Reading Rockets. (2014). Seven Strategies to Teach Students Text Comprehension. Reading Rockets. Retrieved July 24, 2014 from http://www.readingrockets.org/article/3479.
* "The ability to monitor one's own comprehension is thought to be the first step toward becoming a strategic reader" (Miller, 2011, p.86).
* "Self-monitoring is one of the reading practices that will be useful to students into adulthood, as they approach new and unfamiliar texts" (Miller, 2011, p.87).
* "To be able to monitor comprehension, students must become self-regulated, meta-cognitive thinkers who are able to reflect on their own thought processes" (Miller, 2011, p.87).
* "Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension" (Reading Rockets, 2014, para.2).
* "Students who are good at monitoring their comprehension know when they understand what they read and when they do not" (Reading Rockets, 2014, para.2).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Reading Rockets. (2014). Seven Strategies to Teach Students Text Comprehension. Reading Rockets. Retrieved July 24, 2014 from http://www.readingrockets.org/article/3479.