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Reading Response Metacognition Printables for Readers

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READING RESPONSE  Metacognition Printables for Readers

This resource includes 19 reading response printables to use after a read aloud, guided reading group, listening to reading, read to self or read to someone literacy center.

Pair this with my Guided Reading Organization Tools for an effective balanced literacy block!


This resource includes

*My Favorite Part….

*Text to Self

*Summary

*Map the story

*Problem/Solution

*Main Idea and Supporting Details

*My New Ending

*The Main Character

*Three Things I Learned


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

CCSSRF.K.4
Read emergent-reader texts with purpose and understanding.
CCSSRI.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSSRI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSSRI.K.10
Actively engage in group reading activities with purpose and understanding.
CCSSRL.K.2
With prompting and support, retell familiar stories, including key details.
CCSSRL.K.3
With prompting and support, identify characters, settings, and major events in a story.

Texas Essential of Knowledge and Skills

TEKSLA.K.5.B
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance.
TEKSLA.K.5.E
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: make connections to personal experiences, ideas in other texts, and society with adult assistance/
TEKSLA.K.5.F
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: make inferences and use evidence to support understanding with adult assistance.
TEKSLA.K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: provide an oral, pictorial, or written response to a text.
TEKSLA.K.6.D
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: retell texts in ways that maintain meaning.
TEKSLA.K.7.B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: identify and describe the main character(s).
TEKSLA.K.7.C
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance.
TEKSLA.K.7.D
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: describe the setting.
TEKSLA.K.8.D.i
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance.

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