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A third-grade teacher periodically reads aloud from a chapte…

A third-grade teacher periodically reads aloud from a chapter in content-area textbooks using think-aloud while reading. Following is an example of what the teacher would do: “The moon does not shine on its own. The sun’s light reflects off the moon.” Hmm. I’m imagining that the sun is like a flashlight shining on the moon in the dark. “As the moon rotates, only the part that faces   the sun is visible from the Earth.” I’m not quite sure what ‘visible’ means, but it sounds kind of like vision, which I know has to do with eyes. It probably means the part we can see from the Earth. Now, that makes me wonder – why do we see different amounts of the moon at different times? Let’s see if the next part of the chapter explains this…” The teacher’s practice is most likely to promote students’ reading comprehension of informational texts by:

At the beginning of the year, a third-grade student demonstr…

At the beginning of the year, a third-grade student demonstrates reading comprehension that is below grade-level expectations. The student can read aloud narrative texts that are aligned with second-grade expectations with accuracy and fluency; however, the student does not consistently remember key details or events after reading the texts. In keeping with evidence-based best practices, which of the following strategies would be most appropriate for the teacher to try first to support the student’s reading comprehension of narrative texts?

This is Question 4 of 5 regarding the scenario above. Write…

This is Question 4 of 5 regarding the scenario above. Write your response using complete sentences and be sure to answer fully.  Describe and explain how you  would  incorporate at least one after listening  metacognitive  comprehension strategy.