Helping students use effective strategies to repair confusion as they read is an important and challenging step to helping secondary students become proficient readers. The steps may be intuitive to proficient readers, but some students need explicit instruction and authentic practice. This Cornell notes task introduces students to the ten common repair strategies, engages students in Cornell note taking, and supports instruction of main ideas, supporting details and summary writing. These are all targets within the our intervention curriculum for students in grades 6-9. The fix-ups are divided into three segments. Students may find learning and practicing them a few at a time helps them become independent in applying each when needed. Ultimately, students can develop a toolbox of many strategies that apply to their own common challenges. The commentary and graphics are developed by the Helpteensread contributors, but the content is based on Cris Tovani text, I Read it But I don’t Get It.