The document discusses seven cognitive strategies that proficient readers use to interact with and comprehend texts: questioning, think-alouds, using prior knowledge, inferencing, visualizing, determining importance, and synthesizing. It provides explanations and examples of classroom activities for explicitly teaching each strategy to students through modeling, guided practice, and independent application. The goal is to help students improve their reading comprehension by learning how to enact these cognitive processes automatically.

1. Comprehension– that’s what it’s all about: Teaching students HOW to interact with texts across the curriculumMelissa HornKatie LaverJody Shaughnessy

2. Proficient readers use a number of different cognitive strategies in the process of interacting with texts and constructing meaning. (Harvey and Goudvis, 2000)Constructing meaning refers to building knowledge and promoting understanding. (Harvey and Goudvis, 2000)What Research Says

3. Engaged reading involves a complex set of cognitive, emotional, and visual processes that expert readers enact automatically. (Wilhelm, 2001)

4. The goal of reading research has been to recognize these processes so that these tools can be taught to students to help them improve their reading. (Voyager U, 2006)QuestionsThink-AloudUses Prior KnowledgeInfersVisualizes Determines What’s ImportantSynthesizes7 Thinking Strategies

5. Explicit reading instruction means that we show students HOW we think when we read. Teacher Modeling ( I do, you watch)Guided Practice (I do, you help)Independent Practice (you do, I help)Application of a Strategy (in real reading situations) (you do, I watch)Gradual Release of Responsibility

6. What is it?Strong readers ask questions before, during, and after reading. Why is it important?The questions clarify our understanding and focus our reading. They also help us to move forward and dig deeper into the text. Questioning

7. At the modeling level:Think- aloud

8. Teachers can model w/ a book that they are readingScaffolding:Read Aloud/Pause/ Write (Read aloud a text and pause at certain points to jot down questions)

9. Listing and Categorizing questionsQuestioning

10. As students move toward independence:“Thick and Thin questions” (great for use in the content areas with nonfiction)

11. Wonderbooks

12. Encouraging Inferential Thinking- use of questioning with poetry\

13. Coding/Flagging the text- to help students monitor understandingQuestioning Strategies Continued

14. What is it?

15. Effective way to open a window into students’ reading processes.

16. Different types:

17. Oral Think- Aloud- student reads or listens to you read a text.

18. Written Think-Aloud

19. Why is it important?

20. Helps determine what students do and don’t do as they read. Reveals what strategies they use while reading and ways to improve. Think Aloud

21. Say Something Ask the AuthorHand Gestures (DVD)Think Aloud Activities

22. What is it? Helping students recall information from their own experiences to make connections to texts. Why is it important?Making connections from the text to prior knowledge helps integrate new information with what is already known. Uses Prior Knowledge

23. “I Can Tell Because…”Beginning to Make Connections: It Reminds Me of…KWL Plus Extended Reaction GuideUses Prior Knowledge Activities

24. What is it?