School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 6

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 1.0 General Reading Processes

Topic E. General Reading Comprehension

Indicator 3. Use strategies to make meaning from text (during reading)

Objective b. Use own words to restate the difficult part


To begin the process of stating portions of text in a student’s own words, the teacher places students with a partner and gives each set of students a familiar text. Previously, the teacher should have identified portions of the text that the pairs of students will work with. To start the activity, one student in each pair should read aloud an identified portion of the text and at the conclusion of the reading state in his/her own words an understanding of that portion of text. Then the next student repeats the same process. During the entire activity the teacher monitors all sets of partners to see that students are using their own words to show understanding.


Before this activity, the teacher should select a portion of text, identify parts of the text that may cause comprehension issues, and see that a copy of the text is available for each student. To begin the teacher should assume the reading of the text, and when the difficult part is reached, stop and state that understanding this part of the text is difficult. Next, the teacher should model reading for clues, or words, phrases, etc…that are familiar within the difficult part and identify those things that are understood. Then the teacher should use the clues to help state the difficult part of the text in his/her own words. This process should continue with students taking a part in the restatement, either individually or within small groups.