Thursday, July 31

How I Work With Students to Self-Monitor While Reading

Don't we all have those students who sound beautiful when they read, yet have difficulty comprehending?

Or students who miscue while they read...a miscue that changes the meaning of the text and they just keep reading on?

And students who omit, insert or substitute words that makes their reading way off grammatically, yet they continue on and on?

Me, too.

These are students that have not quite developed strong, integrated Self-Monitoring behaviors.
Self-Monitoring for Meaning Syntax and Visual
We all teach students that do this and sometimes we go a little gray in the hair department or have an extra dose of coffee while we try to figure out how to reach them the best.
Teaching Readers to Self-Monitor

In the past I’ve tried a variety of techniques and strategies…with varying degrees of success…depending on the reader (of course).

1) Trying to “catch” them self-monitoring and praising their work like crazy saying things like,

“You just caught yourself!!! You worked it out and now you’ll understand!!”

“That sounded goofy/wonky/like gobbledy-gook and you stopped to figure it out! Whoop Whoop!”

“Did you just notice your amaaaaaaaaazing reading work? You didn’t just keep reading to get to the end, you were determined to make it look right, sound right AND make sense!”

2) Sent congratulatory notes home…so that kids are proud of their hard work and race to their parents to share their love note and then the parents know what to congratulate and notice while their sweethearts read to them.

3) Tally marks next to goals on goal-setting pages like this one from Building STAR Readers. That pack is all about building STAR habits while reading. (S=Study T=Think A=Ask R=Respond) 
Building STAR Readers by Growing Firsties

4) Have them use sticky notes to mark spots in their books to encourage them to slow down and be more aware of their thinking. (This image is found at Julie Ballew's site.) I pinned it to my School Stuff Board so I always have it handy.

Anchor Chart for sticky notes


5) While reading aloud, make intentional mistakes and stop to demonstrate self-monitoring and then identify the cueing system(s) where the mistake was made. 


For example, read, "The elephant's claw is very large." Students can help you identify that it does NOT make sense. You can show them the text and have them help you figure out what it really says or you can have them offer suggestions that DO make sense.

When you miscue for visual/looking right, your miscue impacts syntax and/or meaning to the listeners. 

6) Whole group, small group and partner work to find proof and cite evidence in reading passages such as these from Finding Proof.



This is all well and good….BUT…I’m not in small group or one-on-one settings every minute with every kid. #notpossible

We have to teach them to TAKE CHARGE of their own reading so that they self-monitor without us. #everytime #allthetime

I struggled to find resources for exactly what I was looking for, so I made one…


There are a variety of options for students to practice....

Here's where one word does not make sense (and therefore does not sound right) so they have to figure out which word would make more sense....

Here's one where they sort for what does and does not sound right....
first grade

To introduce the concept I will use these projectables...
Look Right Sound Right Make Sense

There are projectables and printables to practice self-monitoring for each of the cuing systems.


Look Right Sound Right Make SenseLook Right Sound Right Make Sense
Look Right Sound Right Make Sense

Look Right Sound Right Make Sense
Look Right Sound Right Make Sense 

I also included tracking forms so students can visually see how they are doing in regards to self-monitoring...
Look Right Sound Right Make Sense
This pack is available as part of my Reading Workshop Bundle (at a nice discount) over on TpT...


Thanks for sticking with me! I have a freebie for you to use with your class on which question word would make the most sense....Click the pic to download.


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Saturday, July 19

Bright Ideas: Setting Up for Success on a Cold Read - Warming Up Before Reading

I'm so in love with this Bright Ideas Linky I can hardly stand it! It motivates me to come up with extra, EXTRA meaningful content so that I can be "chin up" around my sooooooo amazing blogging peers.

My topic today is all about having readers set themselves up for word-solving and comprehension success when picking up an unfamiliar book.
Warm up for non-fiction text successfully
During Private Reading (aka Independent Reading) in my Reading Workshop, readers have a selection of 8-12 books that they have shopped for from my leveled classroom library. (My district uses Fountas/Pinnell lettering for our leveling system.)

While students are doing Private Reading I'm conferring and pulling guided reading or strategy groups, so students are truly on their own to read the books cold...and in order to build their reading stamina, I want to equip them to be successful.

So here's a little demo via video...it's my first one so I feel kind of shy about it...if you have any suggestions, please feel free to leave a comment! :-)

Feel free to ask questions in the comments. I took and re-took the video maybe 647.38 times and this was the one that I flaked out the least.

When I'm initially teaching this idea, I demonstrate just like I did in the video under the document camera.

I'll also sometimes have students help me come up with words they'll expect in a book I'm holding up. Here's what they came up with for a book about some silly characters in race car driver outfits (I'm sorry I don't have a picture of the book!)...
Vocabulary-driven book warm up

I am planning to do more videos like this...if there's a topic you'd like me to demo in a future post, I'd LOVE to hear it!

Thanks for stopping by today!!! I hope you found this helpful!!!

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There are LOTS of other Bright Ideas for you to read about from bloggers...make sure to check them out below!


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