ReadingBehavior/Difficulty:BookSelection

Student
Behavior

TeacherIntervention

InformationforSupport

PossibleFeedback

Reader
constantly
abandonstext.

Assistwithbookselection,
highlightingbooksatthe
appropriatereadability
andinterestlevel.

IPICK
strategy
5FingerTest
ReadingSurvey
ReadingInterestInventory

Questions:
Whatkindsofbooksdoyou
liketoread?
Whatkindsofthingsdoyou
enjoydoingwhenyouare
notinschool?
Didyouusethe5fingertest
tochoosethisbook?

Readerspends
moretime
browsingthan
reading.

Teacherassistswithbook
choiceandclosely
monitorsinitialreadingof
text.

ReadingSurvey
ReadingInterestInventory

Response:
Letmehelpyouchoosea
book
Letstakeafewminutes
togetherwhileyoureadthis
book.(Listentostudentread
aloud)
Readthispageandthen
stopandtellmewhat
happened.

Readerselects
bookthatistoo
difficult.

Helpstudentsfindabook
onthesametopicthatis
easiertoread.Adultcan
readthemoredifficult
bookwiththestudent.
Assiststudentinstrategy
forfuturebookselection,
e.g.thefivefingertest.

5FingerTest
BookWizard
putinthebookandseewhat
levelitisfor
Labelingyourlibrarywillhelp
studentstoknowwhatlevel
theyshouldchoosefromfor
IPICKbooks.

Response:
Icantellyouareinterested
inreadingabout_________.
Thisbookmaybealittle
difficult,butIcanhelpyou
findanotherbook
on_________.
Isthisabookyouwantto

Reader
constantly
choosesbooks
thataretoo
easy

Teacheracknowledges
studentinterestbutguides
tomoreappropriatelevels
whilecontinuingtoprovide
support.

readwithsomeone?
LetmetellyouwhatIdoto
chooseabook.
Fivefingertest
Readfirstpage,then
apageinthemiddle
ofthebook.

Usebooksinthesamegenreto
Response:
exposestudenttoaharderreading
Thislookslikeanother
levelmoreappropriatetohimorher.
vacationbook.
Useyourlibrariansforthistask.
Itlookslikeyouare
Haveavarietyofnovels
interestedin______,solets
listedinthesamegenreor
findanotherbookon
area,whicharemore
_________whenyoufinish
appropriatetochoosefrom
thisone.


ReadingBehavior/Difficulty:BeforeReading
Student
Behavior

TeacherIntervention

Information/StrategiesforSupport

PossibleFeedback

Readerdoes
notplanbefore
reading

Teachermodelseffective
strategiessuchas:
previewing,listing,
mapping,asking
questions,recallingprior
knowledge.

Prereadingstrategies
ReadAroundtheText
CreateaKWLchart

Response:
BeforeIstartreading,Ithink
aboutwhatIalreadyknow
aboutthetopic.
AskquestionsthatIwant
answeredinthebook
Ifthereisabookjacket,I
readittotrytofigureout
whatthebookmightbe
about.

Readerhas
inadequate
background
knowledgeto
besuccessful
withtext.

Teacherneedstoprovide
backgroundinformation
(artifacts,videos,maps,
experiences)

Activatepriorknowledgewith
Questions:
KWLorgivethemvideosandany
Whatdoyouknow
visualsormaterialneededto
about_____?
accessthetext.
Doesanyonehaveastoryin
Modelconnectionsyoucanmake
theirexperienceabout
fromyourlife,otherstoriesthey
______?
havereadoryouhaveread,and
Responses
anythingthatisgoingoninthe
Letsseeifthisbookhas
worldusingthecluesaroundthe
somepicturesthatwillhelp
text(Title,bookjacket,bold
ustotryandunderstand
wordsetc)
what__lookslike.
NOTE:Modelthisstrategy

Letsseeifwecanfinda
againduringreading(TEXT
videoabout________to
TAGGING)texttotext,
helpusunderstandthetext
texttoself,andselftothe
better.
world.

Readerdoes
notseta
purposebefore
reading.

Teacherremindsstudent
ofpurposeforreading(to
beinformed,entertained,
persuaded).Models
strategiessuchas
identifyingtask,asking
questions,making
predictions.

ReadAroundtheText
BeforeIstartreading,Ithink
SettingaPurpose
ofwhyImreadingthisbook
Askingquestions
ortext.
MakingPredictionsinReadingand
Questions:
Science
(Excellentinfoonreadingon
Whydoyouthinktheauthor
thissiteaswell.
wrotethisbook/text?
Doyouthinkthisbook/text
willinform,entertain,or
persuadeyou?Why?
WhatamIbeingaskedto
do?

Readersdonot
usetext
featuresor
structuretoset
apurposefor
reading.

Teacheroffersexposure
andpracticeinhowtouse
textfeaturesandtext
structurestoincrease
comprehension.

ReadAroundtheTex
t
Textfeatures
NONFICTION
FICTION
TextStructure
Greatpracticeandorganizers

Questions:
Howcantextfeatureshelp
metobetterunderstand
whatIread?
Whatfeaturesofthetextdo
yousee?
Whatcanthesefeatures
mean?
Howdoesthestructureof
thetextaffectthewayIread
orgatherinformationwhile
reading?
Problem/solution,
causeandeffect,
therefore...


ReadingDifficulty:Comprehension/DuringReading
Student
Behavior

TeacherIntervention

Readersounds Pointstoponder:
likeareaderbut
Interestlevel
demonstrates
Priorknowledge
little
askto
comprehension
think/pause/retell
oftext.
determinewhere
comprehension
breaksdown
(Sentence,paragra
phorpage)

InformationforSupport

PossibleFeedback

Stickynotestrategy
attheendofeach
paragraphorpage
havestudentretell
whatitwasabout
Keywordstrategy
Highlight23words
ineach
sentence/paragraph
thatwereimportant.
Usethosewordsonly
toretellthetext
ReadingInterestInventory

Questions:
Whatdoyouknowaboutthissubject?
Isthisatopicthatinterestsyou?

Responses
Stophereandthinkaboutwhatyou
read.
Arethereanywordsthatconfused
you?

Metacognition
shouldbe
modeledonreadalouds2
gradelevelsabovestudent
independentlevel
Shouldbefrequently
modeledwithall
students
SampleLessonby
AllieGardner

Responses:
YoureallyseemedinterestedwhenI
wasreading.
YoureallyunderstoodwhatIwas
reading.
IamgoingtoshowyouwhatIdo
whenIamtryingtounderstandwhat
Iread
Chooseastrategytomodel

Readershows
excellent
listening
comprehension
buthasdifficulty
withthinking
and
comprehension
whenreading
independently.

Teacherchecks
appropriatenessof
readability.
Teachermodels
comprehensionstrategies,
andhasstudentpractice
ontextatindependent
silentcomprehension
level.

Readerdoes
notask
questions

Teachermodels
questioningstrategy
showinghowtoquestion

QUESTIONINGLESSON
QAR
Questioninginfo/sites

Response:
WhenIreadIamconstantlyasking
questions.IaskquestionsbeforeI

before,duringandafter
reading.
Explainsandmodelsthe
differenceinthedifferent
typesofquestion,answer
response.
Readerdoes
notmake
predictions.

Teachershareshowto
makepredictionsbased
onpictures,prior
knowledgeand
experiences.Alsoshows
howtorevisepredictions.

Readerreads
literally,does
notmake
inferences.

Teachermodelsstrategy
formakinginferences
basedonpriorknowledge
andfrominformationin
text.

VIDEOS

VISUAL:Givethemavisualto
anchorthelearningto.
Example:EggdroppingDo
ascienceexperiment
Whatdoyoupredictwill
happenifIdropaneggfrom
theceilingtothefloor?
Discussthattheymadea
predictionalready.So,now
applyittoreading.
PredictionLesson
Prediction
information
Videos
FriendsTVShow
(GREAT)

Emotionguessingonline
Averyjuvenilegame
toexplainhowwe
makeinferencesall
thetime
Makinginferences
Inferenceinfo/lesson
Drawingconclusions
VIDEOS:
Inferences

startreading.Afterreading,Iask
howIfeltaboutthecharacters,
events,theending.Ialsoask
questionsifIamconfused.

Response:
Goodreadersmakepredictions
becauseofwhattheyalreadyknow
aboutatopicandtheexperiences
theyhavehad.Goodreadersalso
reviseandadjusttheirpredictions.

Questions:
Howdoyouknowyourmomis
angry?Doesshehavetosay,Iam
mad,foryoutoknowyoumessed
upsomehow?
Howdoyouknowwhatacharacter
isfeelinginatext?
Response:
Readerssometimeshavetoactlike
adetective.

Readerdoes
notvisualize.

Teachermodelsathink
aloudexplainingwhat
he/shevisualizesbased
ondescriptionsinatext.

Differencebetween
literalandinferential
questions
GreatCommercial
withinference
questionsbuiltintoit.

Authorsdonottellyoueverything,
andyouhavetoreadwhatis
implied,writtenbetweenthelinesor
leftforyoutofigureoutwhile
reading.

Createa
sensorychart
using
imagesfromamagazineor
website(foodpicsare
alwaysagoodwaytostart)
Thenmoveintoapieceof
textdescribingsomething.
Createaclassmodelabout
a
dayatthebeach
orthe
ballpark
PowerpointonVisualization
Goodlessonexamplewitha
model
SketchtoStretchstrategy

Response:
Agoodwriterhelpsmegetpicturesinmy
headwhileIamreading.Ithinkaboutwhat
theauthorisdescribinginthetext.

Twocolumnnoteswhile
reading
Detailsononeside
and
thoughts/questions
ontheother
5Rmethodtonotetaking
Video
Organizer
Markingupatextby
MortimerJ.Adler
toteach

Questions:
Whatdoyouthinkisthemost
importantsentenceineach
paragraph?
Howwouldyouusethosesentences
toretellthestory?
Response:
WhenIreadnonfictionbooks,Iread
differentlythanwhenIreadfiction.I
slowdownmyrateofreading.
SometimesItakenoteswhenIam

Readerdoes
notfocuson
important
detailsormajor
content.
(Determine
Importance)

Teacherassistsreaderin
monitoringcomprehension
byrereadingwhen
confused,adjustingrateof
reading,takingnotesand
usingstickynotesand
bookmarks.

Readerdoes
Teachermustmodel
notthinkabout metacognitionandpoint
theirreading
outwhenheorsheis
thinkinginatext.

theskillofannotatingand
learninghowtoownthe
text.
THINKMARKS
Greatfree
download
StickyNoteStrategy
MetacognitionAnchorChart
ModelMetacognition
GreatClose
Reading/Annotating
Metacognitionlessonwithart
andmusic

tryingtorememberinformation.I
evenusestickynotesorbookmarks.

Questions:
Whatareyouthinking?
Whatdoyounoticeasyoulookatthistext?
Whatdidyouhear/readaboutthe
character?
Whatareyouthoughtsorfeelingsabout?

Modelwithstemsandhavestudentsuse
stemstoo.
Iamthinking...
Iamnoticing
Iamwondering
Ifeel
Ibelieve...

ReadingDifficulty:AfterReading
Student
Behavior

TeacherIntervention

InformationforSupport

Readerdoes
notreflecton
passage.

Teachermodelsathink
alouddemonstratinghisor
herreflectionsontext.

Modelthoughtsina
journal/thoughtfullog
reflection.

Thoughtfullogs
canhelpmakethis
anactive,routinepractice.

Response:
AsIread,Istopandreflectonwhat
Iveread.Imightdothataftera
paragraph,apageorevena
chapter.

Readercannot
retellor
summarizethe
passage.

Teachermodels
respondingina
journal/thoughtfullog.

TheGISTStrategy
Keywordstrategy
Highlightafew
wordsineverysentenceandusethe
highlightedwordsasaresourceto
assistinretellthetext.
HowtoteachSummarizing:
Onesentencesummary(writea
summaryattheendofevery
paragraph,pageorchapteranduse
thesummarysentencestoretellthe
storyinorder)

Response:
TohelpmesummarizewhatIreadI
amgoingtowritesimplesentences
orphrasesattheendofeach
paragraph/pageorchapter.ThenI
willusethosesentencestohelpme
torecallwhatIread.

MonitoringComprehension
bookmarks
GreatArticlewithtipstohelpwith
thisarea.

Response:
TohelpmerememberwhatIhave
read,Irespondina
journal/thoughtfullog.Iwrite
questionsIhave,confusionsIhave,
thingsthataffectmepersonally,
thinksIdisagreewith,thingsIreally
enjoyandwanttoremember.

Readerhas
Teachermodelsrelating
difficulty
tothematerialtohelp
remembering
recallinformation.
informationfrom
thetext.

PossibleFeedback

READINGCOMPREHENSIONSTRATEGIESONEPAGER

MakeConnections
WhatconnectionsdoImakeasIread?

Goodreadersnoticepiecesoftextthatrelatetoor
remindthemof:
Theirlives,pastexperiences,
andpriorknowledge
Otherbooks,articles,movies,
songs,orpiecesofwriting
Events,people,orissues

SentenceStarters:
Thatremindsmeof
Thismademethinkof
Ireadanotherbookthat
Thisisdifferentfrom
Irememberwhen

Infer

HowdoIreadbetweenthelines?

Whentheanswersarerightthere,goodreaders
drawconclusionsbasedonbackground
knowledgeandcluesinthetext.

Askyourself:
Iwonderwhy
Iwonderhow
Iwonderif

Findinformationfromthetextthatmight
becluestotheanswersandusethese
withyourbackgroundknowledgefor
possibleanswers.

Visualize
WhatdoIsee,smell,taste,feelandhearinthis
text?
Goodreaderscreatepicturesintheirmindswhile
theyread.
Whilereading,noteplaceswhereyouget
aclearpictureinyourmindthathelpsyou
understandthetext:
Icanpicture
Icanseethe
Icanvisualize
Themovieinmyheadshows
Useyoursensestoconnectthe
characters,events,andideastoclarifythe
pictureinyourhead
Icantaste/hear/smell/feelthe

DetermineImportance
Whatsthebigidea?Sowhat?

Goodreaderslookforthingsthathelpthemidentify
bigideasandwhytheyareimportant.

Lookattextfeaturesforclues:
Titlesandheadings
Boldprint
Picturesandcaptions
Graphsandcharts
Chapterobjectivesand
questions

Tips:
Thebigideais
Mostimportantinformationis
SofarIvelearned
Theauthorissaying
Thisideaissimilarto

AskQuestions
WhatquestionsdoIhave?

Goodreadersaskquestionsbefore,during,and
afterreadingtobetterunderstandtheauthorand
themeaningofthetext.
Askquestionsoftheauthor,yourself,and
thetext:
Whatistheauthortryingtosay?
Whatisthemessageofthis
piece?
DoIknowsomethingaboutthis
topic?
WhatdoIthinkIwilllearnfrom
thistext?
Howcouldthisbeexplainedto
someoneelse?
WhatpredictionsdoIhaveabout
thisreading?
Synthesize
HowdoIusewhatIvereadtocreatemyown
ideas?
Goodreaderscombinenewinformationfromtheir
readingwithexistingknowledgeinordertoform
newideasorinterpretations.

Synthesisiscreatingasingle
understandingfromavarietyofsources.
Tips:
CompareandcontrastwhatIm
readingwithwhatIalreadyknow
orothersourcesofinformation.
Thinkofnewwaystousethis
information.
CanconnectionsImakeacross
thistexthelpmetocreatenew
generalizationsornew
perspectives?


Comprehensionstrategy

Resources

Fixup/Monitoringcomprehension

Fixupstrategybookmarks
Greattoolstohaveforstudentstouseasbookmarks.

WritetoThinkStrategy/Annotating
Text

Utilize
thisarticle
forabetterunderstandingofthepurposeinmarkingupatext.
Practice/modelandpairtheMortimerJ.Adleressay,HowtoMarkaText.

ReflectiveJournals/ThoughtfulLogs

ThoughtfulLogs
willhelpstudentswriteandthinkabouttheirreading.Thelinkwilltake
youtotheblogofateacherof

QUESTIONINGAskthesequestions
whileworkingwithstudentson
reading.

1. Askstudentstoseekouttheevidence:
Whatkindofevidencedidyoufind?
Whatmakesyouthinkthat...?
2. Askstudentstoexplain:
Howwouldyouexplainthis?
Whatweresomeofthecausesthatledto...?
3. Askquestionsthatrelateconcepts,ideas,andopinions:
Howdoesthatcompareto...?
Whatdidotherpeoplediscoverorsayabout...?
4. Askquestionsthatencourageyourstudentstopredict:
Whatwillyoudonext?
Whatwillhappenifyou...?
Whatcouldyoudotopreventthat?
5. Askstudentsquestionsthatencouragethemto
describe
:
Whatdidyoudo?
Whathappened?
Whatdidyouobservehappening?

WESHOULDBEASKINGQUESTIONSTOHELPSTUDENTSLEARNTHETOOLSTHEYNEEDTOBECOMEGOODREADERS
NOTGIVINGTHEMTHEANSWERSTOPASSATEST.

ASSESSMENT

Determiningwheremystudentisreading.
ByAleciaGardner

RUBRICS

Annotating/Metacognition
Visualization
Predicting
Summarizing
Inference
Connections
ContextClues
Supportingevidencefromthetext
Sequencing
LocatingMainIdea
Overallreadingrubric
RetellingRubricbyHolt,RinehartandWinston
ExcellentVarietyofLiteracyRubricsbyHolt,RinehartandWinston

SelfAssessments
Metacognitionselfassessment
Thinkaloudselfassessment

WEBSITES:

http://www.interventioncentral.org/

Interventioncentralisfabulousforallkindsofinformation,interventionideasetc

ReadingRockets.org
isWONDERFUL....haseverythingontherefrombeginningtoformulatephonemestocomprehensionathighlevels.
Readworks.org(Ipullalotofstudentreadingmaterialfromhere)
Greatnonfictionandfictiontextswithtextdependentquestions,andyou
canevenhighlightwhichstrategyyouwishtocover.

OhioLiteracyAlliance(Greatmaterials)
9th10thgradereadingmaterialsperfectformultidimensionalfluencyandretellingcomprehension
rubric
JanRichardsonGuidedReading
Thematerialscanallbeadaptedforhighschool.
http://www.janrichardsonguidedreading.com/resources1
Wonderfulresourcesandorganizers,lessonsandexplanationsfor
comprehensionsstrategies,textfeaturesandteachingtextstructures.
http://gardnerreadingintervention.weebly.com/
CollectionofresourcesIcreatedtoassistinreadingcomprehension
http://www.kellygallagher.org/
Fantasticresourcesfromagreatreadingandwritingwizard.
Behaviordoctor.org
FABULOUSEducatorforallsortsofBD/EDandLDissues.

VIDEOS
:
FATCITYWORKSHOPSLOVE,LOVE,LOVE!!!!
PBSVideo:LearningDisabilities
(FANTASTIC)
Anxiety,stressandtension:
https://www.youtube.com/watch?v=6ejL6qvn_0Q
Slowprocessing:
https://www.youtube.com/watch?v=hjlI8Wv90g8
DEARTEACHERS
Thisisagreatvideofromelementarykidsbutitcanapplyforallages.

Blogs:
http://lifein4b.blogspot.com/
http://readingstrategiesjonathanolson.weebly.com/
http://aleciagardner.blogspot.com/

BOOKS

TheCafeBook(Iknowitisforyoungerkids,buttheprinciplesandideasarewonderfulforallkids)
NoticeandNotebyKyleneBeers(Reallyanythingbyherisawesome!)
WhenKidsCantReadWhatTeachersCanDobyKyleneBeers
BookWhispererbyDonalynMiller
Readingacrosscontentareasisabookwithsomegreatstrategiesinit.
AnythingbyKellyGallagher:
http://www.kellygallagher.org/
(Bookslisted,butalsohasgoodinfo)
Somenottiedtoreading,butgreatforinstructionalstrategies,differentiationorideasonreachingkids
Drive
Switch
Quiet
RonClarkAnyofhisaregoodforinspirationwhenyoufeelstuck

WhatGreatTeachersDoDifferentlyToddWhitaker
HighImpactInstructionbyJimKnight

Planning

Imgoingtoreadabookaboutanonfictiontopic,andIreallydontknowmuchaboutit.IthinkIshouldreadslowly.IfIstilldontunderstand,I
mayneedtorereadorskimthetext.
Iwonderwhy...
Ialreadyknowsomethingaboutthistopic.Itis...
Iknowtheword__________,butIdontknowwhat________and____________mean.
IveseenthisbeforewhenIwentto...
Iseelotsofgraphicsandcharts.IllneedtousethosetohelpmeunderstandwhatImreading.
ArethereanycluewordsandphrasesthatmighthelpfigureoutwhattextstructureImreading?
BeforeIcontinuereading,IneedtostopandthinkaboutwhatIjustreadandmakesureIunderstandit.IfIdont,Ineedtostopandplan.
Monitoring

Theauthorgivesmeapictureinmymindwhenhedescribes...
Whatmighthappennext?WhydoIthinkthat?
Whatwasthispageabout?
MaybeIshouldrereadthispartagainandlookforspecificinformation.
Howdoesthegraphiconthispagehelpmeunderstandthetext?
SinceIdontunderstandthisword,Imayneedto...
ThiswasntwhatIexpected.Iexpected_______because___________.
WhatcanIwriteordrawthatmighthelpmerememberandunderstandwhatIjustread?
Evaluating

HowwelldidIreadandunderstand?
Whatstrategiesworkedwellforme?
Whatstrategiesdidnotworkforme?
WhatshouldIdonexttime?
DoIneedsomehelpfornexttime?
HowwillIrememberwhatIread?
Seemoreat:
http://www.benchmarkeducation.com/bestpracticeslibrary/metacognitivestrategies.html#read7

Effectivecomprehensionstrategyinstruction
isexplicit(READINGROCKETS)
Researchshowsthatexplicitteachingtechniquesareparticularlyeffectiveforcomprehensionstrategyinstruction.Inexplicit
instruction,teacherstellreaderswhyandwhentheyshouldusestrategies,whatstrategiestouse,andhowtoapplythem.Thesteps
ofexplicitinstructiontypicallyincludedirectexplanation,teachermodeling("thinkingaloud"),guidedpractice,andapplication.

Directexplanation
Theteacherexplainstostudentswhythestrategyhelpscomprehensionandwhentoapplythestrategy.
Modeling
Theteachermodels,ordemonstrates,howtoapplythestrategy,usuallyby"thinkingaloud"whilereadingthetextthatthe
studentsareusing.
Guidedpractice
Theteacherguidesandassistsstudentsastheylearnhowandwhentoapplythestrategy.
Application
Theteacherhelpsstudentspracticethestrategyuntiltheycanapplyitindependently.

Effectivecomprehensionstrategyinstructioncanbeaccomplishedthroughcooperativelearning,whichinvolvesstudentsworking
togetheraspartnersorinsmallgroupsonclearlydefinedtasks.Cooperativelearninginstructionhasbeenusedsuccessfullytoteach
comprehensionstrategies.Studentsworktogethertounderstandtexts,helpingeachotherlearnandapplycomprehensionstrategies.
Teachershelpstudentslearntoworkingroups.Teachersalsoprovidemodelingofthecomprehensionstrategies.

ThinkAloud/CloseReadSelfAssessment

PartI:Readeachstatementbelow.Puta3bytheitemsyoudooften,a2bytheitemsyoudosometimesanda1bytheonesyoudo
rarely.

WhenIthinkaloud/closereadI

____Imakemymindtrytovisualizethescene(visualizing)
____Itrytofigureoutwhichpartshaveconfusedme(Monitoringcomprehension)
____Icomparewhathashappenednowwithwhathappenedpreviously(Comparing)
____Iaskquestionsaboutwhatisgoingoninthetext.(Questioning)
____ImakemyselfconnectwhatIknowtowhatishappeninginthestory.(Connecting)
____ImakecommentsaboutwhatIlikeordonotlike(Commenting)
____Ianticipatewhatacharactermightdonext.(Predicting)
____Imakecommentsaboutwhattheauthorisdoingtogivemehintsaboutthecharactersor
plotorsetting.(Commenting)
____Iwonderwhattheauthorwantsmetofigureoutatthispoint.(Questioning)
____ItrytofigureoutifIneedtorereadasection(identifyfixupsolutions)
____Ipredictwhatwillhappennext.(Predicting)
____Itrytoimaginewhatishappeninginthetext.(Visualizing)
____Ithinkaboutcharactersoreventstoseehowtheyarealikeordifferent(Comparing)
____IaskmyselfhowthisislikesomethingelseIvereadormaybeasongIveheard.
(Connecting)
____ItrytofigureoutifIshouldreadon.(Identifyfixupsolutions)
____IstopandaskmyselfifIunderstandwhatIhavereadsofar.(MonitoringComprehension)

ThinkAloud/CloseReadSelfAssessmentContinued

PartII.LookatthenumbersyouputintheblanksinPartIthenanswerthefollowingquestions.
1. Whatdoyoudomostoftenwhenyouthinkaloud/closeread?
2. Whydoyouthinkyoudothatthemost?
3. Whatdoyoudotheleast?
4. Whydoyouthinkyoudothistheleast?

PartIII:Completethefollowingstatementstohelpyouplanwhatyouwilldoinyournextcloseread/thinkaloud.

1. Thinkalouds/closereadinghelpsmebecause
2. Ineedtokeeppracticing(Predicting,connecting,comparing,visualizing,monitoringcomprehensions,identifyingfixup
solutions,commenting,questioning)because
3. Inmynextgroupofthinkalouds/closereadsIwill

PRINCIPALWALKTHROUGHS
ReadingIntervention
ReadingInterventioninCONTENTAREAS