One thing that makes reading instruction extremely complex is the fact that reading is typically seen a private activity. In my classroom, however, I want my students to feel comfortable talking about what they're reading, how well they're reading, and what problems they may face throughout the reading process.
In my four previous posts, I talked about how I work with my students to better monitor their Speed, Accuracy, Phrasing, and Expression while they're reading. And, I've share how we keep the conversation "open" about What Makes Good Reading.
As we move into the multifaceted task of monitoring and measuring Understanding, we must have an "honest" conversation about the problems that many young readers face in this part of the reading process. This is one conversation that often makes students feel uncomfortable, ashamed, and even embarrassed as I unfold some difficult truths about their reading habits. I begin by asking my students these questions:
How do you know you Understand what you're reading?
How do you know you're "getting" it?