This document discusses three reading strategies: questioning, using text features, and monitoring understanding. For questioning, it emphasizes generating questions before, during, and after reading to focus attention and deepen comprehension. Using text features involves identifying elements like titles and subtitles to aid understanding. Monitoring understanding involves checking one's comprehension throughout reading using strategies like SQ3R (survey, question, read, recite, review). Guided practice sections ask readers to apply these strategies to sample texts.

1. Power Strategies Questioning Text Features

2. QUESTIONING Questions the text, the author, and self as a way to focus, connect, predict, infer, analyze, and synthesize the text; asks important questions to focus reading for information; uses questioning to anticipate readers’ questions when writing.

3. OBJECTIVE The purpose of this strategy is to help students learn how to question in order to focus and guide their reading so that they can have a deeper understanding of the text by using Are We Alone ?

4. Do you think there is life beyond Earth? H O O K

5. When Students Question When we are getting ready to read, it can help us to have questions that we want answered. These questions can help focus and guide our reading. We can actually look at the text itself to help us come up with other questions.

6. Table of Contents

7. M O D E L E D * L E S S O N

8. Part One

9. Why Question? Why is important for students to ask questions when reading? If a student doesn’t have any questions before they read, what can they do to get some questions? How does this affect your classroom?

10. Guided Practice Now it is your turn! Work with others around you. Receive a nonfiction text. How could your students turn titles and subtitles into questions? Create a concept ladder for that piece of text?

12. TEXT FEATURES Identifies and uses text features to support comprehension and develop nonfiction pieces of writing that are considerate to readers.

13. OBJECTIVE The purpose of this lesson is to help students learn how to recognize text features and their role in supporting reading in order to help them monitor their reading, retrieve information, and use text features in writing by using The Girls’ Life Guide to Growing Up.

14. HOOK

15. When Students Use Text Features Textbook supports are very different from supports we might find in literature, students typically overlook all supports, including the most basic supports of titles and subheadings. Textbook templates ask students to anticipate and reconstruct the supports that can be used with textbooks.

17. Tex t Temp l a t e Modeled Lesson

18. Now that you know what a few text features and their purposes are, how do you think they can help your students with their reading? Why students need to use text features! Turn and Talk!

19. Guided Practice Now it is your turn! --Work with others around you. --Explore your text. --How can they use the text features to support their understanding? --Create a a Text Template for that piece of text.

20. MONITORING UNDERSTANDING Recognizes importance of monitoring understanding during reading; uses a variety of strategies to support comprehension before, during, and after reading (metcognition).

21. OBJECTIVE The purpose of this lesson is to help students learn how to monitor their comprehension in order to understand content and focus on main ideas by using Concept 8.5 on pages 156 and 157.

22. When Students Monitor Understanding Monitoring our comprehension is important when we read. One of the things that often gets in the way of understanding what we read is getting lost or losing focus. If this happens. It is good to have strategies to fix the problem. Today, we are going to learn a strategy called SQ3R that can help with this. S-survey Q-question Three Rs: Read, Recite and Review

23. SQ3R

24. M O D E L E D * L E S S O N

26. S Q3R Survey Take a look at the reading assignment first! Preview all major headings and subheadings. Read provided introductions and conclusions. Look at graphics, charts, maps, pictures, diagrams and read their explanations. Notice italicized, bolded, or repeated words. Think about how the material is organized.

28. SQ 3R Read —Read to find the answer to the questions. You may choose to write out your questions and answers, or write brief notes or key words in the margins so you can review them later. Recite —After you’ve found each answer, say it aloud in your own words. This will help you move the information to your long term memory. Review —Review your questions and answers.

29. T.A.G. When we created the T.A.G these strategies were included. Turn and talk to your partner about how the T.A.G. applies the SQ3R.

30. T.A.G . Example from Health book

31. T.A.G.

32. Why Monitor Understanding? Why is important for students to ask Monitor Understanding when reading? If a student doesn’t monitor understanding as they read, what happens? How does this affect your classroom?

33. Guided Practice Now it is your turn! Work with others around you. Find a piece of text that your students will be working on in class. How can they monitor understanding using a T.A.G.? Create a T.A.G. for that piece of text.