Integrate metacognitive awareness strategies
Try modeling this by using question stems such as “What was the turning point in _?,” “Who was _ and what did they do?,” “What were some of the reasons for _?,” and “Why do you think _ happened?”
After students read a passage, help them formulate questions about what they have learned and review the text to answer those questions. Knowledge, understanding, and memory of what was read. Generating questions can help improve students’
#Scaffold meaning when teaching how to#
Teach them how to deduce the meaning by studying how the word in question is used, looking at the meanings of the words that surround it for clues, and breaking an unknown word apart and looking for word parts that can help clarify the meaning. Show students how to use context clues when they encounter words, phrases, and concepts or ideas that may be confusing or unclear.
Teach students to look at the overall organization of the text, including the structure notice chapter headings and words or phrases that are in bold or underlined and think about how photographs, illustrations, and other visuals will relate to the story or content.Īpply context clues and word analysis. Taking a tour of the text before reading it is a good way to activate students’ background knowledge, identify elements that will be helpful in overall understanding, and engage them in active reading from the onset. What are the best ways to help ELs make meaning from reading? These three comprehensive routines should be explicitly taught and modeled throughout the reading process:
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