Comprehension

Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own and this is important because it helps students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers.

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Fact Versus Opinion

If the student did poorly on text analysis assessment, then you should use the Fact Versus Opinion activity.

For this activity, students will sort statements into facts and opinion categories on a pocket chart by:

- First, place the Fact and Opinion header cards across the top row of the pocket chart. Place the fact and opinion statement cards face down in a stack.
- Then, taking turns, student one selects the top card and reads it.
- Next, student two determines if the statement is fact or opinion and places the card under the corresponding header card on the pocket chart.
- Then, students reverse roles and continue until all cards are placed on the pocket chart.
- Lastly, there is a peer evaluation

Make-and-Check-A-Prediction

If the student did poorly on monitoring for understanding, then you should use Make-and-Check-A-Prediction strategy.

For this strategy, students will make, write, or illustrate, and check story predictions by:

First, placing text and crayons at the center. Provide the student with a student sheet.
Then, students read the selected passage up to the first sticky note.
Next, the student makes and writes or illustrates a prediction on the left-hand side of the student sheet.
Then, the student continues reading the text until the prediction is verified. During this time, the student will write or illustrate what actually happens in the story on the right-hand side of the student sheet.
Continue until the student sheet is complete.
Lastly, there will be a teacher evaluation

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