- Engages students in in-depth conversations, demonstrations, and hands-on experience with the concepts dealt in the reading assignment.
- Provides time for students to make predictions about the reading and formulate "I Wonder" questions about the topic.
- Supports the students in identifying good reader strategies such as midstream summarizing, using picture clues, or identifying key points in each section of text.
- Conferences with readers about their reading strategies as when as the content.
- Ensures that students read silently, with partners, or in unison. Avoids "round robin" reading.
- Directs students to take time to reflect on the learning and provides time for students to talk and/or write about their understandings.
- Supports students in considering their "I Wonder" questions.
- Debriefs with students about good reader strategies that they feel helped them make meaning and retain information.
- Avoids rote answering of questions and focuses on using the information gained in some meaningful way.
Before I Read
- I take time to think about what I already know on this topic.
- I look through the pages to think about charts, boldfaced headings, and pictures.
- I ask myself "I Wonder" questions before reading.
While I Read
- I stop often to think about what I understand.
- I continue to consider my questions about the topic.
- I use context and all possible clues to get to the meaning of unknown words.
- I try to identify key ideas and concepts.
After I Read
- I turn back through the pages and reflect on what I have learned.
- I think about my "I Wonder" questions.
- I use what I have learned by writing or talking about it.
--Source: Linda Hoyt, Revisit, Reflect, Retell