Reading Strategy

Title of Strategy

TEKS

College and Career

Readiness Standards

Detailed Description
of the Reading
Strategy
Before, during, and/or
after reading? Use(s)?
Other variations
and/or modifications?
Considerations for
special populations
(ELL, ESOL,
struggling readers,
etc)

Comprehension Monitoring and Metacognition Instruction

110.32 English Language Arts and Reading, English II
(b) Knowledge and Skills
(1) Reading/Vocabulary Development.
(C) infer word meaning through the identification and analysis of
analogies and other word relationships.
(2) Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
Students are expected to:
(A) analyze isolated scenes and their contribution to the success of the
plot as a whole in a variety of works of fiction
II. Reading
A. Locate explicit textual information, draw complex inferences, and
analyze and evaluate the information within and across texts of varying
lengths.
2. Use text features and graphics to form an overview of informational
texts and to determine where to locate information.
3. Identify explicit and implicit textual information including main ideas
and authors purpose.
B. Understand new vocabulary and concepts and use them accurately in
reading, speaking, and writing.
1. Identify new words and concepts acquired through study of their
relationships to other words and concepts
III. Speaking
A. Understand the elements of communication both in informal group
discussions and formal presentations (e.g., accuracy, relevance, rhetorical
features, organization of information).
1. Understand how style and content of spoken language varies in
different contexts and influences the listeners understanding.
2. Adjust presentation (delivery, vocabulary, length) to particular
audiences and purposes.
Students will choose and read a text of their choosing, taking notes and outlining
the main ideas and plot twists. They will also make a list of interesting
vocabulary words they encounter. After reading, they will use their notes to
make a detailed summary of the story in the form of a book review. They will
present their book to the class.
During: Students will take notes. After: Students will create an outline of
events in the story. They can use this lesson to be more effective readers.
A modification to this lesson could be to choose one book for all the students to
read. Instead of a book review, the students could write a persuasive speech
about why the other students should (or should not) read the book.
This strategy would work well for any student because they can choose a book
that is within their reading and competence level.

Contributors: Melissa Cook

Reading References:
Biancarosa, C., & Snow, C. E. (2006). Reading nextA vision for action and research in middle
and high school literacy: A report to Carnegie Corporation of New York (2nd
ed.).Washington, DC: Alliance for Excellent Education.

Contributors: Melissa Cook