Book Jacket

Coteaching Reading Comprehension Strategies in Secondary School Libraries:
Maximizing Your Impact

Matrix: Relationship between Reading Comprehension Strategies
and Indicators from AASL's Standards for the 21st-Century Learner


Classroom teachers and teacher-librarians facilitate collaborative planning and coteaching by sharing a common language. The following matrix shows how reading comprehension strategies and AASL's Standards for the 21st-Century Learner are related.

Does this matrix answer the question: Are school librarians teachers of reading?

Alignment Matrix

Reading Comprehension Strategies
(Zimmermann and Hutchins)
Indicators from Standards for the 21st-Century Learner
(AASL)
Background Knowledge

Use prior and background knowledge as context for new learning. (1.1.2)

Read widely and fluently to make connections with own self, the world, and previous reading. (4.1.2)

Recognize when, why, and how to focus efforts in personal learning. (4.4.3)

Connect ideas to own interests and previous knowledge and experience. (4.1.5)

Sensory Images

Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)

Read, view, and listen for pleasure and for personal growth. (4.1.1)

Use visualization and imagination to strengthen understanding (comprehension) and enjoyment. (Judi's inference)

Questioning Develop and refine a range of questions to frame search for new understanding. (1.1.3)

Find, evaluate, and select appropriate sources to answer questions. (1.1.4)

Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1)
Predictions and Inferences

Use prior and background knowledge as a context for new learning. (1.2.1)

Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)

Main Ideas Organize knowledge so it is useful. (2.1.2)
Fix-up Options Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. (1.4.1)
Synthesizing

Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. (1.1.7)

Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. (2.1.1)

Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. (2.1.3)

All Reading Comprehension Strategies

Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)

Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3)

Excerpted from Standards for the 21st-Century Learner by the American Association of School Librarians, a division of the American Library Association, copyright © 2007 American Library Association. Available for download at www.ala.org/aasl/standards. Used with permission.


American Association of School Librarians. 2007. Standards for the 21st-Century Learner
. Chicago: ALA. Available online.

Zimmermann, Susan, and Chryse Hutchins. 2003. 7 Keys to Comprehension: How to Help Your Kids Read It and Get It! New York: Three Rivers Press.

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Book Jacket

Launched: December 2010
Updated: 16 October 2012


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