I never felt comfortable with the traditional ways of teaching annotation and monitoring comprehension (e.g., questions, connections, etc.). They seemed too unlike what good readers *actually* do when reading and too cumbersome. They keep students outside of the text.This book, on the other hand, presents a strategy that encourages students to really dig into a text, to struggle with meaning making, and to monitor their comprehension in a way that feels much more authentic and seamless. There are fewer vocabulary words to teach--another thing that can get between the student and the act of meaning making. All you have to remember is "What do I know?" "What do I wonder?" "What patterns am I noticing?"I used the strategies with my 9th graders this year, and I love the results I have gotten.Recently I found Vicky Vinton's blog, which has even more great ideas![...]