Reading Awareness Survey
There’s more than one way to cope when you run into difficulties in your reading.
Which ways are the best? Under each question below, put a checkmark beside all the
responses you think are effective.
1. What do you do if you encounter a word and you don’t know what it
means?
a. Use the words around it to figure it out.
b. Use an outside source, such as a dictionary or an expert.
c. Temporarily ignore it and wait for clarification.
d. Sound it out.
2. What do you do if you don’t know what an entire sentence means?
a. Read it again.
b. Sound out all the difficult words.
c. Think about the other sentences in the paragraph.
d. Disregard it completely
3. If you are reading science or social studies material, what would you do to
remember the important information that you read?
a. Skip parts you don’t understand.
b. Ask yourself questions about the important ideas.
c. Realize that you need to remember one point rather than another.
d. Relate it to something you already know.
4. Before you start to read, what kind of plans do you make to help you read
better?
a. No specific plan is needed; just start reading toward completion of
the assignment.
b. Think about what you know about the subject.
c. Think about why you are reading.
d. Make sure the reading can be finished in as short a time as
possible.
5. Why would you go back and reread an entire passage over again?
a. You didn’t understand it.
b. To clarify a specific or supporting idea.
c. It seemed important to remember.
d. To underline or summarize for study.
6. Knowing that you don’t understand a particular sentence while reading
involves understanding that:
a. The reader may not have developed adequate links or associations
for new words or concepts introduced in the sentence.
b. The writer may not have conveyed the ideas clearly.
c. Two sentences may purposely contradict one another.
d. Finding meaning for the sentence needlessly slows down the
reader.
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7. As you read a textbook, which of these do you do?
a. Adjust your pace depending on the difficulty of the material.
b. Generally read at a constant, steady pace.
c. Skip the parts you don’t understand.
d. Continually make predictions about what you are reading.
8. While you read, which of these are important?
a. Know when you know, and when you don’t know key ideas.
b. Know what it is that you know in relation to what is being read.
c. Know that confusing text is common and usually can be ignored.
d. Know that different strategies can be used to aid understanding.
9. When you come across a part of a text that is confusing, what do you do?
a. Keep on reading until the text is clarified
b. Read ahead and look back if the text is still unclear.
c. Skip those sections completely; they are usually not important.
d. Check to see if the ideas expressed are consistent with one another.
10. Which sentences are the most important in the chapter?
a. Almost all of the sentences are important; otherwise, they wouldn’t
be there.
b. The sentences that contain important details or facts.
c. The sentences that are directly related to the main idea.
d. The ones that contain the most details.
“An inventory to Pique Students’ Metacognitive Awareness,” Journal of Reading, 38 (2), 84-86
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While I was reading, I . . .
Not very much
a little bit
Made Predictions
Keep Track of
What I Am
Reading By Asking
Questions
Make Connections
to Things I Already
Know
Summarized at
Regular Intervals
Establish a Purpose
Aware of a Fix-up
Strategy
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most of the time
all of the time
Good Readers/Writers . . .
Make predictions ~ Have a purpose for reading ~ Keep track of their understanding
Summarize ~ Ask questions ~ Make connections
PROBLEM
HOW I KNEW
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WHAT I DID
Reading Comprehension
I Read It, But I Don’t Get It………..
To realize the detrimental effect that encountering numerous unfamiliar
words can have on students’ comprehension, read the following paragraph
and try to identify this well-known piece of literature in this “meatier form”:
A female of the Homo Sapiens species was the possessor of a small,
immature ruminant of the genus Ovis, the outermost covering of
which reflected all wavelengths of visible light with a luminosity
equal to that of a mass of naturally occurring, microscopically
crystalline water. Regardless of the translational pathway chosen
by the Homo Sapiens female, there was a 100 percent probability
that the aforementioned ruminant would select the same pathway.
Strickland,Ganske,Monroe, 2002
Although readers may have previously read this passage many times
before, most are probably unclear as to what the paragraph is about. The
task would be even more daunting if the reader was not familiar with the
rhymes of Mother Goose. Without background knowledge and knowing the
meaning of many of the words in the paragraph, the reader may not be able
to recognize the text as “Mary Had a Little Lamb”.
It is important that teachers engage readers in activities which foster
monitoring one’s comprehension, knowing that there is a breakdown in
comprehension, being able to employ fix-up strategies, and vocabulary
development.
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Dialogue of Strategies/Activities for Reading Comprehension
Brainstorm with the students as to what they think comprehension breakdown
means. As they share, the teacher writes their responses on chart paper with
colored markers – making sure to include the students name next to their response.
As the students provide their responses – this would be the time to elaborate on
some of these breakdowns. Under no circumstance is the student made to feel
poorly because of their response. It is strongly suggested that the teacher list
examples of comprehension breakdown that he/she has experienced throughout
their lifetime. It is important to stress that no one is immune to comprehension
breakdown.
Possible responses may be:
The pictures go out of my head---John
I can’t pronounce the word(s)---Steve
I can pronounce the word(s) but don’t know what they mean---Mary
The dialogue in the story confuses me---Jackie
Too many characters in the story – confuses me---Meredith
Daydreaming---Christine
Can’t keep focused---Joan
And the list will go on and on.
In essence, the students have now given the teacher the learning objectives for all
the following classes. It is important for the students to know that all these
“breakdowns” are fixable. It is important that the students feel that there is hope
and that all people experience comprehension breakdown at various times
throughout their lives.
At this point in the lesson, the teacher can share the book entitled, I Read It, But I
Don’t Get It by Chris Tovani. The teacher shares the title with the students and
says the reason he/she read this book is because so many of his/her students have
said these exact words. The teacher will now write the words “fake reading” on
the board. The teacher now asks the students, what do they think Fake Reading”
is all about? Many times the student will volunteer strategies that they have used
over the years to “fake read”. The teacher now reads from Tovani’s book pages
4-5 beginning with “I started to “fake-read” in sixth grade…In the mean-time, I
would have to fake-read.” This is a very powerful excerpt. The students usually
can remember a time(s) when they did this and some may even admit that they do
this everyday. At this point the teacher must rally the students to STOP FAKE
READING!
FIX COMPREHENSION BREAKDOWN!
We can fix
comprehension breakdown and rid ourselves of “fake reading” through FIX-UP
STRATEGIES.
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Materials:




Chart paper
Colored markers
Masking tape
Text: I Read It But I Don’t Get It, by Chris Tovani
Homework:
The students will be instructed to write a letter to the teacher in which they discuss
themselves as a Reader/Learner. The teacher needs to build a trust with each
child. A sample letter:
Dear Mr./Mrs.:
To be a better reader, I need to decode faster. It takes a long time to figure
out words. I can’t picture the story in my mind. I love to read non-fiction books.
I usually experience comprehension breakdown when I get off track and that
usually leads to fake reading. I want you to help me pronounce big words, picture
the story in my mind and not get confused when the story gets too long. I
experience comprehension breakdown when I’m thinking about something else
coming up, like a party and then I just stop reading and focus on something else. I
want you to help me find some ways to get pulled back into the story.
Your student,
Letters such as these are very powerful and provide the purpose for the lessons to
follow. It is important that the teacher read and react to each letter. A
student/teacher conference should be held. The student’s needs should be
validated and an individualized plan needs to be discussed with each student.
Although this is a short term class, the opportunity to provide the student with
confidence and hope is here.
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Fix-Up Strategies
After students have the confidence to admit to comprehension breakdown, they are
introduced to the many solutions to these breakdowns—FIX-UP STRATEGIES.
Following the same format as the introductory lesson on comprehension
breakdown, the teacher will brainstorm with the students as to the kinds of
strategies the students are presently using when they are reading even though they
are not understanding.
Again, write the student responses on chart paper entitled “Fix-up Strategies.” It
has been my experience that most of the students will say they reread when they
don’t get it. Of course, this is a great fix-up strategy but we all know it doesn’t
always work. Thus leaving the student with nowhere to turn. At this time, refer to
the chart paper on comprehension breakdown and begin to brainstorm fix-up
strategies that will match the comprehension breakdown.
EXAMPLE:
Comprehension Breakdown
Not familiar with the topic
Fix-Up Strategies
Begin a K-W-L process
Too many characters in the story
The pictures go out of my mind
Can’t pronounce the words
Do not know the meaning of the word
Confusing events
Two different ideas
Design a web that will separate the characters
Draw a rough sketch as you are reading
Recall your word study rules
Use context clues/dictionary
Use a sequence graphic organizer
Use a Venn Diagram
The list can go on and on. The most important message that the students must
receive is that for every comprehension breakdown there is a fix-up strategy. It is
important that the student become comfortable with several fix-up strategies thus
enabling him/her to become a life long independent reader. A wonderful resource
book is Strategies That Work as well as the list of fix-up strategies in the
instructional curriculum.
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Reading Comprehension
Kay needs information about bird migration for a science report.
She found this short
chapter about the Artic tern in a book about sea birds.
What is the QUICKEST way for Kay to find out if the chapter contains information about
when Arctic terns migrate?
a.
b.
c.
d.
Read the chapter from beginning to end.
Look at the map.
Read the section headings.
Read the first sentence in each paragraph.
The Arctic Tern: Long-Distance Champion
From one end of the earth to the other, the Arctic tern gets around. In summer, these sea
birds nest and raise their young as far north as the Arctic Circle. At the first sign of fall,
however, the gray and white birds fly south to Antarctica. When the days grow shorter in
the Southern Hemisphere, the terns head north again. In this way, some terns fly 24,000
miles or more in their annual roundtrip migration. This is about equal to a trip around the
earth at the equator.
Living in Daylight
By living at the two distant ends of the earth, terns spend their lives in almost constant
daylight. Due to the earth’s tilt, there is almost continuous daylight during the Arctic
summer. When it is winter in North America, the South Pole is tilted toward the sun.
So terns have almost perpetual light all winter, too.
Terns need all that daylight. To find enough food for themselves and their young, adult
terns must fly several hundred miles every day. Long hours of daylight give them
enough time to find food and bring it back to the nest.
Why is it necessary for the tern to fly so far for food? For nesting, terns prefer ocean
islands free of tall weeds, which block their vision and movement and also hide enemies
that prey on their young. For feeding, however, terns like muddy shallows and coastal
waters. This is where fish, shrimp, and insects thrive. Long distances often separate the
best nesting and feeding locations.
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(Insert Picture)
Flying South in Autumn
When it is early fall in North America, Artic terns begin their long trip south. Arctic
terns are famous for fast migrations. Unlike other sea birds, Arctic terns do not rest on
the surface of the sea. They keep flying. Terns even feed in mid-flight, skimming with
open breaks the sea’s surface to snag small fish. In all, the pole-to-pole journey takes
only a few weeks.
Why are these birds in such a hurry? Arctic terns are not well adapted to fishing in deep
water. They cannot dive or swim in the sea like other sea birds. The sooner they reach
the shallow feeding grounds in the south, the more likely they are to find food. Adult
terns also begin the process of molting, or losing their old feathers, at this time. They
need to reach Antarctica before they lose the strong wing and tail feathers they need for
flying.
In the Antarctic
A look at the map shows that the Arctic terns engage in what is called circular migration.
The terns do not fly to one target area where they spend several months. Since there is no
breeding or egg laying at this time of year, the birds follow food supplies and favorable
winds ranging over Antarctica.
Heading Back North Again
Not all the terns make the return trip to the Arctic once the South Pole begins tilting away
from the sun. The one-year-old birds often stay behind in the cool current near
Antarctica. These terns are too young to breed or lay eggs. They do not return to the
northern nesting areas. The following spring, when they are mature, they make the trip.
Which of these is NOT a given reason for the terns’ fast migration?
a.
b.
c.
d.
They cannot dive or swim very well.
They are in the process of molting.
They do not live very long.
They prefer food found in coastal waters.
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One-year-old terns often do not make the return trip to the Arctic because
a.
b.
c.
d.
Their wing feathers are not fully grown.
They are not mature enough.
They cannot dive and swim in deep sea water.
They have not learned the migration routes.
Which of these details could BEST be added to paragraph 5?
a.
b.
c.
d.
Tern eggs take about one month to hatch.
Terns usually return to the same nesting site.
The adult tern grows to be about 15 inches (38 cm) long.
Average tern flight speeds are about 50 mph.

In the space provided, briefly tell how the Arctic tern spends its time in
Antarctica. (Use separate sheet of paper to answer this question.)

People in the United States rarely get a chance to see the Arctic tern. Write a
BRIEF paragraph explaining why this is probably so. Use facts from the chapter
to support your answer. (Use separate sheet of paper to answer this question.)

Why does the author describe the Artic terns as “Long-Distance Champions”?
Use information from the passage to support your answer. (Use separate sheet of
paper to answer this question.)
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Think Aloud
A historian often works like a detective solving
a mystery. Both must use the available evidence
to figure out what has happened at some point in
the past. In many cases, facts are missing. The
story is not complete. As a result, conclusions
must be based on partial evidence.
Question your understanding. What does
this paragraph tell me?
If I do not understand,
what can I do to get the
meaning?
Stop, check comprehension + summarize
Historians use written records, like newspapers or
letters, to find out about the past. However, reading is
not the only method historians can use to gain knowledge.
There are other ways to gain information as well.
One of the major ways to acquire this valuable information
is to study clothing, tools, weapons, and other artifacts.
Think Aloud
Do I understand what
I have read?
1. Using a graphic organizer, compare the two styles of
investigation that you just read about.
2. What does the word artifacts mean in this selection?
Before any article can be accepted for evidence, history
must confirm that it is authentic. One of the most
critical tasks is determining how old the object is.
An article can not be considered genuine unless it
originated in the correct historical period and the age
of the item can be confirmed. Sometimes scientific
techniques are used to date the item.
Think Aloud
What does the paragraph
tell me?
Stop, check comprehension + summarize
1. Tell me what the word genuine means by using the
context information in this paragraph.
2. If you were given this additional information (for
example, one group of historians found a wooden
box marked with the date 1737. After careful
inspection of the box’s handle, it was noticed
to be attached with machine-made fasteners.)
Would this help you to confirm the authenticity
of this item? Explain your answer.
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1. Do a KWL activity first before reading this selection.
Fill in the first two columns.
2. Discuss the information in your KWL organizer.
3. Now read the paragraphs before…. forming a prediction.
The Luge
Luge tobaggoning, a traditional winter sport in Europe,
is not for the timid. You ride in small sleds down a specially
built track of solid ice with hairpin turns at speeds up to
80 miles an hour. The objective is to complete the course
as rapidly as possible. The lower the time the better.
Think Aloud
Do I understand
what I read?
Stop And Think Before Going On!
If you understand what you have read then go on.
If you did not understand, then stop and use a fix-up
strategy on the strategy bookmark.
The luge riders sit facing forward lying almost on
their backs. Their heads are raised just enough to
see the course ahead and their legs are stretched
out astride the forward runners. The riders position
themselves like this so as to minimize resistance
to windflow so as to increase their speed.
Stop - Think - Summarize
In two to three sentences, summarize what you have read
so far.
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Think Aloud
Did I understand
what I just read?
There are no mechanical means for steering.
The luge is controlled differently. To change
direction, the lugist lifts the runner on the side
and pushes the opposite runner inward. Next,
the lugist shifts body weight to the outward runner
making it go faster than the inward runner. Each
of these actions helps the sled turn.
Stop - Think - Summarize
What have you learned so far about the luge?
Think Aloud
Do I Understand?
Do I need a fix-up
strategy?
What new vocabulary words
have you learned? List them.
Curves along the track are banked, or inclined
upward from the inner to the outer edge. Racers
decide how high on the banks to travel while
rounding the curves. Traveling higher takes longer
but makes overturning less likely. Conversely, traveling
lower is faster but increases the chances of overturing.
Racers seek a balance of speed and safety.
Before going on ask yourself ……. Do I understand what I just read? Stop and
Think – Evaluate your comprehension.
Ask yourself some questions about what you just read.
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The lugist’s equipment reflects an understandable concern
for safety. Goggles, crash helmets, and elbow pads are standard
gear. Additionally the racer’s way of dressing serves other
purposes as well. Specially designed shoes assist pushing off,
braking, and steering, and the rubberized bodysuits reduce
resistance to airflow.
Think
Evaluate
Summarize
1. Go back to the KWL chart and fill in what you have learned.
2. Discuss the difference from what you knew about the luge and what you
learned after reading the paragraphs.
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GATHER YOUR THOUGHTS
You have read many stories that have interesting characters.
Think of a story that you may have just read that introduced you
to a new character in history. Fill in the boxes below with the
details of that character.
Personality
Age
The Character
Beliefs
Appearance
Habits
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Now get ready to write a character sketch. Name your character and
use the organizer to tell more about him or her.
How he or she
looks
How others feel
about him or her
Character’s
Name
How he or she
acts
Where he or she
lives
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How he or she
feels
Make A Connection
Imagine this: The time is somewhere around 1900. You live on a farm in
Ireland that can no longer support your family and you face a life of miserable
poverty. Perhaps you are Jewish and you live in eastern Europe. Each day you
fear that hostile mobs will kill you and destroy your town.
You pack up your bags and set sail for America….across more than three
thousand miles of ocean. You do not know what you will find there, but you
hope - - you hope with every fiber of your being. Will you be able to make a
good life in this new place? Will you- - and your children- - - come to call it
home?
Background – Literature and Social Studies
The United States is a nation of immigrants. Even Native Americans, the first
Americans, journeyed here from Siberia thousands of years ago. Since 1600,
more than sixty million people have come here to start new lives.
From 1892 to 1054, Ellis Island served as the main port of entry to the United
States – its “Golden Door”. For many immigrants the passage in ships across
the Atlantic was a nightmare. The Atlantic crossing could take anywhere from
ten days to more than a month. No wonder, then, the utter joy of immigrants at
their first sight of the Statue of Liberty, the symbol of America’s freedom and
promise filled their hearts with excitement.
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“The Washwoman” from In My Father’s Court by Isaac Bashevis Singer
taken from the Reading and Writing Source Book.
Read the first part of the story of “The Washwoman,” which is from Isaac
Bashevis Singer’s autobiography.
1. Watch for information about the main character and think about
how you can relate to her.
2. Write your reactions to her in the Response Notes.
Besides the janitor there were also the
washwomen who came to the house
to fetch our laundry. My story is about
one of them.
She was a small woman, old and
wrinkled. When she started washing
for us she was already past seventy.
Most of the Jewish women of her
age where sickly, weak, broken in
body. All the old women on our
street had bent backs and leaned
on sticks when they walked. But
this washwoman, small and thin
as she was, possessed a strength
that came from generations of
peasant forebears. Mother would
count out to her a bundle of laundry
that had accumulated over several
weeks. She would lift the unwieldy
pack, load it on her narrow shoulders,
and carry it the long way home. She
lived on James Street, but at the other end,
near Grove. It must have been a walk
of an hour and a half.
Response Notes
Do I understand what I
have read?
Vocabulary
peasant----poor
forebears---ancestors
accumulated---increased
unwieldy---hard to carry
-82She would bring the laundry back
about two weeks later. My mother
had never been so pleased with
Response Notes
any other washwoman. Every
piece of linen sparkled like polished
silver. Every piece was ironed. Yet
she charged no more than the others.
She was a real find. Mother always
had her money ready, because it
was too far for the woman to come
a second time.
Laundering was not easy in those
days. The old woman had no faucet
where she lived but had to bring the
water from a pump. For the linens
to come out so clean, they had to be
scrubbed thoroughly in a washtub,
rinsed with washing soda, soaked,
boiled in an enormous pot, starched,
and ironed. Every piece was handled
ten times or more. And the drying!
It could not be done outside because
Thieves would steal the laundry. The
wrung-out wash had to be carried
up to the attic and hung on clotheslines. In the winter it would become
as brittle as glass and almost break
when touched. Then there was always
a to-do with other women and washwomen who wanted the attic for their
use as well.
The old woman could have begged
at the church door or entered a home
for the indigent aged. However, there
was in her a certain pride and a love
of labor with which she was blessed.
She did not want to become a burden,
and thus she bore her burden.
Do I understand what I have
read?
Stop-Think-Summarize
Vocabulary
Linen – tablecloths, napkins, towels, etc
Starched- stiffened by adding starch
Brittle – likely to break
To-do – fuss or argument
Indigent – poor
Burden – trouble
Bore – carried
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In the left-hand column, write 1 statement that you think is interesting
or important. Then respond to it in the right-hand column.
Statement
My Thoughts
Compare and Contrast
Using a Venn diagram compare yourself to the washwoman………
1. Write words that describe the washwoman on the left-side.
2. Write words describing yourself on the right-side.
3. Write words that you have in common in the middle.
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Prepare to write a compare and contrast paragraph.
1. Use one of these topic sentences for your paragraph (circle one).
The washwoman and I have a lot in common.
The washwoman and I have very little in common.
2. Then list 3 details that support your topic sentence.
Detail #1________________________________________________
__________________________________________________________
Detail #2_________________________________________________
___________________________________________________________
Detail #3_________________________________________________
___________________________________________________________
Write your compare and contrast paragraph.
Begin with the topic sentence you circled and then incorporate the
three details that you listed. Then end with a concluding sentence
that sums up your opinion.
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METACOGNITIVE READING AWARENESS INVENTORY
DIRECTIONS FOR SCORING
Part One: Responses that indicate metacognitive reading awareness.
1. a, b, c
2. a, c
3. b, c, d
4. b, c
5. a, c, d
6. a, b, c
7. a, d
8. a, b, d
9. a, b, d
10. b, c
Guided Comprehension: A Teaching Model for Grades 3-8 by Maureen McLaughlin and Mary Beth Allen © 2002.
Newark, DE: International Reading Association. May be copied for classroom use.
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METACOMPREHENSION STRATEGY INDEX
Directions: Think about what kinds of things you can do to understand a story better before,
during, and after you read it. Read each of the lists of four statements and decide which one of
them would help you the most. There are no right answers. It is just what you think would help
the most. Circle the letter of the statement you choose.
I. In each set of four, choose the one statement which tells a good thing to do to help
you understand a story better before you read it.
1. Before I begin reading, it’s a good idea to
A. See how many pages are in the story.
B. Look up all of the big words in the dictionary.
C. Make some guesses about what I think will happen in the story.
D. Think about what has happened so far in the story.
2. Before I begin reading, it’s a good idea to
A. Look at the pictures to see what the story is about.
B. Decide how long it will take me to read the story.
C. Sound out the words I don’t know.
D. Check to see if the story is making sense.
3. Before I begin reading, it’s a good idea to
A. Ask someone to read the story to me.
B. Read the title to see what the story is about.
C. Check to see if most of the words have long or short vowels in them.
D. Check to see if the pictures are in order and make sense.
4. Before I begin reading, it’s a good idea to
A. Check to see that no pages are missing.
B. Make a list of words I’m not sure about.
C. Use the title and pictures to help me make guesses about what will happen in
the story.
D. Read the last sentence so I will know how the story ends.
5. Before I begin reading, it’s a good idea to
A. Decide on why I am going to read the story.
B. Use the difficult words to help me make guesses about what will happen in the
story.
C. Reread some parts to see if I can figure out what is happening if things aren’t
making sense.
D. Ask for help with the difficult words.
6. Before I begin reading, it’s a good idea to
A. Retell all of the main points that have happened so far.
B. Ask myself questions that I would like to have answered in the story.
C. Think about the meanings of the words which have more than one meaning.
D. Look through the story to find all of the words with three or more syllables.
Source: Schmitt, M.C. (1900). A questionnaire to measure children’s awareness of strategic reading processes. The
Reading Teacher, 43, 454-461.
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METACOMPREHENSION STRATEGY INDEX (continued)
7. Before I begin reading, it’s a good idea to
A. Check to see if I have read this story before.
B. Use my questions and guesses as a reason for reading the story.
C. Make sure I can pronounce all of the words before I start.
D. Think of a better title for the story.
8. Before I begin reading, it’s a good idea to
A. Think of what I already know about the things I see in the pictures.
B. See how many pages are in the story.
C. Choose the best part of the story to read again.
D. Read the story aloud to someone.
9. Before I begin reading, it’s a good idea to
A. Practice reading the story aloud.
B. Retell all of the main points to make sure I can remember the story.
C. Think of what the people in the story might be like.
D. Decide if I have enough time to read the story.
10. Before I begin reading, it’s a good idea to
A. Check to see if I am understanding the story so far.
B. Check to see if the words have more than one meaning.
C. Think about where the story might be taking place.
D. List all of the important details.
II. In each set of four, choose the one statement which tells a good thing to do to help you
understand a story better while you are reading it.
11. While I’m reading, it’s a good idea to
A. Read the story very slowly so that I will not miss any important parts.
B. Read the title to see what the story is about.
C. Check to see if the pictures have anything missing.
D. Check to see if the story is making sense by seeing if I can tell what’s
happened so far.
12. While I’m reading, it’s a good idea to
A. Stop to retell the main points to see if I am understanding what has happened
so far.
B. Read the story quickly so that I can find out what happened.
C. Read only the beginning and the end of the story to find out what it is about.
D. Skip the parts that are too difficult for me.
13. While I’m reading, it’s a good idea to
A. Look all of the big words up in the dictionary.
B. Put the book away and find another one if things aren’t making sense.
C. Keep thinking about the title and the pictures to help me decide what is going
to happen next.
D. Keep track of how many pages I have left to read.
Source: Schmitt, M.C. (1900). A questionnaire to measure children’s awareness of strategic reading processes. The
Reading Teacher, 43, 454-461.
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METACOMPREHENSION STRATEGY INDEX (continued)
14. While I’m reading, it’s a good idea to
A. Keep track of how long it is taking me to read the story.
B. Check to see if I can answer any of the questions I asked before I started
reading.
C. Read the title to see what the story is going to be about.
D. Add the missing details to the pictures.
15. While I’m reading, it’s a good idea to
A. Have someone read the story aloud to me.
B. Keep track of how many pages I have read.
C. List the story’s main character.
D. Check to see if my guesses are right or wrong.
16. While I’m reading, it’s a good idea to
A. Check to see that the characters are real.
B. Make a lot of guesses about what is going to happen next.
C. Not look at the pictures because they might confuse me.
D. Read the story aloud to someone.
17. While I’m reading, it’s a good idea to
A. Try to answer the questions I asked myself.
B. Try not to confuse what I already know with what I’m reading about.
C. Read the story silently.
D. Check to see if I am saying the new vocabulary words correctly.
18. While I’m reading, it’s a good idea to
A. Try to see if my guesses are going to be right or wrong.
B. Reread to be sure I haven’t missed any of the words.
C. Decide on why I am reading the story.
D. List what happened first, second, third, and so on.
19. While I’m reading, it’s a good idea to
A. See if I can recognize the new vocabulary words.
B. Be careful not to skip any parts of the story.
C. Check to see how many of the words I already know.
D. Keep thinking of what I already know about the things and ideas in the story to
help me decide what is going to happen.
20. While I’m reading, it’s a good idea to
A. Reread some parts or read ahead to see if I can figure out what is happening if
things aren’t making sense.
B. Take my time reading so that I can be sure I understand what is happening
C. Change the ending so that it makes sense.
D. Check to see if there are enough pictures to help make the story ideas clear.
Source: Schmitt, M.C. (1900). A questionnaire to measure children’s awareness of strategic reading processes. The
Reading Teacher, 43, 454-461.
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METACOMPREHENSION STRATEGY INDEX (continued)
III. In each set of four, choose the one statement which tells a good thing to do to help you
understand a story better after you have read it.
21. After I’ve read a story, it’s a good idea to
A. Count how many pages I read with no mistakes.
B. Check to see if there were enough pictures to go with the story to make it
interesting.
C. Check to see if I met my purpose for reading the story.
D. Underline the causes and effects.
22. After I’ve read a story, it’s a good idea to
A. Underline the main idea.
B. Retell the main points of the whole story so that I can check to see if I
understood it.
C. Read the story again to be sure I said all of the words right.
D. Practice reading the story aloud.
23. After I’ve read a story, it’s a good idea to
A. Read the title and look over the story to see what it is about.
B. Check to see if I skipped any of the vocabulary words.
C. Think about what made me make good or bad predictions.
D. Make a guess about what will happen next in the story.
24. After I’ve read a story, it’s a good idea to
A. Look up all of the big words in the dictionary.
B. Read the best parts aloud.
C. Have someone read the story aloud to me.
D. Think about how the story was like things I already knew about before I
started reading.
25. After I’ve read a story, it’s a good idea to
A. Think about how I would have acted if I were the main character in the story.
B. Practice reading the story silently for practice of good reading.
C. Look over the story title and pictures to see what will happen.
D. Make a list of the things I understood the most.
Source: Schmitt, M.C. (1900). A questionnaire to measure children’s awareness of strategic reading processes. The
Reading Teacher, 43, 454-461.
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METACOMPREHENSION STRATEGY INDEX (continued)
DIRECTIONS FOR SCORING
Part One: Responses that indicate metacomprehension strategy awareness.
I. Before Reading:
II. During Reading:
III. After Reading:
1.
C
11. D
21. C
2.
A
12. A
22. B
3.
B
13. C
23. C
4.
C
14. B
24. D
5.
A
15. D
25. A
6.
B
16. B
7.
B
17. A
8.
A
18. A
9.
C
19. D
10. C
20. A
Guided Comprehension: A Teaching Model for Grades 3-8 by Maureen McLaughlin and Mary Beth Allen © 2002.
Newark, DE: International Reading Association. May be copied for classroom use.
-54-
POETRY FORM
Cinquain
_________________
one word-noun
_______________________________
two adjectives describing line one
__________________________________________
three-ing words telling actions of line 1
___________________________________________________
four word phrase describing a feeling related to line 1
__________________________
one word-synonym or reference to line 1
Diamante
_________________
subject - one noun
_______________________________
two adjectives describing the subject
__________________________________________
three participles (-ing) telling about the subject
___________________________________________________
four nouns-first two relate to the subject; last two relate to the opposite
________________________________________________
three participles (-ing) telling about the opposite
_____________________________________
two adjectives describing the opposite
_______________________
opposite of subject-one noun
__________________________________________________________________
Guided Comprehension: A Teaching Model for Grades 3-8 by Maureen McLaughlin and Mary Beth Allen © 2002. Newark, DE: International Reading
Association. May be copied for classroom use.
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The New Colossus
Emma Larzarus
Not like the brazen giant of Greek fame,
With conquering limbs astride from the land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand glows
World-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
With Silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore. Send these, the
Homeless, tempest-tost to me. I lift my lamp beside the golden
door!”
Vocabulary
giant of Greek fame: The reference is to Colossus, a huge
bronze statue of the ancient Greek god Hellos.
pomp: splendor, magnificence
teeming: crowded
tempest-tost: upset by the storm
Compare and contrast the two figures in this sonnet.
How many speakers are in this sonnet? What are
their lines?
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