Determining Importance: Pinpointing the important ideas and messages within the text. Readers are taught to identify direct and indirect ideas and to summarize the relevance of each. Visualizing: With this sensory-driven strategy readers form mental and visual images of the contents of text. Being able to connect visually allows for a better understanding with the text through emotional responses. Synthesizing: This method involves marrying multiple ideas from various texts in order to draw conclusions and make comparisons across different texts; with the reader's goal being to understand how they all fit together. Making Connections: A cognitive approach also referred to as "reading beyond the lines", which involves (A) finding a personal connection to reading, such as personal experience, previously read texts, etc. to help establish a deeper understanding of the context of the text, or (B) thinking about implications that have no immediate connection with the theme of the text. Assessment There are informal and formal assessments to monitor an individual's comprehension ability and use of comprehension strategies. Informal assessments are generally through observation and the use of tools, like story boards, word sorts, and interactive writing. Many teachers use Formative assessments to determine if a student has mastered content of the lesson. Formative assessments can be verbal as in a Think-Pair-Share or Partner Share. Formative Assessments can also be Ticket out the door or digital summarizers. Formal assessments are district or state assessments that evaluates all students on important skills and concepts. Summative assessments are typically assessments given at the end of a unit to measure a student's learning. Running records A popular assessment undertaken in numerous primary schools around the world are running records. Running records are a helpful tool in regard to reading comprehension. The tool assists teachers in analyzing specific patterns in student behaviors and planning appropriate instruction. By conducting running records teachers are given an overview of students reading abilities and learning over a period of time. In order for teachers to conduct a running record properly, they must sit beside a student and make sure that the environment is as relaxed as possible so the student does not feel pressured or intimidated. It is best if the running record assessment is conducted during reading, so there are not distractions. Another alternative is asking an education assistant to conduct the running record for you in a separate room whilst you teach/supervise the class. Quietly observe