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Monitoring
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Middle elementary and above

  • Comprehension

  • Metacognitive skills

  • Set purpose for reading

  • Use repair strategies

  • Apply metacognitive skills

Strategy
Monitoring-Chart---2.png

Middle elementary and above

  • Comprehension

  • Metacognitive skills

  • Set purpose for reading

  • Use repair strategies

  • Apply metacognitive skills

 

Model what good readers do when they experience difficulty understanding text. Use a text that you read e.g. a novel, news, etc.):

  • Demonstrate how you monitor your comprehension.

    • If you are not understanding the text, model the repair strategies you use to get back on track (e.g., text lookback, check pictures and other graphics, read ahead).

    • If you do not know a word, demonstrate what you do (e.g., “read around” the word to see if there are context clues, check pictures and other graphics, sound it out, check the glossary, check the dictionary).

  • With the students, list the things you did to help you understand the text.

    • Use the Monitoring Chart format.

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  • Ask students what difficulties they experience in reading and what they do.

    • Write their ideas on the board using the same kind of chart.Discuss the ideas on the chart. Help students understand that:

      • All readers sometimes experience difficulties.

      • Good readers monitor, or check, their reading to make sure they are understanding it.

      • When good readers do not understand, they apply repair strategies so that they can get back on track.

  • After demonstrating and discussed monitoring, students can begin to keep their own charts to become more aware of comprehension, monitoring, and repair.

    • Give each student an individual monitoring chart and discuss each column. For example:

      • Students record their monitoring activities on the chart as they read.

      • When they finish reading, students discuss their charts, explain their difficulties and what they did to begin comprehension again.

      • If appropriate, discuss other, more effective repair strategies they could use.

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This website was developed by the avenuePM team pursuant to Cooperative Agreement CFDA H327S170012 with the Office of Special Education Programs, United States Department of Education, Terry Jackson, Project Officer. The opinions expressed and materials contained herein do not necessarily reflect the position or policy of the United States Department of Education and you should not assume endorsement by the Federal Government.

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© Designed and developed by researchers at the University of Minnesota and Penn State University.(v.3.6.5)

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