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Keywords:

  • Assessment ;
  • Authentic;
  • Self-assessment;
  • To inform instruction, as inquiry ;
  • Comprehension ;
  • Comprehension monitoring;
  • Depth of (higher level, literal level, etc.);
  • Imagery, visualizing;
  • Information processing ;
  • Listening;
  • Making inferences;
  • Metacognition;
  • Prior knowledge;
  • Retelling;
  • Motivation/engagement ;
  • Self-efficacy;
  • Oral language ;
  • Discussion;
  • Language acquisition;
  • Language development;
  • Strategies, methods, and materials ;
  • Listening strategies;
  • Metacognitive strategies;
  • Reading strategies;
  • Struggling learners ;
  • Self-perception, self-concept;
  • Theoretical perspectives ;
  • Constructivism;
  • Critical literacy;
  • Vygotskian ;
  • Vocabulary ;
  • General vocabulary;
  • To learners in which of the following categories does your work apply? ;
  • Early childhood ;
  • Childhood

Abstract

As teachers, we are always reflecting on and refining our craft. In this article, the author shares how her understanding and implementation of comprehension strategy instruction has evolved over the past ten years. These shifts include her current thinking about the gradual release of responsibility instructional model, how content and big ideas drive her studies, and the enhanced role of assessment for teaching and learning. Readers will step into a kindergarten classroom where the author brings these principles and practices to life, and shows how our youngest readers can not only successfully engage in thoughtful, critical thinking, but make their thinking visible, public, and permanent.