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Kaylee Bouchard

EDU 351
SLO #8
SLO #8: The teacher candidate will demonstrate the ability to identify, understand, and apply
components of fostering reading comprehension and metacognition.



Developing Reader's
Awareness of Story

There are several different

elements in a story that children
will need to understand in order
to build their comprehension
skills. Main character(s),
setting(s), plot, problem,
resolution, etc.

- Use story map charts for students to

work through every element from the
story. After they've filled in the chart,
they will be able to answer questions
that deepen their thinking about the
- Scramble parts of a story and have
students reorder it so that it makes
- Create flowcharts for mapping
relationships of events throughout a
- Use pictures to depict the sequence of
events that lead to a problem in a story
and explain how each of them represent
the story sequence.

Scaffolding the
Development and
Teaching of Reading

Teachers need to teach at multiple

levels of instruction for students
to learn to use multiple strategies
for constructing meaning. The
levels include; decoding skills,
vocabulary development, context
clues, etc.
The best way to teach these skills
is through modeling each strategy

- Have students answer different types

of questions about what has been read;
literal questions information that is
explicitly stated in the text, inferential
questions answered by using
background knowledge and information
from the text, and evaluative questions
answered by making judgments about
what has been read.
- Encourage students to generate their
own questions that; are relevant to the
text, make use of information stated
earlier in the text, verbalize curiosity (I
wonder, What if, and I'm not sure
about.), and prompt additional
- Use reciprocal teaching with groups of
students. Model and encourage them to
make predictions, ask questions about
the text, summarize the text, and clarify
difficult vocabulary and concepts.

Guiding Interactions
Between Reader and

When students have a pre-reading - Use KWL charts for students to record
discussion about a text, they often what they already know, what they want
jump into the text with an
to find out, and then after reading the

assumption as to what is going to

happen. When that assumption
isn't what happens, students can
easily throw off their
comprehension. By teaching
students to interact with the text
throughout their reading
experience, they are able to
reflect on what is going on in the
text and why.

text, what they have learned.

- Use the directed reading-thinking
activity to engage students in answering
open-ended questions that involve them
in the process of predicting, verifying,
judging, and extending their thinking.
Stop often while reading a text to ask
questions about what they think will
happen next and why.
- Encourage students to make
connections as they read a text.
Connections can include; text-to-self,
text-to-text, and text-to-world.