Description
Wondering why your students can read the words but cannot explain what they understood or where they got confused? Need during-reading routines that make student thinking visible so you can support comprehension while it is happening? During reading is where thinking becomes visible through monitoring comprehension and leaving track marks of metacognition, and comprehension grows when students are guided to actively process, question, and adjust strategies in real time. When students learn how to track and repair understanding as they read, they build stronger independence and deeper comprehension. In this course, Mary Lee teaches practical during-reading routines that help students annotate purposefully, pause strategically, and use questioning and collaboration to build meaning as they read. You will leave with ready-to-use routines that help students stay engaged, notice breakdowns sooner, and show clearer evidence of understanding during reading.
Objectives
Identify one during-reading routine that supports active comprehension monitoring.
Describe how thinking routines help students track and repair understanding.
Use a thinking routine such as Stop and Jot, Notice and Note, or Say Something during a modeled reading.
Break down how student annotations or responses reveal comprehension patterns.
Assess which during-reading routine best aligns with your instructional goals.
Develop a during-reading routine that promotes visible thinking for an upcoming text.
