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Teaching Students to Read Metacognitively
Mar. 8th, 2019 11:27 amTeaching Students to Read Metacognitively
A mini-lesson and anchor chart for showing early elementary students how to monitor their comprehension as they read.
By Brooke MacKenzie
https://www.edutopia.org/article/teaching-students-read-metacognitively
Comprehension is, of course, the whole point of reading. As proficient readers read, they make meaning, learn new information, connect with characters, and enjoy the author’s craft. But as students begin to transition in their skills from cracking the sound-symbol code to becoming active meaning makers, they do not always monitor their understanding of the text as they read or notice when they make errors.
There are several categories of errors that students tend to make as they read. They may insert words where they don’t belong, substitute words as they read (this tends to happen with smaller sight words—reading the as a), make phonetic errors, or omit words completely. They may also make fluency-related errors, such as not attending to punctuation, which can lead to confusion about which character is speaking, for example.
Sometimes a student’s error will change the meaning of the text, and other times it won’t. But it remains true that the fewer the errors, the greater the child’s comprehension will be.
When students actively monitor their comprehension, they catch themselves when they make an error and apply a strategy to get their understanding back on track. Monitoring comprehension is a critical skill for both students who are still learning to decode and those who have become proficient decoders but are not yet actively making meaning while they read. ( Read more... )
A mini-lesson and anchor chart for showing early elementary students how to monitor their comprehension as they read.
By Brooke MacKenzie
https://www.edutopia.org/article/teaching-students-read-metacognitively
Comprehension is, of course, the whole point of reading. As proficient readers read, they make meaning, learn new information, connect with characters, and enjoy the author’s craft. But as students begin to transition in their skills from cracking the sound-symbol code to becoming active meaning makers, they do not always monitor their understanding of the text as they read or notice when they make errors.
There are several categories of errors that students tend to make as they read. They may insert words where they don’t belong, substitute words as they read (this tends to happen with smaller sight words—reading the as a), make phonetic errors, or omit words completely. They may also make fluency-related errors, such as not attending to punctuation, which can lead to confusion about which character is speaking, for example.
Sometimes a student’s error will change the meaning of the text, and other times it won’t. But it remains true that the fewer the errors, the greater the child’s comprehension will be.
When students actively monitor their comprehension, they catch themselves when they make an error and apply a strategy to get their understanding back on track. Monitoring comprehension is a critical skill for both students who are still learning to decode and those who have become proficient decoders but are not yet actively making meaning while they read. ( Read more... )
