Cognitive Strategies Strategy Instruction Direct Explicit Systematic 1

1. 2. 3. 4. 5. 6. 7. 8. Strategy Instruction Give the strategy a

Strategy Instruction 1. 2. 3. 4. 5. 6. 7. 8. name context Define touchstone

1. Strategy Instruction Making Connections Asking & Answering Questions Determining Importance & Summarizing Creating

Strategy Instruction “Although it can be helpful to provide students with instruction in individual

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Cognitive Strategies

Strategy Instruction Direct Explicit Systematic

1. 2. 3. 4. 5. 6. 7. 8. Strategy Instruction Give the strategy a name Use real-world examples to create context Define the strategy, how and when it is used, and how it helps with reading Give students a touchstone, such as a hand gesture or icon, to help them remember the strategy. Think aloud, using the strategy in a variety of contexts Engage students by providing opportunities for them to share their thinking during the reading. Practice shared application with planned discussion prompts. Scaffold practice, providing opportunities for students to use the strategy while reading, with teacher support and monitoring. Provide accountability measures for students while using the strategy independently.

Strategy Instruction 1. 2. 3. 4. 5. 6. 7. 8. name context Define touchstone Think aloud Engage Scaffold practice independently.

1. Strategy Instruction Making Connections Asking & Answering Questions Determining Importance & Summarizing Creating Mental Images Making Inferences & Predictions Monitoring & Clarifying

Strategy Instruction “Although it can be helpful to provide students with instruction in individual comprehension strategies, good readers must be able to coordinate and adjust several strategies to assist comprehension” (CIERA 2001).