In a nutshell . . .

Monitor Comprehension and Use Fix-Up Strategies
Deep thinkers pay attention to their inner voice when they are reading.  They know that real reading is a combination of the text and their thinking, so they actively use comprehension strategies when reading.  They set a purpose for reading.  They are aware of when they understand and when they don’t.  If they have trouble understanding specific words, phrases, or longer passages, they use a wide range of problem-solving strategies including skipping ahead, rereading, asking questions, using a dictionary, and reading aloud to repair their understanding.

Use Background Knowledge
Deep thinkers use their relevant prior knowledge before, during, and after reading to enhance their understanding of what they are reading.  They make connections between the text, themselves, other texts, and the world.

Ask Questions
Deep thinkers generate questions before, during, and after reading to clarify meaning, make predictions, and focus their attention on what’s important.

Make Inferences
Deep thinkers use their background knowledge and information from what they read to make predictions, seek answers to questions, draw conclusions, and create interpretations that deepen their understanding of text.

Create Sensory Images
Deep thinkers create a wide range of visual, auditory, and other sensory images as they read.  They become emotionally involved with what they read.

Determine Important Ideas
Deep thinkers identify key ideas or themes as they read, especially in nonfiction text.  They can distinguish between important ideas and interesting details.

Synthesize Information
Deep thinkers track their thinking as it evolves during reading, getting the overall meaning or “big picture” of the text. 

Do not forget that reading with your child is probably the most important role you fill as a parent.

As you read with students, try using these prompts to reinforce your child’s comprehension, or to engage them in a discussion about what they have been reading.

This reminds me of . . .
A funny/scary/sad/weird/gross part was when . . .
I liked it when . . .
I didn’t understand when . . .
The problem in the story was . . .
The main character was . . .
I’m wondering why . . .
A beautiful part I could picture in my mind was when . . .
A connection I made was . . .