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?“AbStudent Reflection

Journal

Name:

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ContentsContentsIntroduction 2

Making Connections 3

Asking Questions 10

Visualizing 17

Drawing Inferences 24

Determining Important Ideas 31

Synthesizing Information 38

Monitoring Comprehension and Repairing Understanding 45

Combining Comprehension Strategies 52

My Own Strategy Combinations 53

Strategy Use Graph 60

Personal Reflection Notes 62

Where Am I With My Reading? 96

Personal Assessment Rubric 97

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IntroductionThis journal is for you to record and reflect on your use of comprehension strategies in your English language arts, math, science, and social studies classes.

Through CSI – Comprehension Strategies Instruction, you will learn how to use reading comprehension strategies to deepen your understanding of all kinds of texts. Whether you are reading about traveling to Mars, trying to decipher a difficult poem, puzzling over a math problem, or analyzing a famous speech, you will find that by using a selection of comprehension strategies, you can become a “text detective,” and more fully understand everything you read in class and in your daily life.

This reflection journal is divided into different sections:

Strategy informationPages 3–5 provide information about how each strategy works, and give you an opportunity to record when and how you use each strategy.

Strategy combinationsPages 52–59 provide information about how the strategies can be combined to solve difficult texts, and give you an opportunity to record when and how you use combinations of strategies.

Strategy use graphThe graph on pages 60–61 is something you can build up as you begin to use comprehension strategies in your classes. It’s a simple and effective way of seeing patterns emerge in your personal use of reading comprehension strategies.

Reflection pagesThe remaining reflection pages are provided for you to record your thoughts and questions. Keep an ongoing journal of your strategy use and you’ll soon be able to assess how much your comprehension is improving over time.

Introduction

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Asking QuestionsWhether you love reading, you struggle with reading, or if you just read when your teacher asks you to, it’s likely you’re a natural when it comes to Asking Questions. Like, why should I fill in this reflection journal? Great question! The answer is, because it will really help you to become a great reader, and that will make class easier and much more interesting.

If you can ask a question about a text, then you are already on your way to analyzing it, and eventually solving the difficult parts. Skim and scan a text, then ask yourself a question about it. “What does that word mean?” “Why is she behaving like that?” If you start out with a question, you then have a purpose for reading a text more closely.

You might find that your question is answered by the time you finish the second paragraph. In that case, ask yourself another question. When you finish the text, think about new questions. Go back and see if you’ve missed anything. Sometimes you will answer your questions on a second or third reading. A good detective is constantly asking questions and finding the answers.

It’s no different with a difficult piece of text.

Any questions?

Date: Thursday, 14 February

I used the strategy of Asking Questions when I read (title): “The Red Wheelbarrow” by William

Carlos Williams.

I used the strategy of Asking Questions in the following part of the text: The first stanza of the poem

These were some of my questions: Why does so much depend on a wheelbarrow? Why do the second

lines only have one word each?

This strategy helped me because: I really couldn’t make any meaning from this poem, and all

I could do was think of questions. But my questions led me to find out about William Carlos

Williams and this poem. Also, the stanzas are written to look like wheelbarrows. I would never

have found this out if I hadn’t asked myself questions about the poem.

I used the strategy of Asking Questions in combination with the following strategy/strategies

Determining Important Ideas and Making Connections

Combining these strategies was useful because: I determined that an important idea was “So much

depends on a red wheelbarrow.” But then I had a question: Why does so much depend on it? Then I

made a connection with my grandfather’s wheelbarrow. He lived on a farm too, and he was always

using the wheelbarrow to do jobs around the property. So he depended on a wheelbarrow a lot,

like the poem says.

A question I still have about Asking Questions is: Does this strategy still work if the answers to your

questions don’t lie in the actual text?

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Date:

I used the strategy of Asking Questions when I read (title):

I used the strategy of Asking Questions in the following part of the text:

These were some of my questions:

This strategy helped me because:


Combining these strategies was useful because:

A question I still have about Asking Questions is:

Date:

I used the strategy of Asking Questions when I read (title):

I used the strategy of Asking Questions in the following part of the text:

These were some of my questions:

This strategy helped me because:


Combining these strategies was useful because:

A question I still have about Asking Questions is:

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So far you may have tried applying one strategy to a text in order to understand it more fully. Or you may have noticed that when you are visualizing something, you automatically draw on your background knowledge, conjuring up an image of the words on the page based on things you’ve seen before.

Visualizing and Making Connections often work together in this way. The good news is that you probably use combinations of strategies already without even realizing it.

The trick now is to notice when you use a strategy, what it is, and how to use it in combination with other strategies. It’s very rare to use only one strategy when you are reading a text of any kind.

Take a look at the diagram below. The text is covered by the main strategies that you have been learning about. Monitoring Comprehension and Repairing Understanding pinpoints the heart of the text, where other strategies link up to give you the best possible chance to understand what you are reading.

Combining Comprehension Strategies

The text

Making Connections

Asking Questions

Determining Important

Ideas

Synthesizing Drawing Inferences

Visualizing

Comprehension Investigative Kit

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Use the following pages to record instances when you have used more than one strategy to tackle a difficult text.

Name of text: Class:

I used the following strategies:

How did using this combination of strategies help me to understand the text?

My Own Strategy Combinations

Name of text: Understanding and Planning (Math textbook chapter) Subject: Math

I used the following strategies: Visualizing, Determining Important Ideas, Synthesizing

Information.

How did using this combination of strategies help me to understand the text? The problem was to

group four individual things in all possible order combinations. I visualized four classmates

presenting in front of the class, and this helped me to “see” how each group of speakers would look

if they all took turns speaking in a different order. I determined the importance of the textbook

advice on how to solve the problem. Overall I really made the problem my own, by giving each value

(ABCD) a personal touch, as if each were a classmate standing at the front of the class. I found

this approach helped me to present my combinations more clearly.

Name of text: Subject:

I used the following strategies:

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MAKING CONNECTIONS 3/20/08 3/27/08 4/07/08 4/16/08 4/21/08 4/25/08 5/02/08 5/12/08 5/16/08 5/22/08 5/23/08 6/02/08

MATH SCIENCE SCIENCE SCIENCE SOCIAL ST MATH SCIENCE SCIENCE ELA NF ELA F ELA F ELA NF

Use this graph to record the date, class, and text that you used a particular strategy with to increase your understanding. Soon you will see a build up of strategies and a pattern will emerge. What does this pattern tell you about your own reading style? Which strategy do you tend to use most while reading? Which one do you use least? Do you use some strategies more often than others in particular content areas? Do you have a favorite reading strategy?

Strategy Use Graph

DATE DATE DATE DATE DATE DATE DATE DATE DATE DATE DATE DATE DATE

CLASS CLASS CLASS CLASS CLASS CLASS CLASS CLASS CLASS CLASS CLASS CLASS CLASS

MAKING CONNECTIONS

ASKING QUESTIONS

VISUALIZING

DRAWING INFERENCES

DETERMINING IMPORTANT IDEAS

SYNTHESIZING INFORMATION

MONITORING COMPREHENSION & REPAIRING UNDERSTANDING

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MAKING CONNECTIONS

ASKING QUESTIONS

VISUALIZING

DRAWING INFERENCES






MAKING CONNECTIONS

ASKING QUESTIONS

VISUALIZING

DRAWING INFERENCES




MAKING CONNECTIONS 3/20/08 3/27/08 4/07/08 4/16/08 4/21/08 4/25/08 5/02/08 5/12/08 5/16/08 5/22/08 5/23/08 6/02/08

MATH SCIENCE SCIENCE SCIENCE SOCIAL ST MATH SCIENCE SCIENCE ELA NF ELA F ELA F ELA NF



MAKING CONNECTIONS

ASKING QUESTIONS

VISUALIZING

DRAWING INFERENCES




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DATE REFLECTIONS ON MY STRATEGY USE AND HOW MY COMPREHENSION

IS IMPROVING

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The rubric (assessment grid) on the facing page is designed for you to track your own progress at working in cooperative groups, monitoring your own reading, and using comprehension strategies effectively when you read.

The rubric will provide you with a visual record of what strategies you are using successfully and which ones you could focus on more.

Shade in the boxes to show “where you are” with each strategy. Use a color, or use multiple colors to help you easily identify your progress over time. Be sure to date the rubric each time you update it.

Fill this rubric in as honestly as you can, and compare it with your teacher’s rubric. They have a similar one that they will be using to assess how your reading comprehension skills are improving over time.

Assess yourself when you first receive this journal, then three or more times throughout the year. When you have finished school this year, give yourself a final assessment. You will be surprised to see how far you have come with your reading skills!

Where Am I With My Reading?

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Stud

ent A

sses

smen

t Rub

ric

Com

men

ts:

Thin

k, p

air,

shar

e &

co

op

erat

ive

gro

up

sk

ills

Ab

ility

to

mo

nit

or

my

ow

n r

ead

ing

Mak

ing

C

on

nec

tio

ns

Ask

ing

Qu

esti

on

sV

isu

aliz

ing

D

raw

ing

In

fere

nce

sD

eter

min

ing

Im

po

rtan

t Id

eas

Syn

thes

izin

g

Info

rmat

ion

Leve

l 1St

artin

g Ou

t

I am

relu

ctan

t to

par

tici

pat

e in

th

ink,

pai

r, sh

are

or

to e

ng

age

in t

he

less

on

.

I am

no

t su

re w

hen

m

ean

ing

bre

aks

do

wn

. I d

on’

t h

ave

man

y fix

-up

st

rate

gie

s.

I do

no

t at

tem

pt

to

mak

e co

nn

ecti

on

s b

etw

een

text

s an

d

my

ow

n li

fe, o

ther

te

xts,

or m

y g

ener

al

kno

wle

dg

e.

I do

n’t

ask

man

y re

leva

nt

qu

esti

on

s.I h

ard

ly e

ver m

ake

men

tal p

ictu

res,

or I

am

un

sure

w

hat

sh

ou

ld b

e vi

sual

ized

.

I har

dly

eve

r “re

ad

bet

wee

n t

he

lines

” to

get

ext

ra

mea

nin

g fr

om

text

s.

I hav

e d

ifficu

lty

iden

tify

ing

im

po

rtan

t id

eas

fro

m te

xt.

I har

dly

eve

r co

me

up

wit

h n

ew

thin

kin

g o

r id

eas

as

a re

sult

of r

ead

ing.

Leve

l 2

On th

e W

ay

I am

beg

inn

ing

to

po

siti

vely

join

in

dis

cuss

ion

s an

d I

liste

n to

th

e th

ou

gh

ts a

nd

idea

s o

f oth

ers.

I oft

en k

no

w

wh

en m

ean

ing

b

reak

s d

ow

n, a

nd

I h

ave

som

e fix

-up

st

rate

gie

s.

I can

tal

k ab

ou

t ev

ents

an

d t

hem

es

in t

he

text

th

at a

re

like

my

life.

I h

ave

tro

ub

le c

on

nec

tin

g

thes

e ev

ents

an

d

them

es to

th

e te

xt.

I am

ab

le to

ask

so

me

qu

esti

on

s th

at

rela

te to

th

e te

xt.

I can

des

crib

e so

me

men

tal p

ictu

res

that

re

late

dir

ectl

y to

th

e te

xt.

I try

to p

red

ict

and

d

raw

co

ncl

usi

on

s b

y “r

ead

ing

bet

wee

n

the

lines

” bu

t I a

m

no

t al

way

s su

re

wh

at w

ill h

app

en

nex

t in

a te

xt.

I am

ab

le to

iden

tify

so

me

imp

ort

ant

info

rmat

ion

bu

t I

am n

ot

sure

ho

w to

re

late

it to

ove

rall

mea

nin

g.

I can

iden

tify

so

me

text

eve

nts

an

d

feat

ure

s an

d d

iscu

ss

wh

at t

hey

mak

e th

e re

ader

th

ink

abo

ut.

Leve

l 3Go

od

I am

ab

le to

list

en,

keep

on

tas

k, a

nd

d

iscu

ss id

eas

abo

ut

text

.

I hav

e se

vera

l fix-

up

st

rate

gie

s to

hel

p

wh

en I’

m h

avin

g

tro

ub

le.

I am

ab

le to

mak

e co

nn

ecti

on

s to

m

y o

wn

life

an

d

som

etim

es to

oth

er

text

s.

I am

oft

en a

ble

to

ask

qu

esti

on

s ab

ou

t w

hat

has

hap

pen

ed

in t

he

text

I am

re

adin

g.

I can

des

crib

e so

me

men

tal p

ictu

res

qu

ite

easi

ly.

I can

mak

e p

red

icti

on

s, an

d

“rea

d b

etw

een

th

e lin

es” t

o g

et to

lo

gic

al c

on

clu

sio

ns

abo

ut

text

.

I can

iden

tify

an

d

use

text

feat

ure

s to

dec

ide

wh

at’s

imp

ort

ant

in te

xt.

I can

un

der

stan

d

ho

w s

equ

ence

s o

f ev

ents

an

d id

eas

can

lead

to n

ew

mea

nin

g.

Leve

l 4Re

ally

Good

I am

a g

oo

d

liste

ner

, I w

ork

wel

l w

ith

oth

ers

and

in

dep

end

entl

y, a

nd

I w

illin

gly

sh

are

idea

s ab

ou

t te

xts.

I use

a v

arie

ty o

f fix-

up

str

ateg

ies

wh

en

I hav

e d

ifficu

lty

wit

h

mea

nin

g.

I am

ab

le to

mak

e co

nn

ecti

on

s b

etw

een

text

s an

d

my

ow

n li

fe, o

ther

te

xts,

and

gen

eral

kn

ow

led

ge,

to

exp

and

mea

nin

g

and

po

se q

ues

tio

ns.

I usu

ally

ask

“ho

w”

and

“wh

y” q

ues

tio

ns

wh

en re

adin

g.

I can

cre

ate

men

tal p

ictu

res

and

des

crib

e h

ow

th

ey e

xten

d m

y u

nd

erst

and

ing

in

text

.

I oft

en d

raw

co

ncl

usi

on

s, an

d

get

mea

nin

g fr

om

te

xt b

y “r

ead

ing

b

etw

een

th

e lin

es.”

I can

iden

tify

at

leas

t o

ne

imp

ort

ant

idea

an

d ju

stify

it

s im

po

rtan

ce. I

ca

n id

enti

fy te

xt

stru

ctu

res

and

si

gn

al w

ord

s.

I can

th

ink

wh

ile

read

ing,

pic

k u

p

new

info

rmat

ion

, an

d s

om

etim

es

com

e u

p w

ith

new

id

eas

and

new

th

inki

ng.

Leve

l 5Ex

celle

nt

I lis

ten

wel

l, va

luin

g

the

kno

wle

dg

e an

d

op

inio

ns

of o

ther

s. I r

ead

an

d re

spo

nd

to

text

cri

tica

lly

and

sh

are

view

s th

ou

gh

tfu

lly.

I can

read

flu

entl

y (w

ith

focu

sed

at

ten

tio

n) a

nd

I h

ave

man

y st

rate

gie

s fo

r m

akin

g m

ean

ing.

I am

ab

le to

mak

e ri

ch c

on

nec

tio

ns

bet

wee

n te

xts

and

my

life,

oth

er

text

s, an

d g

ener

al

kno

wle

dg

e, to

ex

pan

d m

ean

ing,

p

ose

qu

esti

on

s, an

d

dra

w c

on

clu

sio

ns.

I can

use

qu

esti

on

s to

ch

alle

ng

e th

e te

xt, q

ues

tio

n t

he

auth

or,

esta

blis

h t

he

accu

racy

of t

he

text

, an

d s

tate

op

inio

ns.

I am

ab

le to

vi

sual

ize

usi

ng

all

of m

y se

nse

s an

d I

can

tal

k ab

ou

t h

ow

th

is m

akes

mea

nin

g

rich

er fo

r me.

I can

pre

dic

t, in

terp

ret,

and

an

alyz

e te

xt,

read

ing

“bet

wee

n

the

lines

” to

get

ex

tra

mea

nin

g.

I can

iden

tify

man

y im

po

rtan

t id

eas,

dis

cuss

th

e au

tho

r’s

stan

ce o

r pu

rpo

se,

and

un

der

stan

d

rela

tio

nsh

ips

in

text

. I c

an id

enti

fy

and

an

alyz

e te

xt

stru

ctu

res.

I can

use

kn

ow

led

ge

fro

m t

he

text

to

com

bin

e w

ith

new

id

eas

(my

ow

n a

nd

o

ther

s) to

co

me

up

w

ith

new

th

inki

ng.

Co

mm

ents

:

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