Checking for Understanding Digitally During Content Area Learning

• Published in: The Reading teacher Vol. 69; no. 3; pp. 281 - 286
• Main Authors: Fisher, Douglas, Frey, Nancy
• Format: Journal Article
• Language: English
• Published: Newark Blackwell Publishing Ltd 01.11.2015; International Literacy Association
• Subjects: Affixes; and materials; as inquiry; Audiences; Childhood; Comprehension; CONTENT AREA LITERACY; Content literacy; Context clues; Domain knowledge; Early adolescence; etc.; Informal; Information processing; Informational text; Instructional models; Instructional strategies; Instructional strategies, teaching strategies; Learning; Learning strategies; Listening; Listening comprehension; Metacognition; methods; Morphology; Ongoing assessment; Predicting; Questioning; Reading strategies; Speaking; Specific subject areas (math; Specific subject areas (math, art, etc.); Strategies; Strategies, methods, and materials; Summarizing; Teachers; teaching strategies; Text features; Text features, text structure; text structure; Text types; Text types, text features; To inform instruction; To inform instruction, as inquiry; Vocabulary; Word structure; Writing
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1407

In this column, we focus on the various ways that teaches can check for understanding. We organize the information into four categories: speaking and listening, audience response, writing, and projects. For each of these areas, we provide digital tools that teachers can use to determine students’ understanding of the text.