Monitoring Comprehension - "Leaving tracks of my thinking" using sticky notes
Below are some easy strategies to teach students how to monitor their thinking while reading. In the beginning, you will want to teach mini lessons on each strategy and MODEL a great deal how you (the teacher) thinks while reading. Students use the sticky notes to record their thinking as they read. You can teach the students simple codes to use for each connection being made (see below). This strategy provides the teacher with ongoing FORMATIVE assessments that clearly show how a student is thinking while engaging with text.
WARNING: This strategy can be distracting for younger students who have not mastered fluent writing skills and/or students with reading delays/disabilities. Instead of having them record their connections on sticky notes, you can have them share them orally. Overtime, you can build up to having students record their thinking of a few connections.
WARNING: This strategy can be distracting for younger students who have not mastered fluent writing skills and/or students with reading delays/disabilities. Instead of having them record their connections on sticky notes, you can have them share them orally. Overtime, you can build up to having students record their thinking of a few connections.
"Leaving tracks of my thinking" using Sticky Notes
Mini Lesson Ideas:
Mini Lesson Ideas:
- Metacognition - "thinking about my thinking" while reading to monitor my comprehension
- Schema - connecting to what I already know (my background/prior knowledge)
- Question - Good readers ask many questions while reading. If time permits, I like to have early finishers research their questions on the internet and then share out with the group at the end. (code: Q)
- Making Connections
- Text-to-Self: relates to my life (sticky note code: TS)
- Text-to-Text: connection between texts/books; compare/contrast (code: TT)
- Text-to-World: connection to our world (code: TW)
- Additional Codes/Connections (Introduced throughout the year within mini lessons; adding to students arsenal of thinking/comprehension strategies. The sky is the limit with these....use what helps your students and have them help create the codes for each literary connection being made. Below are some examples.)
- Predictions: I predict..... (code: P)
- Author's Purpose: I think the author wrote this to..... entertain, inform, and/or persuade me because (code: AP).
- Point of View: I think this book is written in.....first person, second person, third person (omniscient, limited, objective) because.... (code: POV).
- Main Idea: I think the main idea is ...... (code: MI).
- Theme: I think the theme of this story/text is..... (code: T)
- Inferences: Based on....., I can infer..... (code: I)
- Character Traits: This character seems to be......because..... (code: CT)
Story-Opoly - Reading Comprehension Game
story-opolystudentquestionsheetchancecardexamples.docx |
05-2bloom-16-17_stems_for_instruction.pdf |
possible_questions_for_story.docx |