Your committee will create a presentation about metacognition and the seven IRCMS intervention strategies that can be taught to increase reading comprehension in students. There should be seven committee members creating this presentation.

 Process One: Research and Presentation Development Overview

1. You will work as a team to conduct research for your presentation. each of you will first begin by researching metacognition as a reading construct and describing how it can be used to increase reading comprehension. Everyone should begin by first looking at the  IRCMS website to get an idea of what the intervention entails.

2. Your research should incorporate a variety of resources including the IRCMS website and the other Internet resources provided. A list of all sources, including web addresses, should be kept so that you can access them again if needed.

3.  Each group member should begin be researching the term metacognition and defining it correctly. Also, describe what role metacognition plays reading comprehension instruction. This part of the quest should take about 30 minutes.

5.  Once your 30 minutes is up, get together with your fellow committee members to discuss what you all have discovered about metacognition. As a group, organize this information into the first part of your presentation.  This part of the presentation should not take more than five PowerPoint slides and should address the question: What is metacognition, and how can it be used to increase reading comprehension?

Metacognition Sites:

Metacognition Overview                       

Metacognition Definition 

Metacognition and Strategies 

Teaching the Strategies 




Process Two: IRCMS Strategies and Lesson Plans

  1. Each team member should select an IRCMS strategy to investigate. No two committee members should be researching the same strategy.
  2. Once you have selected a strategy, do your research by visiting the strategy websites provided. Look through them and get information that describes the metacognitive strategy that you have selected. Also, you need to find information that shows how this particular strategy can increase reading comprehension.
  3. Gather your information about your strategy and turn it into a PowerPoint presentation of no more than 5 slides. This part of the quest should take no more than 45 minutes.
  4. Next, using the information from the websites you visited, create a lesson plan appropriate for elementary school students that teaches the metacognitive strategy you just investigated. Use the lesson plan template provided to create your lesson plan. Present your lesson plan on a few Power Point slides - two at the most. This part of the quest should take about 30 minutes.  


Making Connections 

Text to Text Connection Organizer 

Connections Lesson Plans/Templates



Retelling and Summarizing 

Summary Notes Organizer 

Summarizing and Note Taking



Teaching Students to Visualize 

Visualizing with Poetry: Teaching Scenario

Visualization and Comprehension Research Article


Using a Predicting Wheel

Predicting to Improve Comprehension 

Making Predictions 



Self-Monitoring Lesson Plan

Monitoring Flowchart

Self-Monitoring Strategies




Inference Activities

Inference Teaching Tips 


 Self Assessing:

Self-Assessment and Comprehension

Sample Self-Assessments

Self-Assessment in Reading Instruction 




Process Three: Presentation of Increasing Reading Comprehension Using Metacognitive Strategies     


        Take the first PowerPoint your committee created describing metacognition and its use in reading comprehension and add each committee member's strategy slides and lesson plan slides to it. This will create a comprehensive presentation about metacognitive strategies as a reading comprehension intervention. The entire presentation should be about  50 - 60 slides.

 Next, present your findings to the faculty of the school (or to your class) so that they can decide whether teaching metacognitive strategies to increase reading comprehension is a worthwhile intervention. After the presentation, have the faculty (or class) vote to decide whether to accept the intervention or to reject it.