Strategy: Click or clunk: Comprehension Self Check
|Strategy: Click or clunk: Comprehension Self Check |
|Appropriate Grade Level: Upper elementary and up |
|Procedures/Steps: |
|1) The teacher will provide students with sample reading passages from reading textbooks or other appropriate sources, as well as a|
|“Reading Check Sheet”. (See below) |
| |
|2) Walk students through the passage and worksheet, informing students they are learning to read more carefully. |
| |
|* When a student comes to the end of the sentence they should ask “Did I understand this sentence. If they did they say “Click!” |
|and keep reading. If not, they say “Clunk!” and look at the Reading Check Sheet for strategies to help them understand. |
|* When a student finishes a paragraph they should ask themselves “What did the paragraph say?” If they cannot tell you the main |
|idea, they look at the Reading Check Sheet for help. |
|* Next at the end of the page, they should ask “What do I remember?” If they |
|cannot remember very much information, they look at the Reading Check Sheet. |
|3) After explaining each step to the students- model reading a sample passage and think out loud about each part of the |
|comprehension check. |
|Comments and/or tips: |
|You can practice as a class or in groups as your students get used to this strategy, and use peer guidance to assist struggling |
|readers. |
|If calling our “Click!” or “Clunk!” becomes disruptive, you can develop silent signals that will allow you to monitor your students|
|use of the strategy without disrupting their peers. |
|You may want to laminate the Reading Check Sheet so students can reuse it often. |
|Source: |
|Wright, J., (2006). “Click or Clunk?” A student comprehension self-check. . The Savvy Teacher’s Guide: Reading Interventions That |
|Work. . p 25-27. |
|Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading |
|Teacher, 38(2), 200-204. |
My Reading Check Sheet*
Name: __________________ Class: _____________
Sentence Check… “Did I understand this sentence?”
If you had trouble understanding a word in the sentence, try…
θ Reading the sentence over.
θ Reading the next sentence.
θ Looking up the word in the glossary (if the book or article has one).
θ Asking someone.
If you had trouble understanding the meaning of the sentence, try…
θ Reading the sentence over.
θ Reading the whole paragraph again.
θ Reading on.
θ Asking someone.
Paragraph Check… “What did the paragraph say?”
If you had trouble understanding what the paragraph said, try…
θ Reading the paragraph over.
Page Check… “What do I remember?”
If you had trouble remembering what was said on this page, try…
θ Re-reading each paragraph on the page, and asking yourself, “What did it say?”
*Adapted from Anderson (1980), Babbs (1984)
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