- The author gives me a picture in my mind when he or she describes
- I can really see what the author talks about when he or she describes
- I can draw a picture of what the author describes.
- I know these parts of the story are important because they match my purpose for reading, which was
- I believe the author thinks ____________ is important because
- I think the author's opinion about _____ is ______ because
- This text uses the (cause/effect, problem/solution, description, compare/contrast, sequence/steps in a process) text structure. I can use a graphic organizer to help me understand it.
- I see lots of information right here. I need to identify which parts are important and which parts are just interesting.
- All these ideas are important, but I think some are more important than others. I need to determine which ideas are the most important.
- This (chart, table, graph, time line) helps me understand that
- These (boldfaced words, font changes, bullets, captions) help me locate what is important.
- Let me take the big ideas and summarize the text.
- The author says this, but means
- If I read between the lines, the author tells me that
- The clues to prove my inference are
- Because of what the author said, I know that
- From the clues or information the author gives, I can conclude that
- I think that ____________ will happen next because the author says ____________.
- This story or passage is really about My views on this are
- My opinion of _________ is
- I first thought ________ about the topic. Now I think
- I've read a lot of information. Let me stop and think about this for a minute.
- My judgment of this information is
- From this information, I can generalize that