How to Teach Summarizing as a Reading Comprehension Strategy for Students with Disabilities and ELL Learners
In this post, Maria Angala, NBCT, shares how she teaches students to think about their thinking using a structured metacognition strategy. She explains the shift from focusing only on finished work to helping learners plan, monitor, and reflect on their process, which supports independence and deeper understanding. By breaking tasks into concrete phases—Plan, Monitor, and Reflect—students gain tools to set goals, check their thinking in real time, and evaluate what worked. This approach helps neurodiverse and multilingual learners build executive functioning, self-awareness, and problem-solving skills they can use across content areas and beyond the classroom, preparing them for future success.