*background knowledge *prior knowledge *experiences Example: Jon understood "Love That Dog" because he had a lot of background knowledge about losing a pet.

determining importance

What matters the most in the text? What is the best evidence to prove my point? Example: Mr. Rugg told his students to highlight the most important words in the vocabulary definitions.

to make clear or easier to understand Example: Jen told her friend the definition again, using simpler words, to help her understand.

to make a reasonable guess about what will happen later (future) in the text Example: The students used the title and pictures on the cover of the book to guess what the story was going to be about.

to restate the most important points/ideas from a text in your own words Example: Mr. Rugg asked his students to read the article and use the 5W strategy to explain what happened in their own words.

to create mental images, make a movie in your mind, and/or use your 5 senses to imagine Example: As Paul read the chapter about grandma baking in her kitchen, he could almost smell the apples cooking in the stove and taste the buttery pie crust.

to use text clues and schema (background knowledge) to "read between the lines" Example: By using his background knowledge and clues in the text, Jamal was able to figure out why the main character decided to quit his job.

to wonder, to be curious - ask questions before, during, and after reading Example: We all wondered why Jack wrote about the "blue car, blue car, splattered with mud."

how you connect your reading to your life (text to self, text to text, or text to world) Example: The plot of "Hey, Al" made Jen think about her uncle who also did not like his job.

as you read, your thinking changes along the way because you encounter new information Example: After finishing the book, I changed my mind about how I felt about the main character because of what I learned about her life.

thinking about your thinking - monitoring your thoughts Example: All good readers do this when applying their reading strategies - they think about their thinking!

stretching out words to sound them out, chunking words into smaller parts, or covering parts of a word Example: Bob tried to sound out "cyclical" the first time he saw it, and then he realized it had the root "cycl" in it.

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Reading Strategies

Term	Definition
schema	background knowledge prior knowledge *experiences Example: Jon understood "Love That Dog" because he had a lot of background knowledge about losing a pet.
determining importance	What matters the most in the text? What is the best evidence to prove my point? Example: Mr. Rugg told his students to highlight the most important words in the vocabulary definitions.
clarify	to make clear or easier to understand Example: Jen told her friend the definition again, using simpler words, to help her understand.
predict	to make a reasonable guess about what will happen later (future) in the text Example: The students used the title and pictures on the cover of the book to guess what the story was going to be about.
summarize	to restate the most important points/ideas from a text in your own words Example: Mr. Rugg asked his students to read the article and use the 5W strategy to explain what happened in their own words.
visualize	to create mental images, make a movie in your mind, and/or use your 5 senses to imagine Example: As Paul read the chapter about grandma baking in her kitchen, he could almost smell the apples cooking in the stove and taste the buttery pie crust.
inference (infer)	to use text clues and schema (background knowledge) to "read between the lines" Example: By using his background knowledge and clues in the text, Jamal was able to figure out why the main character decided to quit his job.
question	to wonder, to be curious - ask questions before, during, and after reading Example: We all wondered why Jack wrote about the "blue car, blue car, splattered with mud."
connections	how you connect your reading to your life (text to self, text to text, or text to world) Example: The plot of "Hey, Al" made Jen think about her uncle who also did not like his job.
synthesize	as you read, your thinking changes along the way because you encounter new information Example: After finishing the book, I changed my mind about how I felt about the main character because of what I learned about her life.
metacognition	thinking about your thinking - monitoring your thoughts Example: All good readers do this when applying their reading strategies - they think about their thinking!
decoding	stretching out words to sound them out, chunking words into smaller parts, or covering parts of a word Example: Bob tried to sound out "cyclical" the first time he saw it, and then he realized it had the root "cycl" in it.

Created by: user-1693800

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