TOOLKIT LESSON
TEKS ALIGNMENT TO THE COMPREHENSION TOOLKIT
3rd grade
4th grade
5th grade
BOOK 1- MONITOR COMPREHENSION- “When readers monitor their comprehension, they keep track of their thinking. They listen to the voice in their head that speaks to them as they read. They
notice when the text makes sense or when it doesn’t. We teach readers to “fix up” their comprehension by using a variety of strategies including stopping to refocus thinking, rereading, and
reading on. All of the comprehension instruction suggested in the Toolkit helps readers to monitor and use strategies to maintain understanding and repair comprehension when it breaks down.”
L 1- Follow your Inner Conversation
L2- Notice When you Lose Your Way
L3- Read, Write and Talk
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize and paraphrase
texts in ways that maintain
meaning and logical order within
a text and across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
BOOK 2- ACTIVATE & CONNECT- “The background knowledge we bring to our reading colors every aspect of our learning and understanding. Whether we are questioning, inferring, or synthesizing,
our background knowledge is the foundation of our thinking. We simply can’t understand what we read without thinking about what we already know. Readers must connect the new to the
known. Sometimes, however, our prior knowledge consists of misconceptions that get in the way of new learning. So we have to prepare kids not only to think about what they already know but
also to change their thinking when they encounter new and more information.”
L4- Follow the Text Signposts
L5- Merge Your Thinking with New Learning
L6- Connect the New to the Known
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
BOOK 3- ASK QUESTIONS-“Questions are at the heart of teaching and learning. They open the doors to understanding the world. Posing questions allows us to seek out information, solve
problems, and extend our understanding. As we try to answer our questions, we discover new information and gain new knowledge. The best questions spark more questions and spur further
research and inquiry. When we read nonfiction, our questions abound. Our questions help us to clarify confusion when we meet unfamiliar information, concepts, and vocabulary. They propel us
to read on and do further research. Questions nudge curious minds to investigate.”
L7- Question the Text
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
L8- Read to Discover Answers
F19 (A) establish purposes for
F19 (A) establish purposes for
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
F19 (A) establish purposes for
L9- Ask Question to Expand Thinking
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
BOOK 4- INFER MEANING-“Inferring is the bedrock of understanding. Inferring involves drawing a conclusion or making an interpretation that is not explicitly stated in the text. Typically, skillful
writers do not spill information onto the page all at once for everyone to see. They leak the information slowly, one idea at a time, inviting the reader to make reasonable inferences. Inferential
thinking allows readers to make predictions, surface themes, and draw conclusions. Readers also visualize to infer meaning. When readers visualize they infer from the pictures in their mind. In
nonfiction reading, as one our students characterized it, those pictures look more like a slide show or a newscast than a movie. Active nonfiction readers get a freeze frame in their minds of a
spewing volcano and then suddenly burst with dozens of questions and reactions. Visualizing brings joy and excitement to reading. When reading nonfiction, readers may have to crack open
language word by word to get at the meaning of unfamiliar vocabulary and concepts. Often answers to questions must be inferred.”
L10- Infer the Meaning of Unfamiliar Words
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
L11- Infer With Text Clues
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
L12- Tackle the Meaning of Language
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
(E) summarize information in text,
maintaining meaning, and logical
order
L13- Crack Open Features
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
L14- Read With a Question in Mind
L15- Wrap Your Mind Around the Bid Ideas
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(D) make inferences about text
and use textual evidence to
support understanding
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
BOOK 5- DETERMINE IMPORTANCE-“What we determine be important in text depends on our purpose for reading it. When we read nonfiction, we are reading to learn and remember information.
We can’t possibly remember every isolated fact, nor would we. We need to focus on important information and merge it with what we already know to expand our understanding of a topic. We
sort and sift rich details from important information to answer questions and arrive at main ideas. We identify details that support larger concepts. We teach kids a way to sue information to
develop a line of thinking as they read, surfacing and focusing their attention on important ideas in the text.”
L16- Spotlight New Thinking
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(C) monitor and adjust
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
L17- Record Important Ideas
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(E) summarize information in text,
maintaining meaning, and logical
order
L18- Target Key Information
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning, and logical
order
L19- Determine What To Remember
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(E) summarize information in text,
maintaining meaning, and logical
order
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(B) ask literal, interpretive,
evaluative and universal
questions of text
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
L20- Distinguish What to Remember
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning, and logical
order
L21- Construct Main Ideas from Supporting Details
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(D) make inferences about text
and use textual evidence to
support understanding
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(D) make inferences about text
and use textual evidence to
support understanding
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(D) make inferences about text
and use textual evidence to
support understanding
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
BOOK 6- SUMMARIZE & SYNTHESIZE-“Synthesizing information nudges readers to see the bigger picture as they read. It’s not enough for readers to simply recall or restate the facts. Thoughtful
readers integrate the new information with their existing knowledge to come to a more complete understanding of the text and even the subject. As readers encounter new information, their
thinking evolves. They merge the new information with what they already know and construct meaning as they go. As they distill nonfiction into a few important ideas, the may develop a new
perspective or an original insight.”
L22- Read, Think, and React
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in
text, maintaining meaning, and
logical order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in
text, maintaining meaning, and
logical order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
L23- Think Beyond the Text
L24- Read to Get the Gist
L25- Reread and Rethink
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
(F) make connections (e.g.,
thematic links, author analysis)
between literary and
informational texts with similar
ideas and provide textual
evidence.
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(B) ask literal, interpretive and
evaluative questions of text
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(D) make inferences about text
and use textual evidence to
support understanding
(F) make connections (e.g.,
thematic links, author analysis)
between literary and
informational texts with similar
ideas and provide textual
evidence.
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(B) ask literal, interpretive,
evaluative and universal
questions of text
(D) make inferences about text
and use textual evidence to
support understanding
(F) make connections (e.g.,
thematic links, author analysis)
between and across multiple texts
of various genres and provide
textual evidence
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
L26- Read, Write, and Reflect
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome
to enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize information in text,
maintaining meaning, and logical
order
F19 (A) establish purposes for
reading selected texts based upon
own or others’ desired outcome to
enhance comprehension
(C) monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
(E) summarize and paraphrase
texts in ways to maintain meaning
and logical order within a text and
across texts