Task 1 (a)

Alright. I’m going to show you how you can use this strategy to infer unstated information.
Let’s see. Step 1 says that I should use read aloud technique to understand the fact in the text.
We use it to recognize how to pronounce unfamiliar words. Okay, now, Nona start read one
sentence in given text loudly. Then pass to you friend sitting next to you. Continue around the
classroom until the text finished.

Okay, now all of you had finished read. We will read again one more time. This time we
will read word by word in that text. This technique we called as ‘popcorn style”. As soon as one
of you stops reading, another student can begin to read.

Alright. Now stop in this point. Let’s we clarify wherever you all have anything that you
don’t understand or anyone want to give any comment on the text that we reading now? Can you
make any predictions what will happen next? Isn’t the narrator went to her room without wake
upping her father?

Well, now, start read the questions that you should answer. Now identify the details that the
writer has given that will help you to answer the question. Try to underline or highlight
important words or phrases in that text. You also can take notes on a graphic organizer. For
example, underline the word “returned home”, “light”, “flickering”, “going to my room”, and
etc. after identify the word try to find the answer for the first question. Question one, “At what
time of the day did this incident happen? “ Now try to think aloud to answer this question and
make decide what you being asked to do infer on this question. Give me proper answer after
discuss with your friend next to you.
TASK 1 (b)

TASK 2 (a)

Reading strategies self-assessment checklist

Pre-reading strategies
1. What do I already know about this topic or type of text?
2. What have I experienced or read about this topic?
3. What do I think this text/ book/ magazine will be about?
4. What character will be I meet when I read this text/book/ magazine?
5. What will happen in the end of the text/ book/ magazine / story?
While-reading strategies
1. 1. Do I understand what is happening so far?
2. 2. Can I retell the story or information so far?
3. If I were ____, what I will say/do?
4. What is causing my confusion?
Post-reading strategies
1. What is the main idea or core idea in the text that I had read?
2. If I could tell a friend only two facts about this topic, what would I’ll share with
them?
3. What was the most important thing that I learned today?
4. Can I draw concept maps to explain what I had read?
5. What I felt after read this text/book/ magazine?

Task 2 (b)
Monitoring comprehension is a process where learners observing or checking their
understanding as they read. Learners use their prior knowledge and recognize when the reading
material is new, what they are learning while reading and what inferences they can make after
the reading. Students are typically may not self-monitor comprehension in subject areas they find
challenging. So, it is very important to teach them how to monitor their comprehension in
enhance improving their understanding in the subject that they are learned.

Students need to teach how to monitor their comprehension. This requires a good
instruction with proper modeling and practice. Teachers should teach students to notice the
thinking they do as they read. Checking their thinking is the first step towards understanding
what they are read. In same way, students able to check their understanding about what they are
reading. This technique teaches students to be aware of what they do understand, identify what
they don’t understand and what can do to resolve problems in comprehension.

Thinking while reading is the important point to make the students read well. Research
shows, by asking students to underline meaningless words or phrases in the text had identified
students whom better at evaluating their comprehension. By teaching students to check what is
going on their own thinking before we begin to classify different kinds of thinking. Monitoring
comprehension helps them to understand effectively what they read.

Teaching students to monitoring their comprehension will help them to be successful.

In other hand, teachers can build students vocabulary by teaching them self-monitor
comprehension. They can read independently, expose them to all kind of text structures and get
to know different types of books. This all help them to think and let teachers monitor what is
going on in their student brains.
 As a conclusion, it is very important let the students know why they need to monitoring
their comprehension. Main part in this strategy is to make them think. “Read, Think and act”,
this is the phrase that the educator should remember when teach comprehension and let the
students remember it when they read.

References

Reed, K. (2019). What should content-area teachers know about comprehension instruction?
Retrieved from https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p10/

Seven Strategies to Teach Students Text Comprehension .(2011). Retrieved from

Introduction to monitoring comprehension.(2019). Teacher Recourses. Retrieved from

Meyer, B. J. F., Wijekumar, K., Middlemiss, W., Higley, K., Lei, P., Meier, C., & Spielvogel, J.
(2010). Web-based tutoring of the structure strategy with or without elaborated feedback
or choice for fifth- and sixth-grade readers.  Reading Research Quarterly, 45, 62-92.

How students learn reading comprehension: more tips from reading science. (2019).
Retrieved from https://thinkingaboutteaching.blog/2019/07/20/how-students-learn-
reading-comprehension-more-tips-from-reading-science/

Roit, M. (2012). Effective Teaching Strategies For Improving Reading Comprehension In K-3
Students. IN 15 M 04718 vol. 4/15