thinking through reading · the thinking through reading program will introduce a child to a...

Thinking through Reading A Research Based Guide for Parents and Teachers By

Amy Mackenzie

Page | 1 Reading Comprehension Lessons

Table of Contents

Chapter 1: Reading is Thinking

Chapter 2: It Starts With You Page 9

Chapter 3: Using the Strategy Cards Page 13

Chapter 4: Using the Reader’s Notebook Page 17

Chapter 5: Using the Chapter Books Page 18

Chapter 6: Don’t Just Sound It Out! Page 20

Chapter 7: Final Thoughts Page 24

Appendix Page 27

Works Cited Page 31

http://bit.ly/oSMbaf


Chapter 1

Reading is Thinking

Reading is not a passive activity. It is an activity that requires the brain to fully engage and

think in order to comprehend the words on the page. When you begin to read, your brain

naturally begins to use a variety of strategies to make meaning of the text. The strategies

that you use have been developed through years of reading practice. You were either

taught them in school or developed the strategies on your own to problem solve your way

through the often tricky task of reading.

Successful reading comprehension will result when a child is able to do the following things:

1.) Accurately read the words on the page

2.) Read the words fluently

3.) Comprehend what the words mean.

Children will learn to read words accurately through daily reading practice and through their

daily interactions in the world. The best way to ensure that a child becomes a more

accurate reader is to read with a child everyday to ensure that they are not building bad

habits. Children who are still learning to read often make simple mistakes such as skipping

words or reading words incorrectly without paying attention to whether or not the words

they say make sense in the story. When you read with a child, you can monitor their

progress and ability to accurately read the words on the page.

If a child is a more advanced reader, chances are they are able to monitor their reading.

That means that they know when they mispronounce a word because they know that it

doesn’t make sense in the text. When readers are able to do this, they don’t need to spend

as much time reading with an adult. However, it is still important for them to hear fluent

reading from time to time so they can continue to adjust their reading and grow as a reader.

According to a study conducted by the Public Broadcasting System, the average child has

the capacity to acquire 6‐9 words per day when given access to new words in their daily

experiences. Therefore, it is very important to engage a child in conversations that name

and notice new things in their environment. Through building a large vocabulary, a child

will be able to pronounce and know more words when they read. They will also gain more

knowledge of words by reading with you or following along while you read.

If a child reads alone, they are more likely to develop bad reading habits. They will

mispronounce words, skip words, and put words in that don’t belong. If you are not there



to gently point out their mistakes, a child will not notice that they are making the mistakes.

This, in turn, will make it very difficult for a child to understand what they are reading if they

are making up words, skipping words or adding words to sentences (see chapter 6: Don’t

Just Sound It Out! for more information).

If a child is a struggling reader, it is still very important for a child to practice reading

independently. The best way to accomplish this is to provide a child with independent

reading material that you have already read together. In this way, a child is reading familiar

texts. Therefore, when a child is still learning to read, they should spend more time reading

with an adult. As they become stronger readers, they should spend the majority of their

time reading independently.

A child is a fluent reader when they are able to go beyond pronouncing words. Fluency

happens when a child can read the words quickly with expression, stressing the right word

or phrase so that the sentence sounds natural. In order to read fluently, a child must know

and understand the meaning of words. That means that they must have strong

comprehension skills. For example, if a child is reading dialogue, they must have several

comprehension strategies in place in order to read the dialogue fluently. Specifically, a child

must understand what is happening in the story. Then they must understand how a

character might be feeling in order to read dialogue with tone and expression. This

happens when a child is able to make a connection between what is happening to the

character and something that has happened in their own life. Additionally, a child must be

able to infer how a character might be feeling in order to read fluently. Finally, a child

needs to understand text structure in order to know that quotation marks indicate that

someone is talking. This allows them to know what to do with their voice when reading

dialogue.

Understanding what the words on a page are communicating is the main goal of reading.

The Thinking through Reading program will introduce a child to a variety of strategies that

will help them to improve their comprehension of books and other texts. Not only will our

strategies help a child to think their way through books, our strategies will train them to use

a variety of thought processes that can be applied to other areas of their life. A child will

learn how to use inferential thinking, ask meaningful questions and learn to communicate

their thoughts clearly and effectively.

In my experience as a classroom teacher, children often pick up books, look at the words on

the page, turn the page, look at the words on the page again, and appear to be reading.

Unfortunately, these children have not yet discovered the joy of reading. They have not

learned that reading is so much more that words floating on a page.



When you pick up a book, magazine or newspaper, you do more than just read the words.

You connect the information on the page to information that you already know. You

anticipate events and determine which words are most important to remember. You think

about what the author is trying to tell you. All of the thinking that you do while reading,

works to help you understand what you read. The Thinking through Reading strategies are

listed in the table below:

Each strategy works like a piece in a puzzle. Once a child learns how, and when to use each

strategy, they will be able to achieve a level of deep comprehension. Before you read the

explanation of each strategy, try reading the following excerpt from F. Scott Fitzgerald’s The

Great Gatsby, a text that most children will be required to read before graduating high

school.

As you read the following excerpt, please keep in mind that it is a highly complex paragraph.

It illustrates how difficult it can be to truly comprehend new or difficult text. You will work

through the same thought process that the Thinking through Reading program will teach a

children to use.

As I went over to say goodbye I saw that the expression of bewilderment had come back into

Gatsby’s face, as though a faint doubt had occurred to him as to the quality of his present

happiness. Almost five years! There must have been moments even that afternoon when

Daisy tumbled off the colossal vitality of his illusion. It had gone beyond her, beyond

everything. He had thrown himself into it with a creative passion, adding to it all the time,

decking it out with every bright feather that drifted his way. No amount of fire or freshness

can challenge what a man will store up in his heart.

As I watched him he adjusted himself a little, visibly. His hand took hold of hers and she said

something low in his ear he turned toward her with a rush of emotion. I think that voice

Making

Connections

Retelling / Summarizing

Visualizing

Asking

Questions

Making

Predictions

Making

Inferences

Understanding Text Structure

Determining Importance

Identifying the Author’s Message

Synthesizing

Thinking through Reading Strategies



held him most with its fluctuating, feverish warmth because it couldn’t be over‐dreamed‐

that voice was a deathless song.

Now read through the Thinking through Reading strategies. While reading about the

strategies, keep in mind the excerpt from The Great Gatsby. Think about how the reading

strategies might help you have a deeper understanding of the text. What strategies do you

use naturally? Which strategies might help you gain improved comprehension? It is

important to remember that the strategies that a child will learn through using our program

are useful whether you are nine years old or ninety. The Thinking through Reading

strategies are the tools that make reading possible and enjoyable.

Making Connections

Readers make connections to better understand a text. There are three types of

connections that readers make.

1.) Text to Self Connection

When a reader makes a text to self connection, they compare the characters or events in

the book to their own lives. This helps the reader to understand how a character might be

feeling or what they might be thinking. This also helps the reader to better understand the

events, problems and solutions within a book.

2.) Text to Text Connection

When a reader makes a text to text connection, they compare the characters and events in

a book to another book that they have read. This helps the reader to predict what might

happen next in the book based on what they know about other books.

3.) Text to World Connection

When a reader makes a text to world connection, they compare the characters and events

in the book to something that has happened in the real world. This helps the reader to

understand the characters actions or the sequence of events within a book.

Retelling / Summarizing

Readers retell or summarize to remember the important events and characters in a work of

fiction or to remember the important information in nonfiction.

Retelling Fiction

After a reader finishes reading a book about make believe characters and events, they think

about the important characters, events and author's message. After thinking about all of

the features of the book, readers often write the important information in their reader’s

notebooks.



Retelling Non Fiction

After a reader finishes reading a book about real people or events that have happened in

the world, they think about the most important events and people in the book. They also

think about what they learned. After thinking about all of the features of the book, readers

write the important information in their Reader's Notebook.

Visualizing

When readers visualize, they use the words to make a movie in their mind. Readers pay

attention to all of the describing words that an author uses to make the story come to life.

When you read a picture book, the illustrator uses the author's words to make a picture

that matches what's happening in the story. You can use the pictures to make sure that

you're on the right track.

Asking Questions

When readers ask questions, they think about what they already know and what they want

to find out. When readers ask questions, they set a purpose for reading a book, which can

make reading much more interesting. Sometimes readers stop to ask a question in the

middle of book to help them think about and understand the story. It is often helpful for

readers to jot down their questions in a readers notebook.

Making Predictions

When readers make predictions, they think about what they already know and what they

think will logically happen next in the text. When readers make predictions, they anticipate

a certain set of outcomes, and check their predictions as the text unfolds. When most of

your predictions are correct, you know that you understand the text. It is often helpful for

readers to jot down their predictions in a readers notebook.

Making Inferences

When readers make inferences they use what they use what they already know along with

the information in the text to gain a deeper understanding of the story or information.

When readers make inferences, they behave like reading detectives. Sometimes the author

does not give you all of the information but instead gives you clues that require you to think

and use your prior knowledge to understand better. For example, if an author writes;

"Upon realizing his mistake, Jason's face turned bright red" you can infer that Jason is

embarrassed. You read that Jason's face turned bright red and you know that when people

make mistakes and their faces turn red, that usually means that they are embarrassed.



Understanding Text Structure Readers pay attention to the text structure in a book to help them understand the book

better. In a nonfiction book, you will often find nonfiction text structures that authors use

to tell a story with factual information. When you read nonfiction, you don't always have to

read the text first. It's okay to look at the different text structures before you read the text.

Looking at pictures and reading the caption before you read the text can be especially

helpful because the pictures will help you understand more.

Determining Importance

When readers determine importance, they reflect on what they read and think about what

was most important in the text. What is important in a text depends on the reader. When

a reader determines what is most important to them, they consider their prior knowledge,

the new information learned and whether or not that information is important to

understanding the text. When you determine importance, make sure that you think about

what you already know, what you have learned and what is most important to helping you

understand the text.

Identifying the Author’s Message

It is important for readers to think about the author's message in order to determine the

theme and purpose of the book. When an author decides to write a book, it is usually

because they want to share information or a story with readers. When you read fiction

(stories that are not real), the author usually includes a message or lesson that they want

their reader to think about. On the other hand, when you read nonfiction (books about real

people and events), the author is answering questions on a specific topic. You know that

you have understood the book when you identify the author's message.

Synthesizing

When readers become confident using all of the Thinking through Reading strategies, they

begin to synthesize. When readers synthesize, they use all of the strategies to understand

texts. For example, on one page, a reader may use visualizing to understand the author's

meaning and on the next page, the reader may make a text to text connection. When

readers synthesize they are able to use the strategies automatically, almost without

thinking about them, to understand text better.

Now go back and reread the excerpt from The Great Gatsby only this time, pay attention to

the strategies that you use to deepen your comprehension of the text. Notice what you do

with new vocabulary or words that you don’t use in your everyday conversations.



Through rereading the excerpt, you should notice your brain immediately begin to try to

make meaning. You use all of the words to make connections to what you know. Whether

you have read the book and already have some background information or have never read

the book, your brain is working to make inferences, identify the characters and setting, and

the point of view from which the book is being told.

Now read the following excerpt again and try to use the Thinking through Reading

strategies to understand what’s going on in the text.

As I went over to say goodbye I saw that the expression of bewilderment had come back

into Gatsby’s face, as though a faint doubt had occurred to him as to the quality of his

present happiness. Almost five years! There must have been moments even that afternoon

when Daisy tumbled off the colossal vitality of his illusion. It had gone beyond her, beyond

everything. He had thrown himself into it with a creative passion, adding to it all the time,

decking it out with every bright feather that drifted his way. No amount of fire or freshness

can challenge what a man will store up in his heart.

As I read the words “…I saw that the expression of bewilderment had come back into

Gatsby’s face, as though a faint had occurred to him as to the quality of his present

happiness.” I can begin to infer that Gatsby is somehow unsure of his happiness. He had

been expecting the day with Daisy to unfold in a particular way and now he is unsure of

whether or not he is happy. I think about the times in my life when my expectations and

anticipation have surpassed reality. I think about how easy and indulgent it is to dream of

an event that you hope will happen only to discover that your dream was better than the

reality of the event. I can connect to Gatsby’s bewilderment and infer that he is feeling

disappointed. I can visualize the look on Gatsby’s face, one of content but with a hint of

uneasiness that is almost undetectable except for a glint of sorrow in his eyes.

When I connect what I know to my understanding of the text, I am able to gain a deeper

sense of what the text is really about. Through connecting the text to what I know and

understand, I am able to engage with the text beyond just the reading. The text becomes

another part of what I understand about dreaming and anticipation and the sometimes

difficult reality of dreams as they come true.

I hope that through this exercise, you have regained some insight into the often tricky world

of reading. While reading can be an endless source of information and entertainment, it is

also exercise for your brain. It is a thought process and without the proper tools, real

reading can’t happen. Now that you understand the components of reading, and are more

aware of your own process of comprehension, you are armed with the best tools to share

with a child to help them grow as a reader. Have fun Thinking through Reading!



Chapter 2

It Starts with You

When parents read to and with their children from a very early age, they establish a sense

of family literacy. When parents show books to their children, read to their children, and

talk about what they read, they set the stage for their child's literate development. That

means that a child will either learn to love and appreciate reading as a result of your

influence or they will learn that reading is a chore ‐ something they have to do. I believe

that all children should have the privilege of discovering, comprehending and enjoying

books.

When you read with a child, you show them that you value reading. In turn, they will

develop an appreciation for reading. Reading together can also be a way for you to spend

quality time together and cultivate a shared interest. When you read with a child, you give

them your undivided attention. The special time that you spend reading together will

undoubtedly turn into something that you both look forward to and enjoy. According to

Jim Trelease, author of The Read‐Aloud Handbook reading achievement is the result of a

“two‐part formula:”

1.) The more you read, the better you get at it; the better you get at it, the more you like

it; and the more you like it, the more you do it.

2.) The more you read, the more you know; and the more you know, the smarter you

grow.

Therefore, through associating reading with the pleasure of having your undivided

attention, a child will like to read, and want to do it more often.

Just in case your ‘re not convinced that reading with a child is important, here’s one more

piece of research supporting the read aloud as the “single most important activity” you can

do to help a child read. According to the National Reading Panel, children who are read to,

have a higher chance of being a successful reader. “Reading aloud to children has been

called the single most important activity for building the knowledge required for success in

reading. Reading aloud, with children participating actively, helps children learn new words,

learn more about the world, learn about written language, and see the connection between

words that are spoken and words that are written” (National Reading Panel, A Child

Becomes a Reader – Birth Through Preschool).



Through engaging a child in a read aloud, you will teach them how texts work. Specifically,

you will teach them how books are oriented with text moving from the top of the page to

the bottom and from left to right. You will also teach them that all books have title and

pictures that match the text. Finally, you will develop their sense of story language.

As a child grows and begins to read more sophisticated texts, you will teach them more

sophisticated ways of understanding texts. In addition to providing a child with a strong

sense of how books work through reading aloud to them, you will also help a child to

become a more fluent reader.

It is important that children have the opportunity to frequently hear what fluent reading

sounds like. Children also become more fluent readers through reading familiar texts over

and over again. Therefore, encourage a child to read each book within the package several

times.

When children are working to develop their comprehension skills, it becomes important for

them to be able to talk about what they read. According to Linda Dorn, a Professor of

Reading Education at the University of Arkansas, the act of discussing what we think is a

natural process that will improve comprehension; “The urge to discuss our ideas with others

is part of our innate desire to confirm and clarify our thinking. Talking about their reading

enables readers to consolidate information and store it in their long term memory.” This is

why the Thinking through Reading strategy cards specifically direct children to talk about

their thinking while reading with someone who has read the book too. Ideally, you should

read the book with a child and discuss the book while reading. This will help a child to have

deeper comprehension of the text because the conversation is happening at the same time

that a child is working to understand the book.

Your job when discussing a book with a child is listen to what they have to say and ask open

ended questions about the book. Open ended questions work to broaden a child’s thinking.

However, they do not necessarily have a correct answer. The intention of open ended

questions it to engage a child in conversation and deepen their understanding of text.

Try reading the following excerpt from Eve Bunting’s Fly Away Home, a story of a homeless

boy and his father who live in an airport. Then read the list of open ended types of

questions that you could use to engage a child in a conversation about the books you read

together.

My dad and I live in an airport. That’s because we don’t have a home and the airport is

better than the streets. We are careful not to get caught…He and I wear blue jeans and blue



T‐shirts and blue jackets. We each have a blue zippered bag with a change of blue clothes.

Not to be noticed is to look like nobody at all.

Sample Open Ended Questions:

What do you think it would be like to live in an airport?

Why do you think they only wear blue jeans and blue T‐Shirts?

What types of things would get them noticed?

Why are they afraid of being noticed?

What might happen if someone knows they live in the airport?

As a result of discussing these types of questions with a child, you force them to think

beyond the pages of the text. In order to for a child to answer a question about what it

might be like to live in an airport they have to work through the following thought

processes:

Activate their background knowledge – they have to think about what they

already know about airports

Make connections – think about the similarities and differences between a

normal home and an airport

Make inferences – think about how it would feel not have a home of your own.

In addition to discussing open ended questions with a child, you can also use this time to

help a child develop their conversational skills. Depending on the types of things a child

says while talking about the books, you might try some of the following conversation

prompts to continue to support a child as they develop their ability to clearly communicate

what they are thinking.

∙ I think…

∙ I agree...because…

∙ I disagree...because…

∙ In addition…

∙ I noticed…..

∙ I don’t understand….

∙ I wonder…

∙ Please say more about that…

∙ Can you show me where that is in the book?

∙ I think the author meant…

∙ Why do you think that?



Finally, remember that the time that you spend together reading is supposed to be fun and relaxed.

It should not be a time for a child to feel like they have to perform for you. If a child does not

respond to a question the way you think they should, try not to correct their thinking. This will

make them feel like they have failed. When children feel like they fail, they no longer have fun and

will no longer want to read. So, instead of saying “That doesn’t make sense,” or “Why would you

think that?” you might try, “That’s an interesting way of thinking about that. What do you think

about…?” In this way you will be able to guide a child’s thinking in a positive way. If in the end, a

child fails to see it the way you do, remember that they are much younger than you are with far less

life experiences and may not have the ability to think about the book in the same way you do. Don’t

worry. It’s developmental. The more you read together, the more you will talk about books and the

world in which you live, and the more a child will understand. Have fun Thinking through Reading!



Chapter 3

Using the Strategy Cards

A child’s Thinking through Reading package comes with 18 strategy cards that are paired

with one of five picture books. Each of the picture books are within the grade level range.

Please refer to the insert titled Reading Through the Year to determine which picture book

should be used first, second, third and so on. We have specifically compiled a set of books

that will grow with a child through the year as their reading level improves.

The strategy cards are specifically designed to provide a child with just the right amount of

support from you in order to build independence. The cards were developed based on the

Theory of Gradual Release, which is a research‐based instructional model developed by

Pearson and Gallagher (1993). In this optimal learning model, the responsibility for task

completion shifts gradually over time from the teacher/parent to the student. As a result, a

Sample Strategy Card from the Fourth Grade Thinking through Reading

package



child will need your support to complete each card. However, by the time a child completes

each card, they should be able to use the strategy independently to comprehend and

engage with texts.

Using the Strategy Cards: A Step‐by‐Step Guide

Step 1: Begin by reading the summary. The summary is intended to focus the reader and provide a preview of the book. The

summary also works to activate prior knowledge so that the reader can begin to predict and anticipate the story. Younger

readers (Kindergarten – Second Grade) may want to preview the book by looking at the pictures before reading.

Step 2: Tell a child to think about the summary, the title of the book and look at the picture on the front cover. Read each question and allow a child to talk about what they already know. If a child does not have a lot of prior knowledge on the subject of the

book, briefly discuss each question together.

Then spend some time becoming familiar with the new words and vocabulary on the back of the strategy card. These words listed in the “Important Words to Know and Understand” box

have been selected to help a child achieve high levels of comprehension and to further develop their vocabulary. As your read the book, look for the words and discuss their importance in the text. You might also want to add on to the definitions provided on the card to give a child ownership over the word.

Ask a child to tell you what the word means to them.

Next, read the entire book from beginning to end. Then, put the book down and move on to step 2 on the following day. If you are using the audio CD, encourage a child to follow along by

tracking the words with their pointer finger.

Step 3: Before reading the book for the second time, read the rationale behind the specific strategy to a child. This sets the purpose for

the day’s reading. The first read through of the book gave a child an opportunity to become familiar with the story before beginning to practice the comprehension strategy. Now that a child is familiar with the



book, and the story, they can focus on the strategy work to further their understanding of the text.

Step 4:

Begin to read the book for the second time, stopping at the pages indicated on the strategy card. Follow the directions listed

for each page to begin Thinking through Reading.

Step 5: Upon completing the book for the second time, a child should think about how they used the strategy. They should silently answer the questions listed on the strategy card in their mind. This allows a child time to process and think about their reading before verbally communicating their thoughts. In other words,

this step teaches a child to think before they speak.

Step 6: Now is the time for you and a child to talk about the book and the specific comprehension strategy. Ask a child to share what

they were thinking in response to the questions in step 5.

Step 7: All readers reflect on their reading. Now is the time for a child to think about themselves as a reader. They should reflect on how

they grew as a reader through using the strategies.

Step 8: Now is the time for a child to go back into the book and do some independent work with the strategy. Each strategy card will

direct a child to go to a specific page in their Reader’s Notebook to further practice each comprehension strategy.

After a child has completed the work in their Reader’s Notebook,

you should check to make sure that they understand the strategy. The quality of a child’s work will let you know whether or not you should revisit the Thinking through Reading strategy together or move on to the next strategy card for that particular

book.



Before proceeding, I would be remiss if I did not talk about the dangers of focusing too

heavily on the comprehension strategies. The comprehension strategies should be used as

a tool for thinking through text and not as the purpose of reading.

In order to comprehend, children must learn how to use each strategy and know when to

use each strategy. They will learn to do this through practice. After learning and practicing

the strategies presented in each package, a child should begin to read books for enjoyment

and not for the purpose of practicing one isolated strategy. The goal is not for a child to

pick up a book and think that visualizing is reading or making connections is reading.

Instead, the goal, once they learn the strategies, is for a child to automatically use the

strategies to deepen their comprehension.

Therefore, remember that the Thinking through Reading package comes with 18 strategy

cards that are intended to teach a child how to use the strategies for their specific grade

level. When a child is using the strategy cards, they should be focused on

learning and applying a specific strategy. When a child begins to read the chapter books,

they should be focused on reading and using the strategies when needed to deepen their

comprehension of the text. Please, never tell you child to go visualize or go retell. That is

not the purpose of reading. Rather the purpose of reading is to think your way through the

text, and respond to it in some way. For sample responses to reading, please refer to the

quick guides in the appendix section of this book.

Upon learning a practicing each strategy, you can encourage a child to reread each of the

picture books in their package and respond to the book in more meaningful ways. Please

refer to the Quick Guides located in the appendix for more information on ways to extend a

child’s thinking about reading.

Have fun Thinking through Reading!



Chapter 4

Using the Reader’s Notebook

The Reader’s Notebook included within each package is intended to be used as a tool for a

child to extend their thinking about a book. It is also a place for a child to practice the

specific Thinking through Reading strategies presented within each package.

Each Reader’s Notebook contains a book log and an interview for a child to complete. It is

very important for a child to become aware of their reading life. Through tracking the

books that they read and thinking about themselves as a reader, they will begin to build a

literate identity as see themselves as a successful reader.

The Reader’s Notebook also provides a child with a space to do some independent practice

with each strategy. A child should engage in independent practice after you have finished

reading the book and working through the strategy card together. At that point, a child

should reread the book again and complete their work in the notebook. This will allow you

to monitor a child’s understanding of the strategy and decide whether or not you want to

spend more time working on a specific book or strategy.

Next, the Reader’s Notebook contains several blank pages. Each notebook contains a blank

form for practicing each strategy. This will allow a child to engage in additional practice of a

strategy with books that they choose.

Finally, each notebook provides a child with blank lined pages where they can write down

anything that they think while reading. The thinking that a child records on the blank lines

might be thoughts about their reflection on books or how they are growing as reader. It

might also be a place for them to list books that they would like to read. Ultimately, this

part of the notebook is intended for a child to have a space to make their reading what they

want it to be. It is a place that will provide a child with a sense of ownership over their

reading life.



Chapter 5

Using the Chapter Books

Each of the Thinking through Reading packages comes with two chapter books. These books have been selected to compliment the picture books that a child will use to practice the Thinking through Reading comprehension strategies. You will find that the chapter books are among the best literature available for children today. We have included classic books that you love and new titles for you and a child to discover together. The chapter books included with the kindergarten through fifth grade Thinking through Reading packages are intended to be read by the parent to the child. It is important for children who are learning to read to have the opportunity to hear fluent readers. Reading aloud to a child will provide them with an opportunity to acquire knowledge about book concepts, story structure and literary language. Reading aloud will also allow a child to become familiar with a wide variety of genres, characters and writing styles that are not available to them in the books that they can read independently. If a child is an advanced reader, they may wish to read the chapter books independently or invite friends to join a book club. It is very important that readers have the opportunity to talk about what they are reading. Through talking about books, readers become more effective at communicating their thoughts and supporting their thinking using evidence from the text. In turn, a child will develop skills that will become important in middle and high school where they will be required to talk and write about text. A child may also wish to record some of the ways they think their way through each chapter book. Feel free to encourage a child to use the blank pages in their Reader’s Notebook to practice the comprehension strategies or just to jot down what they are thinking as they read. Please refer to the quick guides in the appendix section of this book for more ideas on how to extend a child’s Thinking through Reading. Upon completing the chapter books, it will be time to provide a child with additional books so that they can continue to grow as a reader. It is very important that children read books that are just right for their interest and ability level. To ensure that a child actively engages with a book, provide them with books that speak to their interests and sense of humor. In order to find out if it is just right try the following steps: The Five Finger Rule Ask a child to read the second page of the book out loud. For each word that is incorrectly read, hold up one finger. If a child misses more than five words on the page, the book is too challenging.



Check for Prior Knowledge Ask a child what he or she already knows about the topic of the book. If a child has absolutely no prior knowledge, the book will not be something that they can read independently. If a child has some prior knowledge, then the book may be just right for them to read alone. If a child has a lot of prior knowledge it is probably too easy. Check for understanding After a child has read the second page of the book ask the child to identify some of the information that was read. For example, if the book is fiction, ask a child to identify the setting and any characters that were introduced on the page. If the book is nonfiction, ask a child to identify the main idea of the page and one or two facts that were learned from reading the page. If a child is able to demonstrate that they understand what they are reading, then it is a just right book. As a child becomes an expert at comprehending what they read, you will notice that their desire to read more will increase. This will help a child to read longer passages of text. By the time children are in third grade, they should be able to read independently for at least 30 minutes without any breaks. Of course, if a child would like to read for longer periods of time, by all means, let them read, read, read!



Chapter 6

Don’t Just Sound It Out!

One of the most frustrating things for parents when reading with their children is that they don’t

know what to do when their child gets stuck on a word. More often than not, the first thing that

pops out of a parent’s mouth is, “Sound it out!” Unfortunately, sounding words out is not the most

effective way to problem solve new words. You can thank who ever invented the English language

for that! According to the National Institute of Child Health and Human Development, only about

60% of the words in the English language are spelled the way they sound. As a result, children often

have a very difficult time when they encounter unfamiliar words in their reading. New words pose

two problems. The first problem is that a child doesn’t know how to read and pronounce the word.

The second problem is that chances are, a child won’t know the meaning of the new word. As a

result, their ability to comprehend the text decreases.

There are two ways that you can help a child read longer, more complicated words. First, help them

decode (figure out how the letters go together to make a word). Second, help them understand

what the words mean. So how do you help them do this?

Show A child How to Decode

When a child comes to a word that they don’t know, ask them to look for a chunk or part in the

word that is familiar to them. For example, the word computer may be difficult for a child to read

when they first encounter the word. Therefore, ask a child to point to the part they know and read

that part. Possible word chunks for computer are listed below:

com comp put

puter ter er

If a child is unable to identify a part of the word that they know, use your finger to cover up all of the

letters in the word except for a chunk that you think a child should know. Below, you will find

possible ways to help a child identify the parts of the word that they know. The shaded parts of the

word represent the parts that you will cover with your fingers. After revealing one part of the word

to a child, move onto the next chunk. After you have looked at the chunks, put them together to

problem solve the word. In this way, a child will learn to see word parts instead of isolated letters

and sounds. This will help them to become more effective at decoding.

computer computer computer

computer computer computer



It is important to know that there is more to decoding than just looking for parts in a word. A child

can also use picture clues and context clues to figure out unknown words.

When a reader uses picture clues to figure out a new word, they look at the picture and pick out a

part of the picture that would make sense with the way the word looks. For example, look at the

picture below and read the accompanying sentence.

Katie used her computer to do her homework for school.

As a result of looking at the picture, a child should be able to match the unknown word to

something in the picture. More often than not, a child will be able to identify objects in pictures

even if they don’t know what the printed form of the word looks like.

When readers use context clues, they think about what is happening in the text and try to think of a

word that would make sense in the sentence. If a child is using context clues to figure out a new

word, make sure that they double check to make sure that they word that they say matches the

sounds of the letters in the word. For example, read the sentence below:

Katie had asked for a new computer for her birthday. She couldn’t wait to learn how to email her

friends.

In this sentence, a child can use context clues to problem solve the word computer. They can do this

by reading on through the next sentence to see if they pick up a context clue about the unknown

word. A child should be able to make a connection between what they know about email and the

new word. Hopefully a child will know that you email on a computer. Then a child can go back to

word and double check the word to see if it looks and sounds right. Finally, a child should reread the

entire sentence to ensure that they have the correct word.

The chart on the next page provides you with a step by step approach to helping a child problem

solve new words in their reading.



Solving New Words

Build A child’s Vocabulary While Reading

As I noted before, the larger a child’s vocabulary is, the easier it will be for them to read new words

and better comprehend text. The more words a child knows, the better reader they will be.

You can build a child’s vocabulary while reading together by simply stopping to talk about the

meaning of words. Notice words. Discuss the reasons why the author might have used the word.

Talk about what the word means. Read the following excerpt from Chrysanthemum . Notice how

the author, Kevin Henkes, uses the word “wilted.” The main character is often made fun of because

she is named after a flower (the chrysanthemum).

“She even looks like a flower,” said Victoria as Chrysanthemum entered the playground.

“Let’s pick her,” said Rita, pointing.

“Let’s smell her,” said Jo.

Chrysanthemum wilted.

She did not think her name was absolutely perfect.

Look at the PICTURES.

Get your MOUTHready to make the first sound.

What makes sense? THINK about the meaning of the story.

CHUNK the word by looking for the part you know.

SKIP the word then go back and reread.

Did you understand? If not…Go back and REREAD.



She thought it was absolutely dreadful.

As a result of stopping to notice the word “wilted” you can discuss the fact that a flower wilts when

it is about to die or doesn’t have enough water, sun or other things that it needs. Talk about the

fact that Chrysanthemum is also the name of a flower. Therefore, when the character in the book

wilts, you can infer that she feels bad is not getting enough of what she needs, which in this case

would be acceptance and friendship at school.

As you are stopping to notice new words, remember that new vocabulary is only one of the pieces

of building strong comprehension. You should not be stopping on every other sentence to discuss

new words. Remember, the rules of picking out a just right book; if a child has trouble with more

than five words on a page, then the book is too challenging and it’s time to select an easier book

(Chapter 5) .

If this happens, don’t let a child become discouraged. Simply tell a child that they need to practice

with a just right book so that one day, very soon, they will be able to read the challenging book.

Connect the practice that they are doing to become a better reader with the practice that they do to

become a better soccer player or better gymnast. Remind them that you have to practice if you

want to get better at anything and it’s okay to practice with something that’s a little bit easier until

they’re ready.

Have fun Thinking through Reading!



Chapter 7

Final Thoughts

I will never forget my first day as a classroom teacher. I had painstakingly prepared my classroom filling it with fresh boxes of crayons, bins of sharpened pencils, and neatly printed name tags on all of the desks. My classroom library was brimming with books, all of which were labeled and classified by genre or author. I was sure that I had everything I needed to teach third graders to read. Little did I know that reading is so much more than teaching children to make sense of floating letters on a page. My experience as a classroom teacher and reading interventionist, afforded me the opportunity to observe the reading behaviors of hundreds of children. Almost all children come to school ready and willing to read. However, somewhere along the line, that enthusiasm changes and goes in one of two directions. Some children will continue to want to read. These children will grow into lifelong learners and readers. These children will seek the opportunity to be challenged in their reading. On the other hand, some children will decide that reading is nothing more than a difficult chore. They view reading as something that they have to do. These children often struggle in science and social studies as well. These children eventually lose their enthusiasm for learning or reading. So now the question, for me became what kind of reading instruction and practice I might provide all of my students with in order to ensure that they were all growing and learning as readers. That’s when I discovered the importance of providing children with books that were at their individual reading level. I also learned that children needed an opportunity to interact with books in multiple ways. First, children needed to think about what they were reading. Next they needed a chance to verbally process and talk about what they were reading with their peers. Then they needed an opportunity to write about their reading. Finally, the children needed an opportunity to hear fluent reading each and every day. As a result of tailoring my reading instruction to include all of these components, the children in my class were able to grow as readers regardless of whether or not they were avid readers or struggling readers. However, I knew that a child’s reading life could not exist solely at school. If children only read at school, they view reading as something that should only be done at school. They do not realize that reading has multiple purposes. They do not understand that reading can be used as a leisure activity and used for personal research to discover new information about things that are of interest to them. They do not develop a literate life. In order for children to create literate identities, reading has to happen outside of the classroom. It has to happen at home.



As a result, I began to stress the importance of reading at home to my students’ parents. I explained that regardless of whether their child was an avid reader or a struggling reader, it is imperative that all children continue to grow as a reader. I sent home newsletters filled with suggestions on ways for parents to support a struggling reader and challenge an advanced reader. I offered parent workshops to help parents further understand the importance of reading and I worked to illuminate the fact that reading is really a sophisticated set of thought processes. As a result, parents were constantly requesting conferences with me to discuss their child’s reading progress. Parents wanted to know what their child’s reading level was along with what types of work they could do to help their child read more and read better at home. Some parents worried that their child didn’t have the right leveled books at home. Some parents said that they didn’t have time to read with their child. Some parents expressed their concern over their child’s advanced abilities and wanted to know what they could do to keep their child interested in reading. All of their questions and concerns got me thinking. I wondered how I could most efficiently support all of the parents who genuinely wanted to help their children grow as readers at home. I wanted to share everything I knew about teaching kids to read. The only problem was, that everything I knew, was the result of years of experience. How could I possibly share all of that information? Do parents really need to know which words are blends and which words are diphthongs? I didn’t want to teach a college class on reading instruction. I wanted to provide parents with a quick and easy guide to helping their children discover, comprehend and enjoy books. It is my hope that through using the Thinking through Reading program, you will feel comfortable and confident supporting a child’s literate growth and development. The Thinking through Reading programs are designed to support all readers because the program teaches a child how to effectively and efficiently think about books. The program will teach a child how to problem solve and use analytical thinking to comprehend text. A child will continue to develop both as a reader but also as a thinker. This program will also provide you and a child with the opportunity to bond over books. You will discover that a child will begin to look forward to reading because you will have given them the opportunity to become a successful reader and lifelong learner. As a result of using the Thinking through Reading program, you will discover that a child will grow because they will

Read books at their reading level Use comprehension strategies Build their vocabulary Connect new information to information they already know Write about their reading



Build their conversational skills Become a more fluent reader Select books that are just right for their interest and ability Discover, comprehend and enjoy books Build the skills of a lifelong reader and learner Have fun Thinking through Reading! ~Amy Allen Mackenzie



Appendix Quick Guide #1 Use this guide to extend a child’s thinking about reading before, during and after reading a book.

Before: Read the title and look at the front cover. Discuss what the book might be about

Read the blurb on the back of the book or on the inside flap of the book jacket.

Discuss what you already know about the topic of the story.

What do you think you will learn from reading this book?

What are you wondering about the book

During:

Stop to predict what will happen next

Stop to discuss how a character feels

Stop to discuss how you might solve the problem

Stop to discuss the connections you made to yourself and your experiences, the

connections you made to another book, and the connections you made to the

world

After:

Retell

o Ask your child to start at the beginning and tell you what happened in the

story. IF the text is informational, ask your child to share some of the

things he or she learned while reading

Discuss what you liked about the book

Discuss the problem and solution

Describe the setting

Describe how you might have solved the problem differently

Make connections

Discuss the author’s message.



Quick Guide #2 The Conversation Prompts can be used to engage a child in a conversation about the book your reading or to help a child build conversational skills

Conversation Prompts

∙ I think…

∙ I agree...because…

∙ I disagree...because…

∙ In addition…

∙ I noticed…..

∙ I don’t understand….

∙ I wonder…

∙ Please say more about that…

∙ Can you show me where that is in the book?

∙ I think the author meant…

∙ Why do you think that?



Quick Guide #3 Use this guide to encourage a child to respond to text in deeper and broader ways.

I liked this book because…

I did not like this book because…

This book made me think of…

My favorite part of this book was…

I think the author’s message was…

If I had written this book, I would have ended it differently

because…

I like/dislike the author’s style because…

This book made me feel happy/sad/scared because…

Some things I learned from reading this book are….

Try This

Copy a your favorite part of the book into your Reader’s

Notebook and explain why that part is your favorite

Pick your favorite character and list everything you know

about the character in your Reader’s Notebook

Write down all of the interesting facts that you learned while

reading in your Reader’s Notebook

Write a book recommendation



Quick Guide #4 Use this guide to help a child problem solve new or difficult words.

Look at the PICTURES.

Get your MOUTHready to make the first sound.

What makes sense? THINK about the meaning of the story.

CHUNK the word by looking for the part you know.

SKIP the word then go back and reread.

Did you understand? If not…Go back and REREAD.



Works Cited

Bunting, E. (1991) Fly Away Home. New York: Clarion Books

Dorn, L.J., & Soffos, C. (2005) Teaching for Deep Comprehension: A Reading Workshop

Approach. Portland: Stenhouse Publishers.

Fitzgerald, F.S., (1925) The Great Gatsby. New York: Charles Scribner’s Sons

Henkes, K. (1991) Chrysanthemum. New York: Greenwillow Books

National Institute of Child Health and Human Development

www.nichd.nih.gov/news/

National Reading Panel www.nationalreadingpanal.org

Public Broadcasting Service

www.pbs.org

Trelease, J. (2006) The Read Aloud Handbook. New York: Penguin Group.


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