1.A.4. Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement.

When we begin to read, we will be talking about the cover of the book,, getting students engaged into the reading process before it we ever read a word. I will also assess the students' background knowledge and activate background knowledge before we begin to read. I will get the students excited and motivated to read because students’ comprehension is enhanced when they are eager to begin reading. Engagement and motivation play a key role the older students get. I will keep students engaged and excited about reading. Setting a purpose makes a difference in students’ comprehension because it offers the students a clear understanding in what they are looking for in a story.  I will also be setting a clear purpose of reading and properly guide students on what it is their reading, and as their reading increases I will be able to lessen the amount of guidance (or scaffolding) provided. Depending on the purpose for reading, we may use several different formats. We may use independent reading to look for cause and effect, or we may use shared reading to work on students’ fluency where they read in a group setting or with partners. All of these activities impact comprehension because the student is actively engaged and reading is meaningful.