17 00:03:52,001 --&amp;amp;gt; 00:03:56,001 set a purpose or decide in advance what to read for 18 00:03:58,001 --&amp;amp;gt; 00:04:03,001 decide if more linguistic or background knowledge is needed 19 00:04:04,000 --&amp;amp;gt; 00:04:09,000 determine whether to enter the text from the top down or from the bottom up 20 00:04:19,001 --&amp;amp;gt; 00:04:25,001 verify predictions and check for inaccurate guesses 21 00:04:28,001 --&amp;amp;gt; 00:04:31,001 decide what is and is not important to understand 22 00:04:33,001 --&amp;amp;gt; 00:04:35,001 reread to check comprehension 23 00:04:37,001 --&amp;amp;gt; 00:04:39,001 ask for help 24 00:04:46,001 --&amp;amp;gt; 00:04:50,000 evaluate comprehension in a particular task or area 25 00:04:52,001 --&amp;amp;gt; 00:04:56,001 evaluate overall in reading and in particular types of reading tasks 26 00:04:58,000 --&amp;amp;gt; 00:05:05,000 decide if the strategies used were appropriate for the purpose and for the task 27 00:05:07,000 --&amp;amp;gt; 00:05:10,000 modify strategies if necessary 28 00:05:15,001 --&amp;amp;gt; 00:05:19,001 using authentic materials and approaches 29 00:05:30,000 --&amp;amp;gt; 00:05:52,000  the reading material must be authentic 30 00:05:54,000 --&amp;amp;gt; 00:06:13,001 the reading purpose must be authentic 31 00:06:21,000 --&amp;amp;gt; 00:06:33,000  the reading approach must be authentic 32 00:06:35,000 --&amp;amp;gt; 00:06:39,000 reading aloud in the classroom 33 00:06:52,000 --&amp;amp;gt; 00:06:58,000  to read aloud to your students as they follow along silently 34 00:06:59,000 --&amp;amp;gt; 00:07:07,000 you have the ability to use inflection and tone to help them hear what the text is saying.