An Active Reader's Mindset
Establishing an active reader’s mindset is important for both teachers and students.
Teachers:
No matter what type of text you are assigning students to read, consider this:
- Have I clarified for students their role as a reader for this assignment?
- Have I scaffolded the text by using additional or supplementary resources?
- Have I established a purpose for the reading?
- Will the students’ background knowledge be integral to the students’ understanding and analysis of the text? If so, how will I help students access their background knowledge? How will this enhance their understanding of the text?
- What before, during and after reading strategies will I use so students can access information for this text?
- What reading tools will I use so students can process information, extract meaning and check for their understanding?
- How will I model the use of these tools?
- What assessment will I implement for students to show evidence of their understanding and learning?
Students:
No matter what type of text you have been assigned to read, consider this:
- What is my role as a reader for this reading assignment?
- Is the reading level of the text appropriate for me?
- What is the purpose of the reading?
- What background knowledge do I have about the text’s topic? How will this information help me understand the text?
- What before, during and after reading strategies am I expected to use to help me access information from this text?
- What reading tools am I expected to use to process information, extract meaning and to check for my understanding?
- Has the way my teacher modeled the use of the tools helped me?
- Does the reading assessment I am expected to complete help me to show evidence of my understanding and learning?
You can also access the CVU Learns Reading Page for more information.
No matter what type of text you are assigning students to read, consider this:
- Have I clarified for students their role as a reader for this assignment?
- Have I scaffolded the text by using additional or supplementary resources?
- Have I established a purpose for the reading?
- Will the students’ background knowledge be integral to the students’ understanding and analysis of the text? If so, how will I help students access their background knowledge? How will this enhance their understanding of the text?
- What before, during and after reading strategies will I use so students can access information for this text?
- What reading tools will I use so students can process information, extract meaning and check for their understanding?
- How will I model the use of these tools?
- What assessment will I implement for students to show evidence of their understanding and learning?
Students:
No matter what type of text you have been assigned to read, consider this:
- What is my role as a reader for this reading assignment?
- Is the reading level of the text appropriate for me?
- What is the purpose of the reading?
- What background knowledge do I have about the text’s topic? How will this information help me understand the text?
- What before, during and after reading strategies am I expected to use to help me access information from this text?
- What reading tools am I expected to use to process information, extract meaning and to check for my understanding?
- Has the way my teacher modeled the use of the tools helped me?
- Does the reading assessment I am expected to complete help me to show evidence of my understanding and learning?
You can also access the CVU Learns Reading Page for more information.