Editorial Development: Bonnie Brook Communications

Character and Setting
Students identify who or what a story is about and 
where and when the story takes place.
Theme
Students look for the moral or lesson in a fiction story 
or an author’s view about the world in nonfiction.
Author’s Purpose
Students determine why an author wrote a passage 
and whether the purpose is to entertain, to inform, 
to persuade, or to teach.
Nonfiction Text Features
Students study features that are not part of the main 
body of text, including subheadings, captions, entry 
words, and titles.
Visual Information
Students study pictures, charts, graphs, and other 
forms of visual information.
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© Evan-Moor Corp. • EMC 3458 • Daily Reading Comprehension
7
Scope and Sequence
Compr
ehension Strategies
Compr
ehension Skills
Monitor 
Comprehension
Make 
Connections
Visualization
Organization
Determine 
Important 
Information
Ask Questions
Main Idea
and Details
Sequence
Cause and Effect
Evaluate 
Evidence
Compare and
Contrast
Make Inferences
Prediction
Character
and Setting
Theme
Author’s Purpose
Nonfiction Text
Features
Visual 
Information
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How to Be a
 
Good Reader
Ask yourself these questions to help you understand what you read:
Main Idea and Details
What is the story mostly about?
What tells me more about the main idea?
Sequence
What happens first, next, and last?
What are the steps to do something?
Cause and Effect
What happens? (the effect)
Why did it happen? (the cause)
Evaluate Evidence
What claims is the author making?
What evidence supports these claims?
Compare and Contrast
How are these people or things the same?
How are these people or things different?
Make Inferences
What clues does the story give?
What do I know already that will help?
Prediction
What clues does the story give?
What do I know already that will help?
What will happen next?
Character and Setting
Who or what is the story about?
Where and when does the story take place?
Theme
What lesson does this story teach?
How does the author feel about this topic?
Author’s Purpose
Does the story entertain, inform, or try 
to persuade me, or does it teach me how to 
do something?
Nonfiction Text Features
What kind of text am I reading?
What does it tell me?
Visual Information
Is there a picture, chart, or graph?
What does it tell me?
Student Recor
d Sheet
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Day 1
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© Evan-Moor Corp. • EMC 3458 • Daily Reading Comprehension
9
Student Recor
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Number of Questions 
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Notes:
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10
Daily Reading Comprehension • EMC 3458 • © Evan-Moor Corp.
1
WEEK
Monitor Comprehension
When students monitor their comprehension, they keep track of how well 
they understand the material and identify when their understanding 
breaks down. Related activities include asking questions, taking notes, 
and paraphrasing what has been read.
DAY
1
Introduce the 
Monitor Comprehension
strategy. Explain: Good readers pause briefly after each 
paragraph to ensure that they understand what they have just read. If you find that you do not 
understand a sentence because of a word that was confusing, reread the surrounding sentences 
and look for clues to the word’s meaning. 
Read aloud the first paragraph of the passage. 
Model the 
strategy: I don’t know what “voluminous” means. When I reread the sentence, I see that the 
author is saying that Pan Am planes were different from today’s narrow, crowded planes. I can 
guess that “voluminous” means the opposite of “narrow” and “crowded.”
Have students read the 
passage independently. Encourage them to use context clues to figure out the meanings of unknown 
words.
 
When students have finished reading,
 direct them to complete the strategy practice activity. 
Then direct students to complete the skill practice activity, and review the answers together.
DAY
2
Remind students of the 
Monitor Comprehension
strategy. Say: Some authors create excitement or 
suspense by waiting until later in the story to reveal important details. You may not understand 
exactly what is happening at first. Pay attention to the author’s descriptions and the characters’ 
actions to help you stay focused. Have students read the passage. When students have finished, 
direct them to complete the strategy practice activity. Discuss students’ responses as a group. Then 
direct students to complete the skill practice activity, and review the answers together.
DAY
3
Remind students of the 
Monitor Comprehension
strategy. Say: You can take notes, underline 
important details, or circle key words as you read. Marking up the passage can help you stay 
focused and monitor your comprehension. Direct students to read the passage independently. 
When they have finished, direct them to complete the strategy practice activity with a partner.
Then have students complete the skill practice activity. Review the answers together.
DAY
4
Remind students of the 
Monitor Comprehension 
strategy. Read aloud the directions at the top of the 
page. Say: When you pause at the end of a paragraph, think about how you would summarize the 
information to share it with another person. Check to make sure you understand the main idea. 
If not, reread the paragraph. Have students read the passage. When students have finished, direct 
them to complete the strategy and skill practice activities. Review the answers as a group.
DAY
5
Remind students of the 
Monitor Comprehension
strategy. Say: Even if you feel you fully understand 
a passage, it’s always helpful to read the whole passage again. Each time you reread, you pick up 
new details or learn to think about the topic in a new way. Have students read the passage 
independently. When they have finished reading, direct them to complete the strategy and skill 
practice activities. Review the answers together.
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© Evan-Moor Corp. • EMC 3458 • Daily Reading Comprehension