SlideShare a Scribd company logo
1 of 102
Download to read offline
1
Reading Strategies.
2
“You have to be a speedy reader
because there’s so so much to read.”
- Dr. Seuss, I Can Read With My Eyes Shut!
READING STRATEGIES.
THE BOOKLET
3
DEFINITIONS
What are Reading Strategies?
Reading strategies are purposeful, cognitive actions that students take when they are reading to help them construct
and maintain meaning. Reading successfully goes well beyond fluency and word recognition and relies heavily upon
comprehension of text. Since reading is a meaning-making task, any behaviors used to enhance student understanding
help to create more effective readers. Reading strategies are often categorized as those behaviors designed to help
students before, during, and after they read. It is important for teachers and parents to be aware of the strategies used
by the children to make meaning and to build upon those strategies over time and as text becomes more complex.
Studies show that children need to practice reading everyday in order to improve their reading skills. Developing and
teaching reading strategies to students will help increase their reading ability. Often when students get stuck on a word
they are told to “sound it out.” While this strategy may work at times, there are other strategies that may work even
better. The following is a list of reading strategies for students. Teach your students these tips to help improve their
reading ability.
When choosing your reading strategies, use the following checklist:
• Connecting text-text
• Connecting text-self
• Critical questioning
• Inferencing
• Predicting
• Revising
• Visualizing
• Retelling
There are many strategies that students may learn to assist them with their reading. These strategies are applied before
a students reads the text to activate prior knowledge, during the reading of the text to deepen understanding, and after
reading the text to increase the generalization and application to new situations. Generally, however, students need
strategies that support the following:
	
- Word recognition
- Reading for various purposes (skimming, scanning, detailed analysis, etc.)
- Vocabulary development (knowing and understanding word derivatives and roots)
- Comprehension
	
Within each of these broad categories are a host of more specific ideas and techniques to help students become more
efficient and effective readers. It is important to work with the parents to determine which of these trategies/areas of
focus would be most beneficial to the student.
Reading is the active process of understanding print and graphic texts.
Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense.
They monitor their understanding, and when they lose the meaning of what they are reading, they often
unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect
with the meaning of the text.
4
Effective readers use strategies to understand what they read before, during, and after reading.
Before reading, they:
• use prior knowledge to think about the topic.
• make predictions about the probable meaning of the text.
• preview the text by skimming and scanning to get a sense of the overall meaning.
During reading, they:
• monitor understanding by questioning, thinking about, and reflecting on the ideas and information
in the text.
After reading, they:
• reflect upon the ideas and information in the text.
• relate what they have read to their own experiences and knowledge.
• clarify their understanding of the text.
• extend their understanding in critical and creative ways.
Students can be taught to be strategic and effective readers.
Struggling readers benefit from a variety of instructional approaches that demonstrate reading skills as subject content
is taught. Direct teaching, thinking aloud, modelling, discussion, and small-group support are only a few of the
approaches teachers use to help students become more strategic and effective readers in different contexts.
Struggling readers need:
• knowledge of different types of texts and the best strategies for reading them.
• multiple and meaningful opportunities to practise reading in subject-specific contexts.
• opportunities to practise reading with appropriate resources.
• opportunities to talk about their reading and thinking.
• background knowledge in subject areas.
• expanded sight vocabularies and word-solving strategies for reading subject-specific texts.
• strategies for previewing texts, monitoring their understanding, determining the most important
ideas and the relationships among them, remembering what they read, and making connections
and inferences.
• strategies for becoming independent readers in any context.
5
Classroom Strategies
Explicit strategy instruction is at the core of good comprehension instruction. “Before” strategies activate students’
prior knowledge and set a purpose for reading. “During” strategies help students make connections, monitor their
understanding, generate questions, and stay focused. “After” strategies provide students an opportunity to summarize,
question, reflect, discuss, and respond to text.
Teachers should help students to understand why a strategy is useful, how it is used, and when it is appropriate. Teacher
demonstration and modeling are critical factors for success, and student discussion following strategy instruction is
also helpful.
The most frequently researched strategies can be applied across content areas; other content-area specific strategies are
emerging, and we will include them here in the future.
6
7
8
9
READING STRATEGIES.
VARIED TECHNIQUES
10
Reading Guides
Background
Reading Guides help students navigate reading material, especially difficult textbook chapters or technical reading.
Students respond to a teacher-created written guide of prompts as they read an assigned text. Reading Guides help
students to comprehend the main points of the reading and understand the organizational structure of a text.
Benefits
Reading Guides are teacher-created and may be developed for a variety of subjects and reading levels. The strategy is
especially helpful when used with text that is more difficult than students could comprehend through independent
reading. Reading Guides may be used with the whole class, small groups or for individual work.
Create and use the strategy
The teacher determines the major concepts from an assigned text and considers each students’ knowledge related to the
concepts. Teachers then write items designed to guide readers through the major ideas and supporting details of the
text. Guides may be phrased as statements or as questions.
Begin the activity by introducing the assigned text and discussing the main concepts. Then present the items on the
Reading Guide. Students read the assigned text and complete the tasks on the Reading Guides during the reading
process. Monitor and support students as they work.
Note: As students gain proficiency at completing Reading Guides, they may design their own guides and provide
support for one another.
Sample content for a reading guide
The following is a list of sample items that teachers might include on a Reading Guide:
• What is the main idea of the text?
• The author’s purpose for writing the text is…
• The author discusses the differences between ____ and ____ .
• What are the important dates discussed in the reading?
• The most significant contribution of ____ was…
• What might be your personal experiences related to the reading?
• The author’s motivation for writing the text was…
View the following link for more items teachers might include on a Reading Guide:
• http://www.muskingum.edu/~cal/database/general/reading.html#Guides
References
Horton, S.V., & Lovitt, T.C. (1989). Using study guides with three classifications of secondary students. Journal of
Special Education, 22(4), 447-462.
SEDL. (2008). Building Reading Proficiency at the Secondary Level: A Guide to Resources. Retrieved 2008, February
28, from http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?l=instruction&showrecord=4
DR
11
Reciprocal Teaching
Background
Reciprocal Teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead
the discussion about a given reading. Reciprocal Teaching involves four strategies that guide the discussion: predicting,
question generating, summarizing and clarifying.
Benefits
Reciprocal Teaching is a great way to teach students how to determine important ideas from a reading while discussing
vocabulary, developing ideas and questions, and summarizing information. It can be used across several content areas;
it works particularly well with textbooks and non-fiction text.
Create and use the strategy
Break the classroom into mixed-ability small groups. Designate one student as the “teacher” within each small group.
This student will help keep their small group on task and ensure they move through each of the four steps as they read
material that has already been divided it into smaller chunks by you. Next, you will read the first chunk to all the small
groups, modeling the following four steps of reciprocal teaching.
1. Prediction
a. Ask students to predict what they think the reading may be about. Get them to think about what is going to happen
by asking questions like a detective might do.
2. Question as you go
a. Remind students to generate questions as they listen and read. Remind them of the three levels of 		
questions:
i. Right-There questions (answer in the text)
ii. Between-the-lines questions (inference needed)
iii. Critical Thought questions (require their opinion)
3. Clarify
a. As students listen and read remind them to ask themselves what words and phrases are unclear to them. These
clarifications may take the form of the following questions.
i. How do you pronounce that?
ii. What does the word mean?
iii. I think the author is saying…
iv. I’m guessing ‘pie-in-the-sky’ means…
4. Summarize
a. Students summarize verbally, within pairs, and then share with their assigned small group or record their summary
and read it aloud to their small group.
b. Each small group could create a semantic map with major points of significance shared by each group member.
After you have modeled the previous steps, students may continue working in their small groups by silently or orally
reading the next sections of the reading while conducting the four-step process.
What it looks like…
To see examples of reciprocal teaching within specific content areas see:
Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.
Palincsar, A. S. & Brown, A. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring
Activities. Cognition and Instruction, 1(2), pp. 117-175.
DR
12
Reciprocal Cards
Predict
Based on the title, I predict this is going to be
about ____.
I think the next part will be
about ____.
Based on ____ (a clue), I
predict ____.
Based on what ____ said/did, I
predict ____.
Teacher-Like Question
Who is ____?
What is/does ____?
When is ____?
Where is ____?
Why is ____ important?
Why does ____ happen?
How is ____ like ____?
What caused ____ to ____?
Why does the author ____?
Which sentence best tells ____?
How is ___ an example of ___?
Clarify
1. Reread
2. Look for little words inside big words
3. Look for root words, prefixes or suffixes
4. Look for commas, parentheses, or bold-face
type.
5. Think of a similar word
6. Substitute a word
7. Use a reference
8. Ask
Summarize
Who? What? When? Where? Why? How?
This story/paragraph is mostly about ____.
The topic sentence is ____.
The author is trying to tell me ____.
This is mostly about ____.
A FRAMED SUMMARY SENTENCE:
This story/passage about _________ begins with
_________, discusses (or develops) the idea that
_________, and ends with _________.
Make a Picture
When I read this, I imagine that ____.
As I read, in my mind I see ____.
I can see ____.
This must look like ____.
The colors are ____.
Teacher/Leader
1. Predict card?
2. Read aloud
3. Clarify card?
4. Make a picture card?
5. Teacher-like question card?
6. Summary card?
13
Predict
Write one or two sentences that predict what the passage will
be about. Base your response on the title or any other infor-
mation contained in this text.
Clarify
Write down any words, phrases, or ideas that you do not un-
derstand as you read. After you have written down the words
or ideas that need clarification, try to figure out what they
mean by using the clarification clues you have learned. Do not
use a dictionary. You may ask the teacher or a family member
for help if you are not able to clarify a word. If you do not
need to clarify any words, phrases or ideas, write NONE in
the space provided.
Reciprocal Teaching Worksheet
14
Visualize – Make a picture in your mind
After you finish reading, draw a picture of what the passage
makes you see in your imagination. Draw it on this paper in
the space below.
Question – Ask “teacher-like” questions
Pretend you are the teacher and are going to give a test about
what you have just read. Using the reciprocal teaching cards,
write three “teacher-like” questions about the passage.
1
2
3
Summarize
Complete this summary frame about the passage you have
just read.
The passage about _________________________________
________________________________________________
begins with ______________________________________
____________, discusses (or develops) the idea that ______
________________________________________________
_______________________ and ends with _____________
________________________________________________
15
K - W – L (Before/While/After)
Background
The K-W-L is a 3-column chart that helps capture the Before, During, and After components of reading a text selection.
• K stands for Know
This is the prior knowledge activation question.
• W stands for Will or Want
What do I think I will learn about this topic?
What do I want to know about this topic?
• L stands for Learned
What have I learned about this topic?
Benefits
The K-W-L is suitable for all kind of students. For example, the reason to do the K column of the K-W-L is to have
students bring to mind something they already know, as a hook to which new information can be attached. Some
people who use K-W-L complain that their students either don’t know anything or what they know is wrong. That’s a
great sign that the students have been asked not about what they know, but about what they don’t know. Please “know”
this: ALL students have background or prior knowledge. As teachers, we have to know our content well enough that
we know how it’s like something that would be familiar to our students. That should determine what we ask in the K
column. It may OR MAY NOT be the topic.
And, especially with younger children who usually think about zillion things, they’ll suggest all kinds of questions for
what they want to know. And with older kids, maybe they say, “Nothing!”. Use the W to ask what they think they WILL
learn. Then, it’s predictive.
Create and use the strategy
Here you have some ideas:
1. On the board, computer, on a handout, or on students’ individual clean sheets, three columns should be drawn.
2. Label Column 1 K, Column 2 W, Column 3 L.
3. Before reading (or viewing or listening), students fill in the Know column with words, terms, or phrases from their
background or prior knowledge. If you are having them draw on a topic previously learned, then the K column may be
topic-related. But if the topic is something brand-new, and they don’t know anything (or much) about it, you should
use the K column to have them bringing to mind a similar, analogous, or broader idea.
4. Then have students predict what they might learn about the topic, which might follow a quick glance at the topic
headings, pictures, and charts that are found in the reading. This helps set their purpose for reading and focuses their
attention on key ideas.
5. Alternatively, you might have students put in the middle column what they want to learn about the topic.
6. After reading, students should fill in their new knowledge gained from reading the content. They can also clear up
misperceptions about the topic which might have shown up in the Know column before they actually read anything.
This is the stage of metacognition: did they get it or not?
Common Issues with K-W-L
• “My students don’t have background knowledge!
The reason to do the K column of the K-W-L is to have students bring to mind something they already know, as a hook
to which new information can be attached. Some people who use K-W-L complain that their students either don’t
know anything or what they know is wrong. That’s a great sign that the students have been asked not about what they
16
know, but about what they don’t know. Please “know” this: ALL students have background or prior knowledge. As
teachers, we have to know our content well enough that we know how it’s like something that would be familiar to our
students. That should determine what we ask in the K column. It may OR MAY NOT be the topic.
• “I ask what they want to know, and they think of a zillion things!”
Especially with younger children, they’ll suggest all kinds of questions for what they want to know. And with older
kids, maybe they say, “Nothing!”. Use the W to ask what they think they WILL learn. Then, it’s predictive.
K
What Do I Already
Know?
W
What Do I Think I
Will Learn?
or
What Do I Want To
Know?
L
What Have I
Learned?
17
Seed Discussion
Background
A Seed Discussion is a two-part strategy used to teach students how to engage in discussions about assigned readings.
In the first part, students read selected text and identify “seeds” or key concepts of a passage which may need additional
explanation. In the second part, students work in small groups to present their “seeds” to one another. Each “seed”
should be thoroughly discussed before moving on to the next.
Benefits
Seed Discussions can be developed for a variety of subjects and reading levels. This strategy encourages students to
have in-depth discussions of reading selections. Seed Discussions rely upon the use of higher order thinking as students
identify and articulate the “seeds.” This technique helps to build communication skills as the students discuss the
“seeds” within the group.
Create and use the strategy
Introduce students to the seed discussion strategy. Each student should be assigned to a group composed of varying
skill levels and a role within the group. Seed Discussions usually include the following four roles played by students:
• Leader: responsible for calling on each person to share his/her discussion seeds
• Manager: ensures that everyone has all materials for the discussion (books, journals, seeds, etc.)
• Checker: ensures that every group member has a chance to talk about his/her seed and that each group member
comments on each seed before the next person presents a new seed for discussion
• Communicator: the only person to leave the group; notifies the teacher when the discussion is complete
Note: Give each student a card containing a description of their role (see example below).
1. Teachers begin by providing each student with the reading material and a set of questions about the assigned
reading. These questions will guide students as they target possible “seeds” for discussion. Examples of such questions
might include:
o What new information does the reading selection provide?
o What did you find interesting or surprising about the selection?
o What did you not understand in the selection?
2. The next step is to provide students with an opportunity to write and refine their target “seeds.”
3. Students meet in their groups and assume their assigned roles. Students begin the discussion by presenting their
“seeds” to one another. Each “seed” should be discussed by all group members before moving on to the next.
4. Teachers should ask students to determine the strongest and weakest “seeds.” This discussion should include criteria
for deciding upon quality “seed” ideas. Students can then use those criteria when developing “seeds” for their next
discussion.
DR
18
Sample Seed Discussion Cards
The following link contains another example of a Seed Discussion:
•	 http://nms.pulaski.net/teacher_pages/a_to_z_literacy_strategies.htm
References
Just Read Now (n.d.). Seed Discussions. Retrieved 2008, March 5, from http://www.justreadnow.com/strategies/frayer.
htm
Puckett, D. (ed.). (n.d.). A to Z Literacy Strategies: 70 Best Practice Strategies for Teaching Reading and Writing Across
Middle Grades Content Areas. Retrieved 2008, March 5, from http://nms.pulaski.net/teacher_pages/a_to_z_literacy_
strategies.htm
19
Selective Highlighting
Background
Selective Highlighting/Underlining is used to help students organize what they have read by selecting what is
important. This strategy teaches students to highlight/underline ONLY the key words, phrases, vocabulary, and ideas
that are central to understanding the reading.
Benefits
Selective Highlighting/Underlining is a flexible strategy that may be tailored to fit various types of information, and
different skill-levels. You can employ the selective highlighting/underlining for many different instructional purposes
(i.e., key vocabulary; main ideas). This strategy can also be integrated with the use of technology and electronic
information such as eBooks (see example below). As students study, selective highlighting/underlining helps them
learn to pay attention to the essential information within a text.
Create and use the strategy
Introduce students to the Selective Highlighting/Underlining strategy and discuss the purpose of the activity (i.e.,
focus on vocabulary, main ideas, etc.). Then model the procedure to ensure that students understand how to use
Selective Highlighting/Underlining. Give students time and means to practice the technique and reinforce successful
performance. Monitor and support students as they work.
Teacher should ask students to:
1. Read through the selection first.
2. Reread and begin to highlight main ideas and their supporting details.
3. Highlight only the facts which are important or the key vocabulary not the entire sentence.
4. After highlighting, look at what they have highlighted and summarize what they read.
5. Take what was highlighted and write a summary paragraph.
Teachers may wish to have students use various colors of highlighters to identify main ideas from details (e.g., use
orange to represent main ideas and yellow to represent supporting details).
When using an eBook, teachers should ask students to:
1. Read through the selection first.
2. Reread and select a portion of the text that the student wishes to highlight by highlighting or changing the font of the
text OR using text boxes for comments.
o From the menu select the add text box option.
o Type in the comment into the text box and click anywhere outside the text box to finish.
3. Summarize what they read by using the highlighted text or text boxes to write a summary paragraph.
Further reading
• http://drscavanaugh.org/ebooks/ebrs/note_taking.htm
Research citation
Jones, R. (2006). Strategies for Reading Comprehension: Selective Underlining. Retrieved 2008, April 14, from http://
www.readingquest.org/strat/underline.html
DR
20
Semantic Feature Analysis
Background
The Semantic Feature Analysis strategy engages students in reading assignments by asking them to relate selected
vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is
related to one another. Use this strategy to help students:
• understand the meaning of selected vocabulary words
• group vocabulary words into logical categories
• analyze the completed matrix
Benefits
A Semantic Feature Analysis improves students’ comprehension, vocabulary, and content retention. This strategy
helps students to examine related features or concepts and make distinctions among them. By analyzing the completed
matrix, students are able to visualize connections, make predictions, and better understand important concepts.
Teachers can use this strategy with the whole class, small groups, or individually. Monitoring each student’s matrix
provides teachers with information about how much the students know about the topic. This allows teachers to tailor
instruction accordingly.
Create and use the strategy
Select a passage of text for students. Model the procedure for using the matrix as a tool for recording reading
observations. Provide students with key vocabulary words and important features related to the topic. Assist students
as they prepare their matrix. Vocabulary words should be listed down the left hand column and the features of the topic
across the top row of the chart. Once the matrix outline is complete, review all the words and features with the students
and have them carefully read the text selection.
Follow the steps below for using the Semantic Feature Analysis strategy:
1. Have students read the assigned text.
2. As they read, have students place a “+” sign in the matrix when a vocabulary word aligns with a particular feature
of the topic. If the word does not align students may put a “-” in the grid. If students are unable to determine a
relationship they may leave it blank.
3. After reading and completing the matrix, have students analyze their completed graphics by:
o sharing their observations;
o discussing differing results; and/or
o writing a summary of what they learned
Further reading
• http://searchlight.utexas.org/content/serp-secondary/materials/t1010662.pdf*
• http://www.readingquest.org/strat/sfa.html
• http://edweb.sdsu.edu/triton/guides/SFA.html
• http://searchlight.utexas.org/content/serp-secondary/activities/semantic-feature-analysis/view?SearchableText=&sear
ch=true&Subj=Vocabulary
References
Johnson, D. D. & Pearson, P. D. (1984). Teaching reading vocabulary. New York: Holt, Rinehart and Winston.
Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Reading and learning strategies for middle and high
school students. Dubuque, IA: Kendall/Hunt.
DR
21
Name:
22
Story Maps
Background
Story Maps are used for teaching students to work with story structure for better comprehension. This technique uses
visual representations to help students organize important elements of a story. Students learn to summarize the main
ideas, characters, setting, and plot of an assigned reading.
Benefits
Story Maps can be used with the entire class, small groups, or for individual work. This strategy helps students
examine the different components of an assigned text or story. Story Maps can be used with both fiction (i.e., defining
characters; events) and nonfiction (i.e., main ideas; details). The use of Story Maps as a comprehension strategy can be
beneficial for all students, and are especially helpful for students needing the additional support of a graphic organizer.
Create and use the strategy
The teacher decides upon that text to be read and determines the key elements that the students should identify.
Teachers choose (or create) a Story Map that is most appropriate for the type of assigned reading (i.e., fiction or non-
fiction). As with all strategy instruction, teachers should model the procedure to ensure that students understand why
and how to use the strategy. Teachers should monitor and support students as they work.
1. Teachers should introduce the text/story to be read and provide each student with a blank Story Map.
2. Students begin by recording the title of the assigned text on the Story Map.
3. The other components of the story may be mapped out during the reading process. Examples of such key elements
are listed below:
Story Element Examples
Characters Who are the people who were involved?
Which ones played major roles?
Which ones were minor?
Setting Where and when did this event take place? Over what
period of time?
Plot Problem/Goal: What set events in motion? What
problem arose, or what were the key players after?
Events/Episodes: the key steps or events that capture the
progress of the situation.
Resolution/Outcome: How was the problem solved? Was
the goal attained?
Theme The larger meaning or importance, the moral, the “so
what?”
4. After the students have completed their Story Maps, they may discuss why each element was recorded.
5. A class Story Map may be created by putting the information on a large sheet of paper. The map is discussed and
students are encouraged to add items to the categories or even to suggest new categories.
References
Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. Guilford Press: New York,
NY.
Reutzel, D.R. (1985). Story maps improve comprehension. Reading Teacher, 38(4), 400-404.
DR
23
	
   Setting
Where?
When?
Main Characters
	
  
Problem
	
  
Resolution
	
  
Event 3
	
  
Event 2
	
  
Event 1
	
  
All About Adolescent Literacy www.adlit.org
Resources for Parents and Educators of Kids Grades 4—12
Name
Story Title
Story Map
24
Story Map 2
Title:
Author:
Illustrator:
Setting:
Characters:
Beginning:
Middle:
End:
Reader’s Conclusion (Problem/Solution):
25
Structured Notetaking
Background
Structured Notetaking is a strategy that helps students become more effective note takers. Using graphic organizers
specific to a particular text, structured notes assist students in understanding the content of their reading.
Initially teachers create the graphic organizers, but as students become more comfortable with using structured notes
they are able to construct their own, matching the structure of their graphic organizer to the structure of the texts they
read.
Benefits
Structured notes are really helpful when students are faced with interpreting complex text structures. The notes give
students a reading guide to use as they navigate through difficult text, and act as a model of how students should
organize their ideas as they are reading.
Create and use the strategy
1. Review the text and create a graphic organizer that matches the structure of the text. Provide each student with a
copy of the organizer and the text they will read.
2. Review the structure of the organizer and how it relates to the structure of the text your students will read.
3. As students read and complete the organizer, remind them to review their responses and reflect on the connections
being made between concepts.
4. Have students discuss their responses as a whole group or within their small groups. Remind students to focus their
discussion on any questions where student answers differed.
5. At the completion of the reading, discuss how you created the graphic organizer and why you chose a particular
structure for it. You may want to help students understand some of the common ways that information is organized
(Buehl, 2000).
a. Cause/effect
b. Propostion/support
c. Goal/action/outcome
d. Compare/contrast
e. Problem/solution
f. Concept/definition
References
Buehl, D. (2000). Classroom Strategies for interactive Learning (2nd Ed.) Newark, DE: IRA
Smith, P., & Tompkins, G. (1988). “Structured Notetaking: A new strategy for content area teachers.” Journal of
Reading, 32, 46-53.
DR
26
Nonfiction Notes
Name:
1.
2.
3.
Book Title:
Facts
Topic / Main Idea 3 New Words
27
SQ3R: Survey-Question-Read-Recite-Review
Background
SQ3R is a comprehension strategy that helps students think about the text they are reading while they’re reading. Often
categorized as a study strategy, SQ3R helps students “get it” the first time they read a text by teaching students how to
read and think like an effective reader.
Benefits
Do you have students who get to the end of reading their textbook selection and have no idea what they’ve read?
These students can benefit from using the SQ3R because it requires them to activate their thinking and review their
understanding throughout their reading.
It also dissuades students from waiting and then cramming for tests since the five steps requires them to review
information and create notes during their initial reading. Their notes from the initial reading become their study
guides.
Create and use the strategy
As with its sister strategy Question-Answer Relationship (QAR), SQ3R requires the teacher to model.
1. Explain to students that effective readers do many things while reading, including surveying, questioning, reading,
reciting and reviewing.
2. Choose a content area passage to read and model the five SQ3R steps.
3. During each step, make sure to explain what you’re doing and why you’re doing it.
4. After your modeling session, invite students to independently read a selection and practice applying the SQ3R steps.
This could be completed as an in-class or take-home assignment.
5. Afterwards ask students to review their notes and reflect on the process. Were they surprised by how much they
remember by using the SQ3R method?
6. Students may not be “sold” on this strategy the first time they try it. Not all readings will be worth the time it takes to
complete the SQ3R steps, so help students to understand not just how to apply it, but when to apply it.
What it looks like
This strategy includes the following five steps (Robinson, 1946):
• Survey: Students review the text to gain initial meaning from the headings, bolded text, and charts.
• Question: Students begin to generate questions about their reading from previewing it.
• Read: As students read, they need to look for answers to the questions they formulated during their preview of the
text. These questions, based on the structure of the text, help focus students’ reading.
• Recite: As students move through the text they should recite or rehearse the answers to their questions and make
notes about their answer for later studying.
• Review: After reading, students should review the text to answer lingering questions and recite the questions they
previously answered.
References
Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.
Robinson, F.P. (1946). Effective Study. New York: Harper & Row.
DR
28
SQ3R Chart
Name ___________________________ Date ____________________
SQ3R Chart
Title of Work: _______________________
Survey: Record important titles and subtitles from work.
____________________________________
____________________________________
Question: Write "Who, What, When, Where, and Why" questions from main topics.
____________________________________
____________________________________
Read: Write answers to questions from above.
____________________________________
____________________________________
Recite: Record key facts and phrases as needed for each question.
____________________________________
____________________________________
Review: C reate a summary paragraph for each question.
____________________________________
____________________________________
29
Text Structure
Background
Text structure refers to how the information within a written text is organized. This strategy helps students understand
that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. Teaching
students to recognize common text structures can help students monitor their comprehension.
Benefits
Teachers can use this strategy with the whole class, small groups, or individually. Students learn to identify and analyze
text structures which helps students navigate the various structures presented within nonfiction and fiction text. As
a follow up, having students write paragraphs that follow common text structures helps students recognize these text
structures when they are reading.
Create and Use the Strategy
To create the text structure strategy teachers should:
1. Choose the assigned reading and introduce the text to the students.
2. Introduce the idea that texts have organizational patters called text structures.
3. Introduce the following common text structures (see chart below for more detailed information):
o description,
o sequence,
o problem and solution,
o cause and effect, and
o compare and contrast.
4. Introduce and model using a graphic organizer to chart the text structure.
To use the text structure strategy teachers should:
1. Show examples of paragraphs that correspond to each text structure.
2. Examine topic sentences that clue the reader to a specific structure.
3. Model the writing of a paragraph that uses a specific text structure.
4. Have students try write paragraphs that follow a specific text structure.
5. Have students diagram these structures using a graphic organizer.
Examples
Table adapted from http://forpd.ucf.edu/strategies/strattextstructure.html
DR
30
Text Structure Definition/Example Organizer
Description This type of text structure features a
detailed description of something to give
the reader a mental picture.
EXAMPLE: A book may tell all about
whales or describe what the geography is
like in a particular region.
Descriptive Pattern [pdf]
Describing Qualities
Cause and Effect This structure presents the causal
relationship between an specific event,
idea, or concept and the events, ideas, or
concept that follow.
EXAMPLE: Weather patterns could
be described that explain why a big
snowstorm occurred.
Cause-Effect Pattern[pdf]
Process/Cause and Effect
Comparison/Contrast This type of text examines the similarities
and differences between two or more
people, events, concepts, ideas, etc.
EXAMPLE: A book about ancient Greece
may explain how the Spartan women
were different from the Athenian women.
Comparison/Contrast
Order/Sequence This text structure gives readers a
chronological of events or a list of steps
in a procedure.
EXAMPLE: A book about the American
revolution might list the events leading to
the war. In another book, steps involved
in harvesting blue crabs might be told.
Sequence Pattern[pdf]
Chronological Sequence
Problem-Solution This type of structure sets up a problem
or problems, explains the solution, and
then discusses the effects of the solution.
Problem-Solution Organizer
Other examples of text structure strategies may be found using the following links:
• http://www.literacymatters.org/lessons/textstructure.htm
• http://forpd.ucf.edu/strategies/strattextstructure.html
• http://www.literacymatters.org/content/text/intro.htm
• http://wvde.state.wv.us/strategybank/IdentifyingTextStructure.html
Research citations
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1995). Text organization and its relation to reading comprehension:
A synthesis of research. Eugene, OR: National Center to Improve the Tools of Educators. Retrieved March 26, 2008,
from http://idea.uoregon.edu/~ncite/documents/techrep/tech17.html
Dymock, S. (2005). Teaching Expository Text Structure Awareness. The Reading Teacher, 59(2), 177-181.
Simonsen, S. (1996). Identifying and Teaching Text Structures in Content Area Classrooms. In D. Lapp, J. Flood, & N.
Farnan (Eds.), Content Area reading and Learning: Instructional Strategies (2nd ed.). Needham Heights, MA: Allyn
and Bacon.
31
Pyramid
32
Cause Effect Chain
33
Compare Contrast
34
Sequence
35
Sequence 2
36
Draw The Problem
37
Problem Solution
38
Word Hunts
Background
Word Hunts are used to enhance students’ vocabulary growth. Teachers ask students to look for words and patterns in
reading materials based upon selected features. Word Hunts focus on the structure and meaning of words by turning
students’ attention to spelling patterns and root words.
Benefits
Opportunities for students to work with words are important to enhancing students’ vocabularies, as well as increasing
their comprehension. The Word Hunt strategy is a fun, versatile, and simple technique to improve students’ vocabulary.
Use this strategy with the whole class, small groups, or individually. Word Hunts help students learn how words are
used in different contexts.
Create and use the strategy
1. Introduce the book or topic to be read along with the specific word patterns of study;
2. Provide students with written material (i.e., newspapers, magazines, dictionaries, novels, and/or news articles on the
internet).
3. Model word hunting by using a portion of text copied onto chart paper, overhead transparencies, or a familiar book
4. Demonstrate how to locate words that fit the patterns under study and how to record those word into categories
5. Ask the students to read and reread a text to find words that fit a particular pattern.
6. Have students write down words they find that fit the desired patterns in journals or on charts.
7. Ask student to form small groups and read the words they found aloud.
8. Have students check to see what new words they can add to their journals or charts.
9. Ask students to find words that they can group together in categories.
10. Record the words on chart paper for a whole-class display.
Further reading
http://red6747.pbwiki.com/Word+Hunts
Research Citations
Barger, J. (2006). Building word consciousness. The Reading Teacher. 60(3), 279-281.
Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2004). Words their way: Word study for phonics, vocabulary,
and spelling instruction. (3rd ed). Upper Saddle River, NJ: Pearson Prentice Hall.
Bloodgood, J.W., Pacifici, L.C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher. 58(3),
250-263.
Ivey, G., & Fisher, D. (2006). Creating Literacy-Rich Schools for Adolescents. http://www.ascd.org/portal/site/ascd/
template.chapter/ menuitem.5d91564f4fe4548cdeb3ffdb62108a0c/ ?chapterMgmtId=329393cbc00d9010VgnVCM1000
003d01a8c0RCRD
DR
39
AFTER
READING
40
Exit Slips
Background
The Exit-Slip strategy requires students to write responses to questions you pose at the end of class. Exit Slips help
students reflect on what they have learned and express what or how they are thinking about the new information. Exit
Slips easily incorporate writing into your content area classroom and require students to think critically.
There are three categories of exit slips (Fisher & Frey, 2004):
• Prompts that document learning,
o Ex. Write one thing you learned today.
o Ex. Discuss how today’s lesson could be used in the real world.
• Prompts that emphasize the process of learning,
o Ex. I didn’t understand…
o Ex. Write one question you have about today’s lesson.
• Prompts to evaluate the effectiveness of instruction
o Ex. Did you enjoy working in small groups today?
Other exit prompts include:
• I would like to learn more about…
• Please explain more about…
• The most important thing I learned today is…
• The thing that surprised me the most today was…
• I wish…
Benefits
Exit Slips are great because they take just a few minutes and provide you with an informal measure of how well your
students have understood a topic or lesson.
Create and use the strategy
• At the end of your lesson or five minutes before the end of class, ask students to respond to a prompt you pose to the
class.
• You may state the prompt orally to your students or project it visually on an overhead ro blackboard.
• You may want to distribute 3X5 cards for students to write their responses on or allow students to write on loose-leaf
paper.
• As students leave your room they should turn in their exit slips.
• Review the exit slips to determine how you may need to alter your instruction to better meet the needs of all your
students.
• Collect the exit slips as a part of an assessment portfolio for each student.
References
Fisher, D., and Frey, N. (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.
AR
41
Exit Slips
	
   	
  
Write	
  one	
  thing	
  you	
  learned	
  today.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
	
  
Rate	
  your	
  understanding	
  of	
  today’s	
  topic	
  on	
  a	
  scale	
  of	
  	
  1-­‐10.	
  What	
  can	
  you	
  do	
  to	
  
improve	
  your	
  understanding?	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
42
Exit Slips
	
   	
  
Discuss	
  one	
  way	
  today’s	
  lesson	
  could	
  be	
  used	
  in	
  the	
  real	
  world.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
	
  
Describe	
  one	
  topic	
  that	
  we	
  covered	
  today	
  that	
  you	
  would	
  like	
  to	
  learn	
  more	
  about.	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
43
Exit Slips
	
   	
  
One	
  thing	
  I	
  didn’t	
  understand:	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
	
  
Of	
  the	
  two	
  strategies	
  we	
  learned	
  today,	
  which	
  one	
  did	
  you	
  find	
  most	
  useful?	
  Why?	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
44
	
   	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
Name
	
  
Exit Slips
45
Frame Routine
Background
The Frame Routine is a strategy designed to assist students as they organize topics, main ideas and details about reading
assignments. This technique includes a basic hierarchic graphic organizer called a “Frame” that can be used to help
students think and talk about the key topic and essential related information.
Benefits
Frames allow students to identify the main ideas and supporting details while reading texts. As they list them on a
Frame graphic, comprehension of the written material tends to increase. The Frame Routine is flexible and can be used
with all content areas. The Frame Routine can be particularly beneficial to many students with learning disabilities
because it depicts the organization of the concepts that students are expected to learn.
Create and use the strategy
Introduce the assigned passage of text to the students. Discuss the Frame Routine technique and model the procedure
by co-constructing an initial Frame graphic. Simultaneously fill in information with students on blank copies of
the form. This provides teachers with the opportunity to monitor the students’ level of understanding and to adjust
instruction as needed. After students have become familiar with use of the Frame Routine, they can use the Frame
graphics independently or in small groups as they identify main ideas and essential details from pre-selected texts.
There are five basic steps for using the Frame Routine:
1. Select the topic
The teacher introduces the lesson topic and provides students with a blank Frame. Students note the topic in the
appropriate spaces on the graphic. This would most likely be the title of the reading selection.
2. Determine the main ideas
Students record brief statements or words that summarize key ideas relating to the topic.
3. Discuss the details
The details that are important for students to learn and remember are written on the Frame graphic in the essential
details boxes. These essential details can later be ranked on the graphic according to level of importance.
4. Develop the “Big Idea”
The teacher, small groups, or the whole class develop the Big Idea statement or the “So what?” idea. This statement is
designed to help students understand how the topic fits with the overall context.
These statements can take the form of:
o A short summary
o A conclusion the student has drawn
o A connection to a real-world application relevant to the student
5. Evaluate the information
The teacher facilitates evaluation of the new information when it is clearly organized. Several follow-up activities can
then be employed to extend students’ understanding of important concepts. Such activities might include the following:
o Having in-depth discussions;
o Debating various points;
o Drawing conclusions;
o Making connections to other ideas;
o Forming predictions, or forecasts; and
o Engaging in journal writing
AR
46
References
Ellis, E. S. (1998). Framing Main Ideas and Essential Details to Promote Comprehension. Retrieved 2008, February 6,
from http://www.ldonline.org/article/5765
Ellis, E. S. (2008). The University of Kansas Center for Research on Learning. The Framing Routine: Framing the big
picture with essential details. http://www.ku-crl.org/library/cer/frame.shtml
Name
Essential Details Essential Details Essential Details
is about…
Key Topic
Main Idea Main Idea Main Idea
	
  
Big Idea
47
Question Frames
Student’s Name:
Directions: Choose a question frame from each question level in order to develop five questions based on your
reading selection. Use these questions for review or to share in class for discussion.
Recall:
What is _________________________________________________________________________________?
Define __________________________________________________________________________________.
Identify the ______________________________________________________________________________.
Who did ________________________________________________________________________________?
Analysis:
What is the main idea ______________________________________________________________________?
List the main events of ______________________________________________________________________.
What are the parts of a _____________________________________________________________________?
What is the topic of ________________________________________________________________________?
Comparison:
Compare the characters in ___________________________________________________ to the characters in
________________________________________________________________________________________.
What is the difference between _____________________________ and ______________________________?
Inference:
What do you think will happen next in the ______________________________________________________?
What is the main conclusion from _____________________________________________________________?
Predict what _________________________________________________________________________ will do.
What would happen if ______________________________________________________________________?
Evaluation:
What is your opinion of _____________________________________________________________________?
What is the best solution to the problem of ______________________________________________________?
Evaluate the writing of ______________________________________________________________________.
Defend your opinion about __________________________________________________________________.
48
Question Starters
Student’s Name:
Directions: Use the key words on the right column in order to develop questions related to your reading
selection.
Type of question
Recall: who, what, list, repeat, identify, name, when,
define
Analysis: summarize, categorize, divide, separate
Comparison: differentiate, compare, contrast
Inference: predict, conclude, what if, anticipate, infer
Evaluation: judge, defend, prove, assess, evaluate
49
Question the Author (QtA)
Background
Question the Author (QtA) is a comprehension strategy that requires students to pose queries while reading the text in
order to challenge their understanding and solidify their knowledge (Beck et al., 1997).
Primarily used with nonfiction text, QtA lets students critique the author’s writing and in doing so engage with the text
to create a deeper meaning.
Benefits
QtA aims to engage all students with the text. Although it requires a bit of prep work, you will reap the rewards of your
labor through the student interactions and discussions in your classroom.
Create and use the strategy
Beck et al. (1997) identify specific steps you should follow during a QtA lesson:
1. Select a passage that is both interesting and can spur a good conversation.
2. Decide appropriate stopping points where you think your students need to delve deeper and gain a greater
understanding.
3. Create queries (questions to encourage critical thinking) for each stopping point.
a. Ex: What is the author trying to say?
b. Ex: Why do you think the author used the following phrase?
c. Ex: Does this make sense to you?
To introduce the strategy, display a short passage to your students along with one or two queries you have designed
ahead of time.Model for your students how you think through the queries. Invite individual students or small groups to
read and work through the queries you have prepared for their readings.Remember that your role as the teacher during
this strategy is to facilitate the discussion, not lead it. When students ask questions that go unanswered, try to restate
them and encourage students to work to determine the answer.
Beck, I.L., & McKeown, M.G., Hamilton, R.L., & Kugan, L. (1997). Questioning the author: An approach for enhancing
student engagement with text. Newark, DE: International Reading Association.
AR
50
Author’s Tools
SIMILES:Comparisonbetweenunlikethingsusinglikeoras
HYPERBOLE:Exaggerationusedtomakeapoint.
IMAGERY:Appealstothesenses
METAPHORS:Comparisonssuggestingthingsaresimilar
Student’sName:Date:
Title:Author:
51
Author Study
Author’s name:
Author’s life
Books by this author:
Story themes:
Genres:
Memorable characters:
• Childhood
• Family
• Education
• Various Jobs
• Thoughts on being a
writer
• Memorable Characters
• Plot
• Setting
• Humor
• Excitement
• Author’s Purpose
• Themes
Why I like this author
Author’s craft:
52
Question-Answer Relationship (QAR)
Background
Question-Answer relationship (QAR) is a strategy to be used after students have read. QAR teaches students how to
decipher what types of questions they are being asked and where to find the answers to them. Four types of questions
are examined in the QAR.
They include:
• Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the
question are the same words found in the text.
• Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.
• Author and You: These questions are based on information provided in the text but the student is required to relate it
to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to
answer the question.
• On My Own: These questions do not require the student to have read the passage but he/she must use their
background or prior knowledge to answer the question.
Benefits
QAR empowers students to think about the text they are reading and beyond it, too. It inspires them to think creatively
and work cooperatively while challenging them to use literal and higher-level thinking skills.
Create and use the strategy
QAR is a simple strategy to teach students as long as you model, model, model.
1. Depending on your students, you may choose to teach each type of question individually or as a group. Explain to
students that there are four types of questions they will encounter. Define each type of question and give an example.
2. Read a short passage aloud to your students.
3. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the
questions aloud to students and model how you decide which type of question you have been asked to answer.
4. Next, show your students how find information to answer your question (i.e., in the text, from your own experiences,
etc.).
5. After you have modeled your thinking process for each type of question, invite students to read another passage on
their own, using a partner to determine the type of question and how to find the answer.
6. After students have practiced this process for several types of questions and over several lessons, you may invite
students to read passages and try to create different types of questions for the reading.
Notes:
• Students may work by themselves, in pairs or small groups. Remind students that they should be prepared to discuss
and debate their reactions to the questions and how they figured out their answers.
• QARs require students to activate both literal and critical thinking skills. For students who have a hard time thinking
beyond the text, this will be a challenging task and will require a lot of time to apply to their own readings. These
students will need consistent practice in determining the type of thinking the text is requiring them to do.
AR
53
QAR Practice – Given Questions
54
QAR Practice – Given Questions
55
QAR
56
Summarizing
Background
Summarizing teaches students how to take a large selection of text and reduce it to the main points for more concise
understanding. Upon reading a passage, summarizing helps students learn to determine essential ideas and consolidate
important details that support them. It is a technique that enables students to focus on key words and phrases of an
assigned text that are worth noting and remembering.
Benefits
Summarizing builds comprehension by helping to reduce confusion. Teachers train students to process the information
they read with the goal of breaking down content into succinct pieces. This strategy can be used with the whole class,
small groups, or as an individual assignment. Summarizing text by using writing activities builds on prior knowledge,
helps improve writing, and strengthens vocabulary skills.
Create and use the strategy
Pre-select and introduce the text to be used in the Summarizing technique. Decide whether to have students use this
strategy within one section, on one page, or with the entire book. Then, model the process of sifting out extra verbiage
and extraneous examples within the passage. Give your students ample time and opportunities to practice.
1. Begin by reading OR have students listen to the text selection.
2. Ask students to write a summary of the target text based on the following framework questions:
a. What are the main ideas?
b. What are the crucial details necessary for supporting the ideas?
c. What information is irrelevant or unnecessary?
3. Guide students throughout the summary writing process. Have them use key words or phrases to identify the main
points from the text.
4. Encourage students to write successively shorter summaries, constantly refining their written piece until only the
most essential and relevant information remains.
References
Jones, R. (2007). Strategies for Reading Comprehension: Summarizing. Retrieved 2008, January 29, from http://www.
readingquest.org/strat/summarize.html.
Guthrie, J. T. (2003). Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding. In C.
Snow & A. Sweet (Eds.), Reading for Understanding: Implications of RAND Report for Education (pp. 115-140). New
York: Guilford.
AR
57
Sum It Up
S u m I t U p
NAME DATE
TITLE of READING SELECTION
1. Read the selection and underline the key words and main ideas. Write these in the blank area below where it says “Main
Idea Words.”
2. At the bottom of this sheet, write a one-sentence summary of the article, using as many main idea words as you can.
Imagine you only have $2.00, and each word you use will cost you 10 cents. See if you can “sum it up” in twenty words!
Main Idea Words:
“Sum It Up” for $2.00
____________ __________ __________ __________ __________ __________ __________
____________ __________ __________ __________ __________ __________ __________
____________ __________ __________ __________ __________ __________
Adapted from Pat Widdowson
Surry County (NC) Schools
58
One-Sentence Summary Chart
Student’s name:
Frame Sentence
Directions: Use the following chart to help you develop a summary about what you read. Then use the words
from the chart to complete the summary sentence frame at the bottom of the page.
Identify the topic being
summarized.
Tell what it begins with. Tell what is in the
middle – helpful words:
covers, discusses,
presents, continues
with.
Tell what it ends with.
______________________________________________________ began with ______________________
__________________________________ continue with ________________________________________
______ ,and ended with __________________________________________________________________.
59
One-Sentence Summary Frames
Student’sname:
Directions:Usethefollowingsentenceframestodevelopaone-sentencesummaryaboutyourreadingselection.
1.DESCRIPTION:		A__________________________________isakindof___________________________________
				that___________________________________________________________________________.
2.COMPARE/CONTRAST:	____________________________and___________________________aresimilarinthattheyboth
				______________________________________,but_____________________________________,
				while___________________________________________________________________________.
3.SEQUENCE:			_____________________beginswith_________________________________________________,
				Continueswith_________________________________,andendswith________________________.
4.PROBLEM/SOLUTION:	__________________________wanted____________________________,but________________
				_______________________________,so_____________________________________________.
5.CAUSE/EFFECT:		_____________________________happensbecause_____________________________________.
60
RAFT Writing
Background
RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the
varied formats for writing, and the topic they’ll be writing about. By using this strategy, teachers encourage students
to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.
Students learn to respond to a writing prompt that requires them to think about various perspectives (Santa & Havens,
1995):
• Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President?
• Audience: To whom are you writing? A political rally? A potential employer?
• Format: In what format are you writing? A letter? An advertisement? A speech?
• Topic: What are you writing about?
Benefits
Students must think creatively and critically in order to respond to prompts, making RAFT a unique way for students
to apply critical thinking skills about new information they are learning. RAFT writing is applicable in every content
area thereby providing a universal writing approach for content area teachers.
Create the strategy
1. Explain to your students the various perspectives (mentioned above) writers must consider when completing any
writing assignment.
2. Display a RAFT writing prompt to your class and model on an overhead or Elmo how you would write in response
to the prompt.
3. Have students react to another writing prompt individually, or in small groups. It works best if all students react to
the same prompt so the class can learn from varied responses.
4. As students become comfortable in reacting to RAFT prompts, you can create more than one prompt for students
to respond to after a reading, lesson, or unit. Varied prompts allow students to compare and contrast multiple
perspectives, deepening their understanding of the content.
Sample RAFT prompts
Example 1:
R: Citizen
A: Congress
F: Letter
T: Taxation
Example 2:
R: Scout Finch
A: Community of Monroeville, Alabama
F: Eulogy for Atticus Finch
T: Social Inequality
References
Mitchell, D. (1996). Writing to learn across the curriculum and the English teacher. English Journal, 85, 93-97.
Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA:
Kendall Hunt.
AR
61
Anticipation Guides
Background
An Anticipation Guide is a strategy that is used before reading to activate students’ prior knowledge and build curiosity
about a new topic. Before reading a selection, students respond to several statements that challenge or support their
preconceived ideas about key concepts in the text. Using this strategy stimulates students’ interest in a topic and sets a
purpose for reading. Anticipation guides can be revisited after reading to evaluate how well students understood the
material and to correct any misconceptions.
Benefits
Anticipation Guides are loved by teachers because of their ability to engage all students in the exploration of new
information by challenging them to critically think about what they know or think they know about a topic. In doing
so, anticipation guides set a purpose to the reading, even for those students who initially may not be engaged by the
topic.
Create the strategy
There are several ways to construct an anticipation guide for middle and high school students. Most include the
following steps (Duffelmeyer, 1994):
1. Identify the major ideas presented in the reading.
2. Consider what beliefs your students are likely to have about the topic.
3. Write general statements that challenge your students’ beliefs.
4. Require students to respond to the statements with either a positive or negative response.
Use the strategy
1. Have students complete the anticipation guide before reading. They may work by themselves, in pairs or small
groups. Remind students that they should be prepared to discuss and debate their reactions to the statements on the
anticipation guide after they have completed it.
2. After students have finished the guide, encourage a class discussion of students’ reactions to the statements.
Remember, you want to activate their critical thinking about the topic, so dig deeper than students’ answers and get to
their justifications.
3. Have students read the text with their anticipation guide responses fresh in their minds so they can react to the text
as they read. Encourage students to mark or write down where the text supports their initial reaction to statements, or
causes them to rethink those reactions.
4. Have a class discussion after reading. Ask students if any of them changed their position on any of the statements.
Encourage students to share how they reacted to the text, given their initial responses captured in the anticipation
guide. Make sure students share examples from the text where their initial responses were either supported or
challenged.
References
Duffelmeyer, F. (1994). Effective Anticipation Guide statements for learning from expository prose. Journal of Reading,
37, 452-455.
McKenna, M.C. (2002). Help for struggling readers: Strategies for grades 3-8. New York: Guilford.
BR
62
Before
Reading
Agree/Disagree
Statement/Question
After
Reading
Agree/Disagree
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Name
Topic
Read each statement below. Respond in the left column whether you agree (A) or disagree
(D) with each statement. Think about why you agree or disagree, and be prepared to share.
Anticipation Guides
63
Collaborative Strategic Reading (CSR)
Background
Is a technique that teaches students to work cooperatively on a reading assignment to promote better comprehension.
CSR learning logs are used to help students keep track of learning during the collaboration process. Students think
about what they are reading and write down questions/reflections about their learning. The completed logs then
provide a guide for follow-up activities and evaluation methods.
Benefits
CSR learning logs may be used across various units of study which offers teachers flexibility for implementation. CSR
learning logs provide written documentation of learning, encourage all students to participate actively in their groups,
and become excellent study guides. CSR learning logs also assist teachers with recording IEP progress for special
education students.
Create and use the strategy
Introduce students to the selected text and discuss the specific CSR assignment. Prior to reading, students should be:
1. grouped according to varying reading levels
2. provided a set of guidelines for writing their logs (planned activities for logs might include impromptu writing; note
taking; or diagram drawing)
3. asked to write what they already know about the topic
As students read they should record information learned or questions about the text. Recordings may be written in
a notebook, handout, or class-made journals. Students then enter their reaction after reading a text. Teachers should
monitor entries, respond to questions, and clarify confusions.
Further reading
• http://www.ims.issaquah.wednet.edu/CSR/CSR_Learning_Log.pdf*
• http://searchlight.utexas.org
References
Johnson, D. W., & Johnson, R. T. (1989). Cooperative learning: What special educators need to know. The Pointer, 33,
5-10.
Klingner, J., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Retrieved 2008, February 21, from http://
www.teachingld.org/pdf/teaching_how-tos
BR
64
BeforeReading
BrainstormPredict
DuringReading
What’stheGist?
AfterReading
QuestionsaboutmainideasWhatIlearned
Collaborative Strategic Reading (CSR)
Name
Topic
65
Concept Sorts
Background
A concept sort is a strategy used to introduce students to the vocabulary of a new topic or book. Teachers provide
students with a list of terms or concepts from reading material. Students place words into different categories based on
each word’s meaning. Categories can be defined by the teacher or by the students. When used before reading, concept
sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When
used after reading, teachers can assess their students’ understanding of the concepts presented.
Benefits
This technique is beneficial when there is a lot of specialized vocabulary to introduce. Concept sorts enhance reading
skills by providing the content to which students can attach new oral vocabulary. This technique has been shown to be
particularly beneficial for ELL students. Teachers can use this strategy with the whole class, small groups, individually.
Monitoring each student’s sorting process provides teachers with information about how much the students already
know about the topic. This allows teachers to tailor instruction accordingly.
Create and use the strategy
1. Introduce the book or topic to be read;
2. Choose relevant, important vocabulary terms;
3. Write or print out the terms on cards (one term per card), making several sets;
4. Create and label the categories OR assist students with creating their own categories as they sort the cards.
Note: As with all strategy instruction, teachers should model the procedure to ensure that students understand why
and how to use the strategy.
Provide the students with the cards containing the selected terms. Have the students sort the cards and then explain
why they grouped the terms as they did. The students continue the activity by developing a chart of their sort.
Note: A more structured way to use concept sorts with a new book is to create story categories (i.e., character, setting,
problem, & solution) and have students determine where the selected terms go. Teachers can then ask the students to
write a short prediction of what the story will be about.
BR
66
Sample Concept Sort
The following example introduces students to a book about trees.
1. Introduce and discuss the following pre-selected terms:
deciduous leaves water bark
evergreen forests branches mountains
sunlight soil roots rainforest
2. Then, ask students to sort the terms according to the following categories OR ask the students to sort the cards in a
way that is meaningful to them and follow up to check their understanding of the concepts.
o	 Parts of a tree
o	 Types of trees
o	 Where trees grow
o	 What trees need to grow
References
Baumann, J. & Kame’enui, E. (eds.). (2004). Vocabulary Instruction: Research to Practice. Guilford Press: New York.
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2007). Words Their Way: Word Study for Phonics, Vocabulary,
and Spelling Instruction (4th Edition). Prentice Hall: New Jersey.
Douglas, E. (n.d.). Preparing English language learners for reading comprehension. Retrieved 2008, January 21, from
http://www.learnnc.org/lp/pages/ell-readcomp0708-1#1-3-0
67
First Lines
Background
First Lines is a strategy in which students read the beginning sentences from assigned readings and make predictions
about the content of what they’re about to read. This pre-reading technique helps students focus their attention on what
they can tell from the first lines of a story, play, poem, or other text. As students read the text in its entirety they discuss,
revisit and/or revise their original predictions.
Benefits
The First Lines strategy is a versatile and simple technique for improving students’ reading comprehension. It requires
students to 1) anticipate what the text is about before they begin reading, and 2) activate prior knowledge. First Lines
helps students become active participants in learning and can include writing as a way of organizing predictions and/or
thoughts generated from discussions. Monitoring each student’s predictions provides teachers with information about
how much the students already know about the topic. This allows teachers to tailor instruction accordingly.
Create and use the strategy
Choose the assigned reading and introduce the text to the students. Then describe the purpose of the strategy and
provide guidelines for discussions about predictions. Explain that students will be looking at the first sentences from
texts that they will be reading during the class or unit. You may wish to copy these first lines separately and give them
to each student. As with all strategy instruction, you should model the procedure to ensure that students understand
how to use the strategy. Monitor and support students as they work.
Create and use the strategy
To use the First Lines strategy, teachers should:
1. Ask students to begin reading the first line of the assigned text.
2. Ask students to make predictions for the reading based on what they see in the first sentence.
3. Explain that students should be ready to volunteer the ideas for their predictions.
4. Remind students that there is not a “right” or “wrong” way to make predictions about a text, but emphasize that
readers should be able to support their predictions from the information in the sentence.
5. Engage the class in discussion about each student’s predictions.
6. Ask students to review their predictions and to note any changes or additions to their predictions in a journal or on
recording Sheets before reading the text. Students might work in groups or individually.
7. Encourage students to return to their original predictions after reading the text, assessing their original predictions
and building evidence to support those predictions which are accurate. Students can create new predictions as well.
Further reading
• http://www.learnnc.org/lessons/Readwritethink200606212461
• http://www.readwritethink.org/lessons/lesson_view.asp?id=834
Research Citations
Beers, K. (2003). When Kids Can’t Read--What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH:
Heinemann.
BR
68
First line
Prediction
Explanation
Revision
Name
Title
First Lines
69
Frayer Model
Background
The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students
to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-
examples. This information is placed on a chart that is divided into four sections to provide a visual representation for
students.
Benefits
This instructional strategy promotes critical thinking and helps students to identify and understand unfamiliar
vocabulary. The Frayer Model can be used with the entire class, small groups, or for individual work. The Frayer Model
draws on a student’s prior knowledge to build connections among new concepts and creates a visual reference by which
students learn to compare attributes and examples.
Create and use the strategy
Pre-select a list of key vocabulary from a reading selection. The Frayer Model should be explained and a graphic
organizer provided to each student. Then direct students to complete the template individually, in small groups or as a
whole class. Model the type and quality of desired answers for the specific concept.
1. Review vocabulary words or concept list with the class before students read the selection.
2. Have students read the assigned text and carefully define the target concepts. Have students complete the four-square
chart for each concept.
3. Ask the students to share their conclusions with the entire class. These presentations may be used to review the entire
list of new vocabulary or concepts.
References
Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery.
Madison, WI: Wisconsin Center for Education Research.
Just Read Now (n.d.). Frayer Model. Retrieved 2008, February 25, from http://www.justreadnow.com/strategies/frayer.
htm
BR
70
	
  Definition
	
  
Examples
	
  
Non-examples
Facts
Word/Concept
Name
Frayer Model
71
List-Group-Label
Background
List-Group-Label is a vocabulary strategy that engages students in a three-step process to actively organize their
understanding of content area vocabulary and concepts.
It provides students with a way to recognize the relationships between words and concepts using their prior knowledge
about a topic. The list-group-label strategy can be used before and after students read.
Benefits
List-Group-Label makes words come alive for students through their conversations and reflections on the “meaning
connections” between words. It actively engages students in learning new vocabulary and content by activating their
critical thinking skills.
Create and use the strategy
After selecting a main concept in a reading passage:
1. List: Have students brainstorm all the words they think relate to the topic.
a. Visually display student responses.
b. At this point do not critique student responses. Some words may not reflect the main concept, but hopefully students
will realize this as they begin grouping the words in the next step.
2. Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories.
As groups of words emerge, challenge your students to explain their reasoning for placing words together or discarding
them.
3. Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate
to their reasoning for the grouping.
Notes:
• Although List-Group-Label may begin as a pre-reading activity, students should return to it as they read through and
the text related to the major concept they brainstormed about. They may find they should add words from their reading
or re-label the groups of words they created.
• Encourage students to discard words very cautiously, particularly during the pre-reading portion of the strategy.
Often the best conversation between students centers around words that don’t immediately fall into a major category.
References
Lenski, S. D., Wham, M. A., & Johns, J. L. (1999). Reading and learning strategies for middle and high school students.
Dubuque, IA: Kendall/Hunt.
Taba, H. (1967).Teacher’s handbook for elementary social studies. Reading, MA: Addison-Wesley.
BR
72
List Group and Label
Name
Topic
In the first column, list all of the words you can think of that are related to the topic. Once
you have created your list, group the words based on their similarities. Label each group
when you are finished.
List-Group-Label
73
Listen-Read-Discuss (LRD)
Background
Listen-Read-Discuss (LRD) (Manzo & Casale, 1985) is a comprehension strategy that builds students’ prior knowledge
before they read a text. During the first stage, students listen as you present the content of their reading through a
lecture, often paired with a graphic organizer.
Next, students read the text and compare what they learned during the lecture to their understanding of reading the
text on their own. Finally, students discuss their understanding of the text with other students in their small group or
large group.
Benefits
LRD is a powerful tool for engaging struggling readers in classroom discussions. Since the content is initially covered
orally, students unable to read the entire text on their own are able to gain at least a surface level of understanding
about the reading.
Those students lacking prior knowledge about the content gain it during the listening stage, allowing them to more
easily comprehend the text during the reading stage.
Create and use the strategy
1. Listen: You present a lecture on the content of the reading. Include a graphic organizer of the information you
discuss.
2. Read: Students read the selection, guided by the idea that the reading may provide another understanding or
interpretation of the content.
3. Discuss: Lead a classroom discussion of the material. Encourage students to reflect on the differences between their
reading of the content and your presentation.
LRD is difficult to use on a daily basis because developing the lecture and the students’ prior knowledge is time
intensive.
Be selective and choose specific text you feel your students lack prior knowledge about and need more support with
as your LRD text. Most students don’t need that high level of support for the content material they will read, but
struggling readers and early English language learners will benefit greatly from this strategy.
References
Manzo, Anthony V., & Casale, Ula P. (1985). Listen-Read-Discuss: A content reading heuristic. Journal of Reading, 28,
372-734.
McKenna, M.C. (2002). Help for struggling readers: Strategies for grades 3-8. New York: Guilford.
74
Mnemonics
Background
A mnemonic is an instructional strategy designed to help students improve their memory of important information.
This technique connects new learning to prior knowledge through the use of visual and/or acoustic cues. The basic
types of mnemonic strategies rely on the use of key words, rhyming words, or acronyms. Teachers may develop
mnemonic strategies or have students come up with their own.
Benefits
Mnemonics are strategies that can be modified to fit a variety of learning content. This method enhances memory
of complex words or ideas and promotes better retention of material to be learned. It is especially beneficial to LD
students and others who may have difficulty with information recall.
Create and use the strategy
Mnemonics may be introduced to students when a set of new information is presented. Discuss the topic to be learned
and pre-select a mnemonic strategy such as those listed below (or have students create their own:
• Keyword — A keyword is a familiar word that sounds similar to the word or idea being taught. The teacher creates an
illustration that links the prior and new information in the student’s memory. Example: The scientific term for common
frogs is ranidae. A helpful keyword for ranidae might be rain and a teacher could show a picture of frogs hopping in the
rain.
• Pegword — Pegwords refer to a set of rhyming words that are used to stand for numbers. For example, the pegword
for “one” is “bun.” Pegwords include the following:
one is bun six is sticks
two is shoe seven is heaven
three is tree eight is gate
four is door nine is vine
five is hive ten is hen
	
Pegwords are used to help students remember information in a particular order. These words are substituted for the
number to be remembered and associated with the other information. For instance, to remember that insects have six
legs and spiders have eight legs, create a picture of insects on sticks and another picture of a spider on a gate.
• Letter — Letter strategies include acronyms and acrostics (or sentence mnemonics). For example, the acronym
HOMES can be used to help students recall the names of the Great Lakes
o H: Huron
o O: Ontario
o M: Michigan
o E: Erie
o S: Superior
Teachers then may wish to use verbal cues such as “A good way to remember this is…” for an introduction to the
technique.
Note: The specific mnemonic strategy will need to be modeled and students should go through the steps of the
mnemonic until they can use it independently. Allow students opportunities to practice orally and provide corrective
feedback.
BR
75
Further reading
The following links provide examples of mnemonic strategies:
•	 http://www.ldonline.org/article/5912
•	 http://human-factors.arc.nasa.gov/cognition/tutorials/mnemonics/index.html
•	 http://www.k8accesscenter.org/training_resources/mnemonics_reading.asp
•	 http://www.readingrockets.org/article/5736
•	 http://www.ict4us.com/mnemonics/
References
Mastropieri, M. A., & Scruggs, T. E. (1998). Constructing more meaningful relationships in the classroom: Mnemonic
research into practice. Learning Disabilities Research & Practice, 13, 138-145.
Nagel, D. R., Schumaker, J. B., & Deshler, D. D. (1986). The FIRST-letter mnemonic strategy. Lawrence, KS:
EXCELLenterprises.
Schumaker, J. B., Bulgren, J. A., Deshler, D. D., & Lenz, B. K. (1998). The recall enhancement routine. Lawrence, KS:
The University of Kansas.
Scruggs, T. E., and Mastropieri, M. A. (1992). Classroom applications of mnemonic instruction: Acquisition,
maintenance and generalization. Exceptional Children, 58, 219-229.
76
Peer-Assisted Learning Strategy
Background
Peer-Assisted Learning Strategies (PALS) is a classwide peer tutoring program. Teachers carefully partner a student
with a classmate. The pair works on various activities that address the academic needs of both students. Pairs change
over time. PALS can be used across content areas.
Benefits
PALS does not require special reading materials and consequently enables teachers to use the reading material of their
choice. This offers teachers flexibility for incorporating PALS into various content areas. More recently, this technique
has been implemented as a strategy for ELL students with LD.
The strategy provides direct opportunities for a teacher to circulate in the class, observe students, and offer individual
remediation. PALS therefore allows for differentiated instruction via having partners work simultaneously on various
teacher-directed activities.
Create and use the strategy
Create pairs within the classroom by identifying which children require help on specific skills and who the most
appropriate children are to help other children learn those skills. Each member of the teacher-assigned pair takes turns
being Coach and Reader. These pairs are changed regularly, and over a period of time as students work on a variety of
skills. Thus, all students have the opportunity to be “coaches” and “players.”
Teachers train students to use the PALS procedures. As the reader reads aloud, the coach listens and provides corrective
feedback. The PALS technique is designed to be a 25 to 35 minute activity. It should be implemented 2-4 times a week
for effectiveness. Award students points for good reading and coaching.
References
Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote
Reading Achievement. Learning Disabilities Research and Practice, 15(2), 85-91.
Fuchs, L., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with
serious reading problems. Remedial and Special Education, 20(5), 309-318.
Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted Learning Strategies for English Language Learners with Learning
Disabilities. Exceptional Children, (71).
Vanderbilt Kennedy Center for Research on Human Development. (n.d.). Peer-Assisted Learning Strategies. Retrieved
2008, January 21, from http://kc.vanderbilt.edu/pals/
BR
77
Possible Sentences
Background
Possible Sentences is a pre-reading vocabulary strategy that activates students’ prior knowledge about content area
vocabulary and concepts.
Before reading, students are provided a short list of vocabulary words from their reading, which they group and
eventually use to create meaningful sentences. After reading, students check to see if their “possible sentences” were
accurate or need revising.
Benefits
Possible Sentences are great because they spark students’ curiosity about their content area words and reading. By
asking your students to guess how the words may be used in the text, you are hoping they are as equally enticed to read
the selection and determine if their sentences were accurate.
Create and use the strategy
1. Before students read the text, visually display the chosen vocabulary.
2. Ask students to define the words and pair related words together.
3. Ask individual or pairs of students to write sentences using their word pairs. Remind students that their sentences
should be ones they expect to see in the text as they read.
4. Have students read the text and compare their possible sentences with the actual sentences within the text.
5. If your students’ possible sentences are inaccurate, ask them to rewrite their sentences to be accurate.
6. Invite students to share their sentences with the class.
Notes:
• If students have never completed possible sentences you will need to model the process for your students.
• Students can either share their sentences before or after they have read the text. Done as a post reading game, students
share their sentences without disclosing which are accurate or inaccurate. Teams of students can try to decipher, based
on their reading, which sentences are accurate.
References
Moore, D.W., & Moore, S.A (1986). “Possible sentences.” In Reading in the content areas: Improving classroom
instruction. Dubuque, IA: Kendall/Hunt.
Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to teach content area vocabulary. The
Reading Teacher, 45, 36-45.
BR
78
Vocabulary Map
Definition:
Synonym:
Antonym:
Sentence:Chapter:		Page:	
Student’sName:
Picture:
Word:
79
Think Alouds
Background
Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed
by a series of questions which they think about and answer aloud while reading. This process reveals how much they
understand a text. As students become more adept at this technique they learn to generate their own questions to guide
comprehension.
Benefits
Think Alouds are practical and relatively easy for teachers to use within the classroom. Teachers are able to model
the Think Aloud technique and discuss how good readers often re-read a sentence, read ahead to clarify, and/or look
for context clues to make sense of what they read. Think alouds slow down the reading process and allow students to
monitor their understanding of a text.
Create and use the strategy
Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be confusing
for students (new vocabulary, unusual sentence construction). Then introduce the assigned text and discuss the
purpose of the Think Aloud strategy. Then develop the set of questions to support thinking aloud (see examples below).
1. What do I know about this topic?
2. What do I think I will learn about this topic?
3. Do I understand what I just read?
4. Do I have a clear picture in my head about this information?
5. What more can I do to understand this?
6. What were the most important points in this reading?
7. What new information did I learn?
8. How does it fit in with what I already know?
Teachers should next (1) give students opportunities to practice the technique, either in pairs, small groups or
individually; and (2) offer structured feedback to students.
Initially, the teacher reads the selected passage aloud as the students read the same text silently. At certain points the
teacher stops and “thinks aloud” answers to some of the pre-selected questions. Teachers should demonstrate how good
readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues.
Students then learn to offer answers to the questions as the teacher leads the Think Aloud strategy. As students become
familiar with the Think Aloud process, they may work
BR
80
Think-Pair-Share
Background
Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or
answer a question about an assigned reading. This technique requires students to (1) think individually about a topic
or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize
participation, focus attention and engage students in comprehending the reading material.
Benefits
The Think-Pair-Share strategy is a versatile and simple technique for improving students’ reading comprehension.
It gives students time to think about an answer and activates prior knowledge. TPS enhances students’ oral
communication skills as they discuss their ideas with one another. This strategy helps students become active
participants in learning and can include writing as a way of organizing thoughts generated from discussions.
Create and use the strategy
The teacher decides upon the text to be read and develops the set of questions or prompts that target key content
concepts. The teacher then describes the purpose of the strategy and provides guidelines for discussions. As with all
strategy instruction, teachers should model the procedure to ensure that students understand how to use the strategy.
Teachers should monitor and support students as they work.
1. T : (Think) Teachers begin by asking a specific question about the text. Students “think” about what they know or
have learned about the topic.
2. P : (Pair) Each student should be paired with another student or a small group.
3. S : (Share) Students share their thinking with their partner. Teachers expand the “share” into a whole-class
discussion.
Variation:
Teachers can modify this strategy and include various writing components within the Think-Pair-Share strategy. This
provides teachers with the opportunity to see whether there are problems in comprehension. Teachers can create a
Read-Write-Pair-Share strategy in which students:
1. R: Read the assigned material;
2. W: Write down their thoughts about the topic prior to the discussions;
3. P: Pair up with a partner
4. S: Share their ideas with a partner and/or the whole class.
Further reading
• Doing Cooperative Learning: Think-Pair-Share
Research Citations
Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn &
Bacon.
Lyman, F. (1981). “The responsive classroom discussion.” In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park,
MD: University of Maryland College of Education.
Millis, B. J., & Cottell, P. G., Jr. (1998). Cooperative learning for higher education faculty, American Council on
Education, Series on Higher Education. The Oryx Press: Phoenix, AZ.
BR
81
Somebody Wanted
Title:
Author: Illustrator:
Somebody
(Character)
Wanted
(Goal)
But…
(Problem)
So…
(Solution)
82
Concept Maps
Background
A concept map help students visualize various connections between words or phrases and a main idea. There are
several types of concept maps; some are hierarchical, while others connect information without categorizing ideas.
Most are comprised of words or phrases surrounded by a circle or square that connect to one another and ultimately
back to the main idea through graphic lines. These lines help students to “negotiate meaning” (Hyerle, 1996) as they
read and make the meaning connections between the main idea and other information.
Benefits
Concept maps have been shown to support struggling readers (Lovitt & Horton, 1994) by building off of students’ prior
knowledge and asking them to reflect on their understanding while reading. They are easy to construct and can be used
across all content areas.
Create and use the strategy
There are several ways to construct concept maps for middle and high school students. Most include the following
steps:
1. Model for your students how you identify the major ideas presented in a reading as you read.
2. Organize your ideas into categories if applicable to the type of concept map you chose. Remind students that your
organization may change as you continue to read and add more information.
3. Use lines or arrows to represent how ideas are connected to one another, a particular category, and/or the main
concept.
You can use concept maps as a pre-reading strategy by inviting students to share what they already know about a
particular concept. As students begin reading and adding to the map, they are able to meld their prior knowledge with
new information they have gathered from their reading.
After students have finished the guide, encourage them to share their concept maps with one another in pairs or small
groups. This will allow students to share and reflect on how they each interpreted the connections between concepts
and words.
Encourage students to use the concept map to summarize what they have read, organize their writing on the concept,
or to create a study guide for their own studying.
References
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association of Supervisors of Curriculum
Development.
Lovitt, T.C., & Horton, S.V. (1994). Strategies for adapting science textbooks for youth with learning disabilities.
Remedial and Special Education, 15, 105-116.
DR
83
Concept Maps
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet
Reading strategies booklet

More Related Content

What's hot

Teaching Reading Comprehension Strategies
Teaching Reading Comprehension StrategiesTeaching Reading Comprehension Strategies
Teaching Reading Comprehension StrategiesB. J. Zagorac
 
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequenceTeaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequenceRizky Amelia
 
Reading strategies presentation
Reading strategies presentationReading strategies presentation
Reading strategies presentationMilton Velez
 
Comprehension powerpoint
Comprehension powerpointComprehension powerpoint
Comprehension powerpointvermigle
 
Basic Reading Strategies
Basic Reading StrategiesBasic Reading Strategies
Basic Reading StrategiesProf_Pat_Muri
 
Guided reading ppt
Guided reading pptGuided reading ppt
Guided reading pptCiel Educttu
 
Reading Comprehension Strategies
Reading Comprehension StrategiesReading Comprehension Strategies
Reading Comprehension Strategiesscbireley53
 
Teaching strategic reading
Teaching strategic readingTeaching strategic reading
Teaching strategic readingMarjorie Parraba
 
Reading Comprehension Strategies
Reading Comprehension StrategiesReading Comprehension Strategies
Reading Comprehension Strategiesdirizarry
 
Strategies for reading comprehension
Strategies for reading comprehensionStrategies for reading comprehension
Strategies for reading comprehensionsaaaira
 
Before, during, and after reading strategies
Before, during, and after reading strategiesBefore, during, and after reading strategies
Before, during, and after reading strategiesSara Hulings
 
Teaching Writing to EFL students
Teaching Writing to EFL studentsTeaching Writing to EFL students
Teaching Writing to EFL studentsaspired
 
SILENT READING AND READING ALOUD WITH A EXPRESSION
SILENT READING AND READING ALOUD WITH A EXPRESSIONSILENT READING AND READING ALOUD WITH A EXPRESSION
SILENT READING AND READING ALOUD WITH A EXPRESSIONSOHAILAHAMED1
 
Reading comprehension skill ppt
Reading comprehension skill pptReading comprehension skill ppt
Reading comprehension skill pptAde Putri
 

What's hot (20)

Teaching Reading Comprehension Strategies
Teaching Reading Comprehension StrategiesTeaching Reading Comprehension Strategies
Teaching Reading Comprehension Strategies
 
Teaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequenceTeaching Reading Extensive vs intensive reading, and reading sequence
Teaching Reading Extensive vs intensive reading, and reading sequence
 
Reading strategies presentation
Reading strategies presentationReading strategies presentation
Reading strategies presentation
 
Comprehension powerpoint
Comprehension powerpointComprehension powerpoint
Comprehension powerpoint
 
Basic Reading Strategies
Basic Reading StrategiesBasic Reading Strategies
Basic Reading Strategies
 
Guided reading ppt
Guided reading pptGuided reading ppt
Guided reading ppt
 
Reading Comprehension Strategies
Reading Comprehension StrategiesReading Comprehension Strategies
Reading Comprehension Strategies
 
Teaching strategic reading
Teaching strategic readingTeaching strategic reading
Teaching strategic reading
 
Teaching reading
Teaching readingTeaching reading
Teaching reading
 
Reading Comprehension Strategies
Reading Comprehension StrategiesReading Comprehension Strategies
Reading Comprehension Strategies
 
Strategies for reading comprehension
Strategies for reading comprehensionStrategies for reading comprehension
Strategies for reading comprehension
 
Teaching of writing
Teaching of writingTeaching of writing
Teaching of writing
 
Before, during, and after reading strategies
Before, during, and after reading strategiesBefore, during, and after reading strategies
Before, during, and after reading strategies
 
Reading skills
Reading skillsReading skills
Reading skills
 
Teaching Reading Skills
Teaching Reading SkillsTeaching Reading Skills
Teaching Reading Skills
 
Teaching Writing to EFL students
Teaching Writing to EFL studentsTeaching Writing to EFL students
Teaching Writing to EFL students
 
Reading techniques
Reading techniquesReading techniques
Reading techniques
 
SILENT READING AND READING ALOUD WITH A EXPRESSION
SILENT READING AND READING ALOUD WITH A EXPRESSIONSILENT READING AND READING ALOUD WITH A EXPRESSION
SILENT READING AND READING ALOUD WITH A EXPRESSION
 
Reading comprehension skill ppt
Reading comprehension skill pptReading comprehension skill ppt
Reading comprehension skill ppt
 
Reading
ReadingReading
Reading
 

Viewers also liked (20)

Reading Strategies
Reading StrategiesReading Strategies
Reading Strategies
 
The Reading Skills
The Reading SkillsThe Reading Skills
The Reading Skills
 
Types of reading
Types of readingTypes of reading
Types of reading
 
Key Reading Strategies
Key Reading StrategiesKey Reading Strategies
Key Reading Strategies
 
Types of reading
Types of readingTypes of reading
Types of reading
 
Reading Strategies To Think About
Reading  Strategies To Think AboutReading  Strategies To Think About
Reading Strategies To Think About
 
Reading Strategies
Reading StrategiesReading Strategies
Reading Strategies
 
Kinds of reading
Kinds of readingKinds of reading
Kinds of reading
 
Reciprocal Teaching Bookmarks
Reciprocal Teaching BookmarksReciprocal Teaching Bookmarks
Reciprocal Teaching Bookmarks
 
Effective reading ppt
Effective reading pptEffective reading ppt
Effective reading ppt
 
Six Reading Strategies
Six Reading StrategiesSix Reading Strategies
Six Reading Strategies
 
Reading comprehension strategies
Reading comprehension strategiesReading comprehension strategies
Reading comprehension strategies
 
Types of reading.ppt
Types of reading.pptTypes of reading.ppt
Types of reading.ppt
 
Before, During And After Reading Strategies
Before, During And After Reading StrategiesBefore, During And After Reading Strategies
Before, During And After Reading Strategies
 
Reading Checklist
Reading ChecklistReading Checklist
Reading Checklist
 
0. regional elt conference
0. regional elt conference0. regional elt conference
0. regional elt conference
 
Hats on top 2013
Hats on top 2013Hats on top 2013
Hats on top 2013
 
Five Fabulous Frontloading Ideas
Five Fabulous Frontloading IdeasFive Fabulous Frontloading Ideas
Five Fabulous Frontloading Ideas
 
Viii. principles of effective reading by Mr. Allah Dad Khan Visiting Professo...
Viii. principles of effective reading by Mr. Allah Dad Khan Visiting Professo...Viii. principles of effective reading by Mr. Allah Dad Khan Visiting Professo...
Viii. principles of effective reading by Mr. Allah Dad Khan Visiting Professo...
 
Before during after reading strategies
Before during after reading strategiesBefore during after reading strategies
Before during after reading strategies
 

Similar to Reading strategies booklet

During Reading Strategies History
During Reading Strategies HistoryDuring Reading Strategies History
During Reading Strategies HistoryBenjamin Garcia
 
During Reading Strategies History
During Reading Strategies HistoryDuring Reading Strategies History
During Reading Strategies HistoryJacqueline Blanco
 
Non-Fiction Reading Strategies
Non-Fiction Reading StrategiesNon-Fiction Reading Strategies
Non-Fiction Reading StrategiesBrittanyQueen49
 
Readers are Leaders
Readers are Leaders Readers are Leaders
Readers are Leaders galindoar526
 
CA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFranciscoCA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFranciscoAmanda DeFrancisco
 
Diane Bainter Reading Strategies Flip Chart
Diane Bainter Reading Strategies Flip ChartDiane Bainter Reading Strategies Flip Chart
Diane Bainter Reading Strategies Flip ChartDianeBainter
 
Red4348 critical assignment 1
Red4348 critical assignment 1Red4348 critical assignment 1
Red4348 critical assignment 1Nichole Richard
 
RED4348 Critical Assignment 1
RED4348 Critical Assignment 1RED4348 Critical Assignment 1
RED4348 Critical Assignment 1AdrianaGarcia377
 
RED 4348 Critical Assignment 1
RED 4348 Critical Assignment 1RED 4348 Critical Assignment 1
RED 4348 Critical Assignment 1leslieaa1
 
critical assignment 1 RED4348 Maggie Bustamante
critical assignment 1 RED4348 Maggie Bustamante critical assignment 1 RED4348 Maggie Bustamante
critical assignment 1 RED4348 Maggie Bustamante Magali Bustamante
 
BDA Literacy Strategies Flip Chart
BDA Literacy Strategies Flip ChartBDA Literacy Strategies Flip Chart
BDA Literacy Strategies Flip ChartKeilaCordero3
 
Before, During, and After Reading Strategies
Before, During, and After Reading StrategiesBefore, During, and After Reading Strategies
Before, During, and After Reading StrategiesMonicaRickards
 
CA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFranciscoCA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFranciscoAmanda DeFrancisco
 
Teachers’ quick guide of strategies
Teachers’ quick guide of strategiesTeachers’ quick guide of strategies
Teachers’ quick guide of strategiesemma smidtsrod
 
CA #1 Slide Share Presentation
CA #1 Slide Share Presentation CA #1 Slide Share Presentation
CA #1 Slide Share Presentation maeghan82
 
Reading strategies for science final
Reading strategies for science  finalReading strategies for science  final
Reading strategies for science finalphilenapugh
 
Comprehension Explored
Comprehension Explored Comprehension Explored
Comprehension Explored rgarofano
 

Similar to Reading strategies booklet (20)

During Reading Strategies History
During Reading Strategies HistoryDuring Reading Strategies History
During Reading Strategies History
 
During Reading Strategies History
During Reading Strategies HistoryDuring Reading Strategies History
During Reading Strategies History
 
Non-Fiction Reading Strategies
Non-Fiction Reading StrategiesNon-Fiction Reading Strategies
Non-Fiction Reading Strategies
 
Readers are Leaders
Readers are Leaders Readers are Leaders
Readers are Leaders
 
CA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFranciscoCA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFrancisco
 
Diane Bainter Reading Strategies Flip Chart
Diane Bainter Reading Strategies Flip ChartDiane Bainter Reading Strategies Flip Chart
Diane Bainter Reading Strategies Flip Chart
 
Red4348 critical assignment 1
Red4348 critical assignment 1Red4348 critical assignment 1
Red4348 critical assignment 1
 
RED4348 Critical Assignment 1
RED4348 Critical Assignment 1RED4348 Critical Assignment 1
RED4348 Critical Assignment 1
 
RED 4348 Critical Assignment 1
RED 4348 Critical Assignment 1RED 4348 Critical Assignment 1
RED 4348 Critical Assignment 1
 
Reading motivation strategies
Reading motivation strategiesReading motivation strategies
Reading motivation strategies
 
critical assignment 1 RED4348 Maggie Bustamante
critical assignment 1 RED4348 Maggie Bustamante critical assignment 1 RED4348 Maggie Bustamante
critical assignment 1 RED4348 Maggie Bustamante
 
BDA Literacy Strategies Flip Chart
BDA Literacy Strategies Flip ChartBDA Literacy Strategies Flip Chart
BDA Literacy Strategies Flip Chart
 
Before, During, and After Reading Strategies
Before, During, and After Reading StrategiesBefore, During, and After Reading Strategies
Before, During, and After Reading Strategies
 
CA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFranciscoCA#1 BDA Strategies - Amanda DeFrancisco
CA#1 BDA Strategies - Amanda DeFrancisco
 
Teachers’ quick guide of strategies
Teachers’ quick guide of strategiesTeachers’ quick guide of strategies
Teachers’ quick guide of strategies
 
CA #1 Slide Share Presentation
CA #1 Slide Share Presentation CA #1 Slide Share Presentation
CA #1 Slide Share Presentation
 
Ehs566
Ehs566Ehs566
Ehs566
 
Reading strategies for science final
Reading strategies for science  finalReading strategies for science  final
Reading strategies for science final
 
Reading Act
Reading ActReading Act
Reading Act
 
Comprehension Explored
Comprehension Explored Comprehension Explored
Comprehension Explored
 

More from Majid Safadaran

CLIL + selections + brainwave 2013
CLIL + selections + brainwave 2013CLIL + selections + brainwave 2013
CLIL + selections + brainwave 2013Majid Safadaran
 
Selections + brainwave 2013
Selections + brainwave 2013Selections + brainwave 2013
Selections + brainwave 2013Majid Safadaran
 
9. the, what the why and the how of clil
9. the, what  the why and the how of clil9. the, what  the why and the how of clil
9. the, what the why and the how of clilMajid Safadaran
 
8. reading circles workshop
8. reading circles workshop8. reading circles workshop
8. reading circles workshopMajid Safadaran
 
7. the arts and english teaching
7. the arts and english teaching7. the arts and english teaching
7. the arts and english teachingMajid Safadaran
 
6. critical thinking skills 2
6. critical thinking skills 26. critical thinking skills 2
6. critical thinking skills 2Majid Safadaran
 
1. 21st century learning
1. 21st century learning1. 21st century learning
1. 21st century learningMajid Safadaran
 

More from Majid Safadaran (11)

CLIL + selections + brainwave 2013
CLIL + selections + brainwave 2013CLIL + selections + brainwave 2013
CLIL + selections + brainwave 2013
 
Selections + brainwave 2013
Selections + brainwave 2013Selections + brainwave 2013
Selections + brainwave 2013
 
5. technolgy changes
5. technolgy changes5. technolgy changes
5. technolgy changes
 
9. the, what the why and the how of clil
9. the, what  the why and the how of clil9. the, what  the why and the how of clil
9. the, what the why and the how of clil
 
8. reading circles workshop
8. reading circles workshop8. reading circles workshop
8. reading circles workshop
 
7. the arts and english teaching
7. the arts and english teaching7. the arts and english teaching
7. the arts and english teaching
 
6. critical thinking skills 2
6. critical thinking skills 26. critical thinking skills 2
6. critical thinking skills 2
 
4. class participation
4. class participation4. class participation
4. class participation
 
3. beyond four skills
3. beyond four skills3. beyond four skills
3. beyond four skills
 
2. ppt lots hots
2. ppt lots    hots2. ppt lots    hots
2. ppt lots hots
 
1. 21st century learning
1. 21st century learning1. 21st century learning
1. 21st century learning
 

Recently uploaded

Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfMohonDas
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashasashalaycock03
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptxmary850239
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Dr. Asif Anas
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxPurva Nikam
 
A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceApostolos Syropoulos
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 

Recently uploaded (20)

Department of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdfDepartment of Health Compounder Question ‍Solution 2022.pdf
Department of Health Compounder Question ‍Solution 2022.pdf
 
Work Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sashaWork Experience for psp3 portfolio sasha
Work Experience for psp3 portfolio sasha
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx3.26.24 Race, the Draft, and the Vietnam War.pptx
3.26.24 Race, the Draft, and the Vietnam War.pptx
 
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
Unveiling the Intricacies of Leishmania donovani: Structure, Life Cycle, Path...
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Optical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptxOptical Fibre and It's Applications.pptx
Optical Fibre and It's Applications.pptx
 
A gentle introduction to Artificial Intelligence
A gentle introduction to Artificial IntelligenceA gentle introduction to Artificial Intelligence
A gentle introduction to Artificial Intelligence
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 

Reading strategies booklet

  • 2. 2 “You have to be a speedy reader because there’s so so much to read.” - Dr. Seuss, I Can Read With My Eyes Shut! READING STRATEGIES. THE BOOKLET
  • 3. 3 DEFINITIONS What are Reading Strategies? Reading strategies are purposeful, cognitive actions that students take when they are reading to help them construct and maintain meaning. Reading successfully goes well beyond fluency and word recognition and relies heavily upon comprehension of text. Since reading is a meaning-making task, any behaviors used to enhance student understanding help to create more effective readers. Reading strategies are often categorized as those behaviors designed to help students before, during, and after they read. It is important for teachers and parents to be aware of the strategies used by the children to make meaning and to build upon those strategies over time and as text becomes more complex. Studies show that children need to practice reading everyday in order to improve their reading skills. Developing and teaching reading strategies to students will help increase their reading ability. Often when students get stuck on a word they are told to “sound it out.” While this strategy may work at times, there are other strategies that may work even better. The following is a list of reading strategies for students. Teach your students these tips to help improve their reading ability. When choosing your reading strategies, use the following checklist: • Connecting text-text • Connecting text-self • Critical questioning • Inferencing • Predicting • Revising • Visualizing • Retelling There are many strategies that students may learn to assist them with their reading. These strategies are applied before a students reads the text to activate prior knowledge, during the reading of the text to deepen understanding, and after reading the text to increase the generalization and application to new situations. Generally, however, students need strategies that support the following: - Word recognition - Reading for various purposes (skimming, scanning, detailed analysis, etc.) - Vocabulary development (knowing and understanding word derivatives and roots) - Comprehension Within each of these broad categories are a host of more specific ideas and techniques to help students become more efficient and effective readers. It is important to work with the parents to determine which of these trategies/areas of focus would be most beneficial to the student. Reading is the active process of understanding print and graphic texts. Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text.
  • 4. 4 Effective readers use strategies to understand what they read before, during, and after reading. Before reading, they: • use prior knowledge to think about the topic. • make predictions about the probable meaning of the text. • preview the text by skimming and scanning to get a sense of the overall meaning. During reading, they: • monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text. After reading, they: • reflect upon the ideas and information in the text. • relate what they have read to their own experiences and knowledge. • clarify their understanding of the text. • extend their understanding in critical and creative ways. Students can be taught to be strategic and effective readers. Struggling readers benefit from a variety of instructional approaches that demonstrate reading skills as subject content is taught. Direct teaching, thinking aloud, modelling, discussion, and small-group support are only a few of the approaches teachers use to help students become more strategic and effective readers in different contexts. Struggling readers need: • knowledge of different types of texts and the best strategies for reading them. • multiple and meaningful opportunities to practise reading in subject-specific contexts. • opportunities to practise reading with appropriate resources. • opportunities to talk about their reading and thinking. • background knowledge in subject areas. • expanded sight vocabularies and word-solving strategies for reading subject-specific texts. • strategies for previewing texts, monitoring their understanding, determining the most important ideas and the relationships among them, remembering what they read, and making connections and inferences. • strategies for becoming independent readers in any context.
  • 5. 5 Classroom Strategies Explicit strategy instruction is at the core of good comprehension instruction. “Before” strategies activate students’ prior knowledge and set a purpose for reading. “During” strategies help students make connections, monitor their understanding, generate questions, and stay focused. “After” strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text. Teachers should help students to understand why a strategy is useful, how it is used, and when it is appropriate. Teacher demonstration and modeling are critical factors for success, and student discussion following strategy instruction is also helpful. The most frequently researched strategies can be applied across content areas; other content-area specific strategies are emerging, and we will include them here in the future.
  • 6. 6
  • 7. 7
  • 8. 8
  • 10. 10 Reading Guides Background Reading Guides help students navigate reading material, especially difficult textbook chapters or technical reading. Students respond to a teacher-created written guide of prompts as they read an assigned text. Reading Guides help students to comprehend the main points of the reading and understand the organizational structure of a text. Benefits Reading Guides are teacher-created and may be developed for a variety of subjects and reading levels. The strategy is especially helpful when used with text that is more difficult than students could comprehend through independent reading. Reading Guides may be used with the whole class, small groups or for individual work. Create and use the strategy The teacher determines the major concepts from an assigned text and considers each students’ knowledge related to the concepts. Teachers then write items designed to guide readers through the major ideas and supporting details of the text. Guides may be phrased as statements or as questions. Begin the activity by introducing the assigned text and discussing the main concepts. Then present the items on the Reading Guide. Students read the assigned text and complete the tasks on the Reading Guides during the reading process. Monitor and support students as they work. Note: As students gain proficiency at completing Reading Guides, they may design their own guides and provide support for one another. Sample content for a reading guide The following is a list of sample items that teachers might include on a Reading Guide: • What is the main idea of the text? • The author’s purpose for writing the text is… • The author discusses the differences between ____ and ____ . • What are the important dates discussed in the reading? • The most significant contribution of ____ was… • What might be your personal experiences related to the reading? • The author’s motivation for writing the text was… View the following link for more items teachers might include on a Reading Guide: • http://www.muskingum.edu/~cal/database/general/reading.html#Guides References Horton, S.V., & Lovitt, T.C. (1989). Using study guides with three classifications of secondary students. Journal of Special Education, 22(4), 447-462. SEDL. (2008). Building Reading Proficiency at the Secondary Level: A Guide to Resources. Retrieved 2008, February 28, from http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?l=instruction&showrecord=4 DR
  • 11. 11 Reciprocal Teaching Background Reciprocal Teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead the discussion about a given reading. Reciprocal Teaching involves four strategies that guide the discussion: predicting, question generating, summarizing and clarifying. Benefits Reciprocal Teaching is a great way to teach students how to determine important ideas from a reading while discussing vocabulary, developing ideas and questions, and summarizing information. It can be used across several content areas; it works particularly well with textbooks and non-fiction text. Create and use the strategy Break the classroom into mixed-ability small groups. Designate one student as the “teacher” within each small group. This student will help keep their small group on task and ensure they move through each of the four steps as they read material that has already been divided it into smaller chunks by you. Next, you will read the first chunk to all the small groups, modeling the following four steps of reciprocal teaching. 1. Prediction a. Ask students to predict what they think the reading may be about. Get them to think about what is going to happen by asking questions like a detective might do. 2. Question as you go a. Remind students to generate questions as they listen and read. Remind them of the three levels of questions: i. Right-There questions (answer in the text) ii. Between-the-lines questions (inference needed) iii. Critical Thought questions (require their opinion) 3. Clarify a. As students listen and read remind them to ask themselves what words and phrases are unclear to them. These clarifications may take the form of the following questions. i. How do you pronounce that? ii. What does the word mean? iii. I think the author is saying… iv. I’m guessing ‘pie-in-the-sky’ means… 4. Summarize a. Students summarize verbally, within pairs, and then share with their assigned small group or record their summary and read it aloud to their small group. b. Each small group could create a semantic map with major points of significance shared by each group member. After you have modeled the previous steps, students may continue working in their small groups by silently or orally reading the next sections of the reading while conducting the four-step process. What it looks like… To see examples of reciprocal teaching within specific content areas see: Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall. Palincsar, A. S. & Brown, A. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), pp. 117-175. DR
  • 12. 12 Reciprocal Cards Predict Based on the title, I predict this is going to be about ____. I think the next part will be about ____. Based on ____ (a clue), I predict ____. Based on what ____ said/did, I predict ____. Teacher-Like Question Who is ____? What is/does ____? When is ____? Where is ____? Why is ____ important? Why does ____ happen? How is ____ like ____? What caused ____ to ____? Why does the author ____? Which sentence best tells ____? How is ___ an example of ___? Clarify 1. Reread 2. Look for little words inside big words 3. Look for root words, prefixes or suffixes 4. Look for commas, parentheses, or bold-face type. 5. Think of a similar word 6. Substitute a word 7. Use a reference 8. Ask Summarize Who? What? When? Where? Why? How? This story/paragraph is mostly about ____. The topic sentence is ____. The author is trying to tell me ____. This is mostly about ____. A FRAMED SUMMARY SENTENCE: This story/passage about _________ begins with _________, discusses (or develops) the idea that _________, and ends with _________. Make a Picture When I read this, I imagine that ____. As I read, in my mind I see ____. I can see ____. This must look like ____. The colors are ____. Teacher/Leader 1. Predict card? 2. Read aloud 3. Clarify card? 4. Make a picture card? 5. Teacher-like question card? 6. Summary card?
  • 13. 13 Predict Write one or two sentences that predict what the passage will be about. Base your response on the title or any other infor- mation contained in this text. Clarify Write down any words, phrases, or ideas that you do not un- derstand as you read. After you have written down the words or ideas that need clarification, try to figure out what they mean by using the clarification clues you have learned. Do not use a dictionary. You may ask the teacher or a family member for help if you are not able to clarify a word. If you do not need to clarify any words, phrases or ideas, write NONE in the space provided. Reciprocal Teaching Worksheet
  • 14. 14 Visualize – Make a picture in your mind After you finish reading, draw a picture of what the passage makes you see in your imagination. Draw it on this paper in the space below. Question – Ask “teacher-like” questions Pretend you are the teacher and are going to give a test about what you have just read. Using the reciprocal teaching cards, write three “teacher-like” questions about the passage. 1 2 3 Summarize Complete this summary frame about the passage you have just read. The passage about _________________________________ ________________________________________________ begins with ______________________________________ ____________, discusses (or develops) the idea that ______ ________________________________________________ _______________________ and ends with _____________ ________________________________________________
  • 15. 15 K - W – L (Before/While/After) Background The K-W-L is a 3-column chart that helps capture the Before, During, and After components of reading a text selection. • K stands for Know This is the prior knowledge activation question. • W stands for Will or Want What do I think I will learn about this topic? What do I want to know about this topic? • L stands for Learned What have I learned about this topic? Benefits The K-W-L is suitable for all kind of students. For example, the reason to do the K column of the K-W-L is to have students bring to mind something they already know, as a hook to which new information can be attached. Some people who use K-W-L complain that their students either don’t know anything or what they know is wrong. That’s a great sign that the students have been asked not about what they know, but about what they don’t know. Please “know” this: ALL students have background or prior knowledge. As teachers, we have to know our content well enough that we know how it’s like something that would be familiar to our students. That should determine what we ask in the K column. It may OR MAY NOT be the topic. And, especially with younger children who usually think about zillion things, they’ll suggest all kinds of questions for what they want to know. And with older kids, maybe they say, “Nothing!”. Use the W to ask what they think they WILL learn. Then, it’s predictive. Create and use the strategy Here you have some ideas: 1. On the board, computer, on a handout, or on students’ individual clean sheets, three columns should be drawn. 2. Label Column 1 K, Column 2 W, Column 3 L. 3. Before reading (or viewing or listening), students fill in the Know column with words, terms, or phrases from their background or prior knowledge. If you are having them draw on a topic previously learned, then the K column may be topic-related. But if the topic is something brand-new, and they don’t know anything (or much) about it, you should use the K column to have them bringing to mind a similar, analogous, or broader idea. 4. Then have students predict what they might learn about the topic, which might follow a quick glance at the topic headings, pictures, and charts that are found in the reading. This helps set their purpose for reading and focuses their attention on key ideas. 5. Alternatively, you might have students put in the middle column what they want to learn about the topic. 6. After reading, students should fill in their new knowledge gained from reading the content. They can also clear up misperceptions about the topic which might have shown up in the Know column before they actually read anything. This is the stage of metacognition: did they get it or not? Common Issues with K-W-L • “My students don’t have background knowledge! The reason to do the K column of the K-W-L is to have students bring to mind something they already know, as a hook to which new information can be attached. Some people who use K-W-L complain that their students either don’t know anything or what they know is wrong. That’s a great sign that the students have been asked not about what they
  • 16. 16 know, but about what they don’t know. Please “know” this: ALL students have background or prior knowledge. As teachers, we have to know our content well enough that we know how it’s like something that would be familiar to our students. That should determine what we ask in the K column. It may OR MAY NOT be the topic. • “I ask what they want to know, and they think of a zillion things!” Especially with younger children, they’ll suggest all kinds of questions for what they want to know. And with older kids, maybe they say, “Nothing!”. Use the W to ask what they think they WILL learn. Then, it’s predictive. K What Do I Already Know? W What Do I Think I Will Learn? or What Do I Want To Know? L What Have I Learned?
  • 17. 17 Seed Discussion Background A Seed Discussion is a two-part strategy used to teach students how to engage in discussions about assigned readings. In the first part, students read selected text and identify “seeds” or key concepts of a passage which may need additional explanation. In the second part, students work in small groups to present their “seeds” to one another. Each “seed” should be thoroughly discussed before moving on to the next. Benefits Seed Discussions can be developed for a variety of subjects and reading levels. This strategy encourages students to have in-depth discussions of reading selections. Seed Discussions rely upon the use of higher order thinking as students identify and articulate the “seeds.” This technique helps to build communication skills as the students discuss the “seeds” within the group. Create and use the strategy Introduce students to the seed discussion strategy. Each student should be assigned to a group composed of varying skill levels and a role within the group. Seed Discussions usually include the following four roles played by students: • Leader: responsible for calling on each person to share his/her discussion seeds • Manager: ensures that everyone has all materials for the discussion (books, journals, seeds, etc.) • Checker: ensures that every group member has a chance to talk about his/her seed and that each group member comments on each seed before the next person presents a new seed for discussion • Communicator: the only person to leave the group; notifies the teacher when the discussion is complete Note: Give each student a card containing a description of their role (see example below). 1. Teachers begin by providing each student with the reading material and a set of questions about the assigned reading. These questions will guide students as they target possible “seeds” for discussion. Examples of such questions might include: o What new information does the reading selection provide? o What did you find interesting or surprising about the selection? o What did you not understand in the selection? 2. The next step is to provide students with an opportunity to write and refine their target “seeds.” 3. Students meet in their groups and assume their assigned roles. Students begin the discussion by presenting their “seeds” to one another. Each “seed” should be discussed by all group members before moving on to the next. 4. Teachers should ask students to determine the strongest and weakest “seeds.” This discussion should include criteria for deciding upon quality “seed” ideas. Students can then use those criteria when developing “seeds” for their next discussion. DR
  • 18. 18 Sample Seed Discussion Cards The following link contains another example of a Seed Discussion: • http://nms.pulaski.net/teacher_pages/a_to_z_literacy_strategies.htm References Just Read Now (n.d.). Seed Discussions. Retrieved 2008, March 5, from http://www.justreadnow.com/strategies/frayer. htm Puckett, D. (ed.). (n.d.). A to Z Literacy Strategies: 70 Best Practice Strategies for Teaching Reading and Writing Across Middle Grades Content Areas. Retrieved 2008, March 5, from http://nms.pulaski.net/teacher_pages/a_to_z_literacy_ strategies.htm
  • 19. 19 Selective Highlighting Background Selective Highlighting/Underlining is used to help students organize what they have read by selecting what is important. This strategy teaches students to highlight/underline ONLY the key words, phrases, vocabulary, and ideas that are central to understanding the reading. Benefits Selective Highlighting/Underlining is a flexible strategy that may be tailored to fit various types of information, and different skill-levels. You can employ the selective highlighting/underlining for many different instructional purposes (i.e., key vocabulary; main ideas). This strategy can also be integrated with the use of technology and electronic information such as eBooks (see example below). As students study, selective highlighting/underlining helps them learn to pay attention to the essential information within a text. Create and use the strategy Introduce students to the Selective Highlighting/Underlining strategy and discuss the purpose of the activity (i.e., focus on vocabulary, main ideas, etc.). Then model the procedure to ensure that students understand how to use Selective Highlighting/Underlining. Give students time and means to practice the technique and reinforce successful performance. Monitor and support students as they work. Teacher should ask students to: 1. Read through the selection first. 2. Reread and begin to highlight main ideas and their supporting details. 3. Highlight only the facts which are important or the key vocabulary not the entire sentence. 4. After highlighting, look at what they have highlighted and summarize what they read. 5. Take what was highlighted and write a summary paragraph. Teachers may wish to have students use various colors of highlighters to identify main ideas from details (e.g., use orange to represent main ideas and yellow to represent supporting details). When using an eBook, teachers should ask students to: 1. Read through the selection first. 2. Reread and select a portion of the text that the student wishes to highlight by highlighting or changing the font of the text OR using text boxes for comments. o From the menu select the add text box option. o Type in the comment into the text box and click anywhere outside the text box to finish. 3. Summarize what they read by using the highlighted text or text boxes to write a summary paragraph. Further reading • http://drscavanaugh.org/ebooks/ebrs/note_taking.htm Research citation Jones, R. (2006). Strategies for Reading Comprehension: Selective Underlining. Retrieved 2008, April 14, from http:// www.readingquest.org/strat/underline.html DR
  • 20. 20 Semantic Feature Analysis Background The Semantic Feature Analysis strategy engages students in reading assignments by asking them to relate selected vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is related to one another. Use this strategy to help students: • understand the meaning of selected vocabulary words • group vocabulary words into logical categories • analyze the completed matrix Benefits A Semantic Feature Analysis improves students’ comprehension, vocabulary, and content retention. This strategy helps students to examine related features or concepts and make distinctions among them. By analyzing the completed matrix, students are able to visualize connections, make predictions, and better understand important concepts. Teachers can use this strategy with the whole class, small groups, or individually. Monitoring each student’s matrix provides teachers with information about how much the students know about the topic. This allows teachers to tailor instruction accordingly. Create and use the strategy Select a passage of text for students. Model the procedure for using the matrix as a tool for recording reading observations. Provide students with key vocabulary words and important features related to the topic. Assist students as they prepare their matrix. Vocabulary words should be listed down the left hand column and the features of the topic across the top row of the chart. Once the matrix outline is complete, review all the words and features with the students and have them carefully read the text selection. Follow the steps below for using the Semantic Feature Analysis strategy: 1. Have students read the assigned text. 2. As they read, have students place a “+” sign in the matrix when a vocabulary word aligns with a particular feature of the topic. If the word does not align students may put a “-” in the grid. If students are unable to determine a relationship they may leave it blank. 3. After reading and completing the matrix, have students analyze their completed graphics by: o sharing their observations; o discussing differing results; and/or o writing a summary of what they learned Further reading • http://searchlight.utexas.org/content/serp-secondary/materials/t1010662.pdf* • http://www.readingquest.org/strat/sfa.html • http://edweb.sdsu.edu/triton/guides/SFA.html • http://searchlight.utexas.org/content/serp-secondary/activities/semantic-feature-analysis/view?SearchableText=&sear ch=true&Subj=Vocabulary References Johnson, D. D. & Pearson, P. D. (1984). Teaching reading vocabulary. New York: Holt, Rinehart and Winston. Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt. DR
  • 22. 22 Story Maps Background Story Maps are used for teaching students to work with story structure for better comprehension. This technique uses visual representations to help students organize important elements of a story. Students learn to summarize the main ideas, characters, setting, and plot of an assigned reading. Benefits Story Maps can be used with the entire class, small groups, or for individual work. This strategy helps students examine the different components of an assigned text or story. Story Maps can be used with both fiction (i.e., defining characters; events) and nonfiction (i.e., main ideas; details). The use of Story Maps as a comprehension strategy can be beneficial for all students, and are especially helpful for students needing the additional support of a graphic organizer. Create and use the strategy The teacher decides upon that text to be read and determines the key elements that the students should identify. Teachers choose (or create) a Story Map that is most appropriate for the type of assigned reading (i.e., fiction or non- fiction). As with all strategy instruction, teachers should model the procedure to ensure that students understand why and how to use the strategy. Teachers should monitor and support students as they work. 1. Teachers should introduce the text/story to be read and provide each student with a blank Story Map. 2. Students begin by recording the title of the assigned text on the Story Map. 3. The other components of the story may be mapped out during the reading process. Examples of such key elements are listed below: Story Element Examples Characters Who are the people who were involved? Which ones played major roles? Which ones were minor? Setting Where and when did this event take place? Over what period of time? Plot Problem/Goal: What set events in motion? What problem arose, or what were the key players after? Events/Episodes: the key steps or events that capture the progress of the situation. Resolution/Outcome: How was the problem solved? Was the goal attained? Theme The larger meaning or importance, the moral, the “so what?” 4. After the students have completed their Story Maps, they may discuss why each element was recorded. 5. A class Story Map may be created by putting the information on a large sheet of paper. The map is discussed and students are encouraged to add items to the categories or even to suggest new categories. References Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. Guilford Press: New York, NY. Reutzel, D.R. (1985). Story maps improve comprehension. Reading Teacher, 38(4), 400-404. DR
  • 23. 23   Setting Where? When? Main Characters   Problem   Resolution   Event 3   Event 2   Event 1   All About Adolescent Literacy www.adlit.org Resources for Parents and Educators of Kids Grades 4—12 Name Story Title Story Map
  • 25. 25 Structured Notetaking Background Structured Notetaking is a strategy that helps students become more effective note takers. Using graphic organizers specific to a particular text, structured notes assist students in understanding the content of their reading. Initially teachers create the graphic organizers, but as students become more comfortable with using structured notes they are able to construct their own, matching the structure of their graphic organizer to the structure of the texts they read. Benefits Structured notes are really helpful when students are faced with interpreting complex text structures. The notes give students a reading guide to use as they navigate through difficult text, and act as a model of how students should organize their ideas as they are reading. Create and use the strategy 1. Review the text and create a graphic organizer that matches the structure of the text. Provide each student with a copy of the organizer and the text they will read. 2. Review the structure of the organizer and how it relates to the structure of the text your students will read. 3. As students read and complete the organizer, remind them to review their responses and reflect on the connections being made between concepts. 4. Have students discuss their responses as a whole group or within their small groups. Remind students to focus their discussion on any questions where student answers differed. 5. At the completion of the reading, discuss how you created the graphic organizer and why you chose a particular structure for it. You may want to help students understand some of the common ways that information is organized (Buehl, 2000). a. Cause/effect b. Propostion/support c. Goal/action/outcome d. Compare/contrast e. Problem/solution f. Concept/definition References Buehl, D. (2000). Classroom Strategies for interactive Learning (2nd Ed.) Newark, DE: IRA Smith, P., & Tompkins, G. (1988). “Structured Notetaking: A new strategy for content area teachers.” Journal of Reading, 32, 46-53. DR
  • 27. 27 SQ3R: Survey-Question-Read-Recite-Review Background SQ3R is a comprehension strategy that helps students think about the text they are reading while they’re reading. Often categorized as a study strategy, SQ3R helps students “get it” the first time they read a text by teaching students how to read and think like an effective reader. Benefits Do you have students who get to the end of reading their textbook selection and have no idea what they’ve read? These students can benefit from using the SQ3R because it requires them to activate their thinking and review their understanding throughout their reading. It also dissuades students from waiting and then cramming for tests since the five steps requires them to review information and create notes during their initial reading. Their notes from the initial reading become their study guides. Create and use the strategy As with its sister strategy Question-Answer Relationship (QAR), SQ3R requires the teacher to model. 1. Explain to students that effective readers do many things while reading, including surveying, questioning, reading, reciting and reviewing. 2. Choose a content area passage to read and model the five SQ3R steps. 3. During each step, make sure to explain what you’re doing and why you’re doing it. 4. After your modeling session, invite students to independently read a selection and practice applying the SQ3R steps. This could be completed as an in-class or take-home assignment. 5. Afterwards ask students to review their notes and reflect on the process. Were they surprised by how much they remember by using the SQ3R method? 6. Students may not be “sold” on this strategy the first time they try it. Not all readings will be worth the time it takes to complete the SQ3R steps, so help students to understand not just how to apply it, but when to apply it. What it looks like This strategy includes the following five steps (Robinson, 1946): • Survey: Students review the text to gain initial meaning from the headings, bolded text, and charts. • Question: Students begin to generate questions about their reading from previewing it. • Read: As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus students’ reading. • Recite: As students move through the text they should recite or rehearse the answers to their questions and make notes about their answer for later studying. • Review: After reading, students should review the text to answer lingering questions and recite the questions they previously answered. References Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall. Robinson, F.P. (1946). Effective Study. New York: Harper & Row. DR
  • 28. 28 SQ3R Chart Name ___________________________ Date ____________________ SQ3R Chart Title of Work: _______________________ Survey: Record important titles and subtitles from work. ____________________________________ ____________________________________ Question: Write "Who, What, When, Where, and Why" questions from main topics. ____________________________________ ____________________________________ Read: Write answers to questions from above. ____________________________________ ____________________________________ Recite: Record key facts and phrases as needed for each question. ____________________________________ ____________________________________ Review: C reate a summary paragraph for each question. ____________________________________ ____________________________________
  • 29. 29 Text Structure Background Text structure refers to how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. Teaching students to recognize common text structures can help students monitor their comprehension. Benefits Teachers can use this strategy with the whole class, small groups, or individually. Students learn to identify and analyze text structures which helps students navigate the various structures presented within nonfiction and fiction text. As a follow up, having students write paragraphs that follow common text structures helps students recognize these text structures when they are reading. Create and Use the Strategy To create the text structure strategy teachers should: 1. Choose the assigned reading and introduce the text to the students. 2. Introduce the idea that texts have organizational patters called text structures. 3. Introduce the following common text structures (see chart below for more detailed information): o description, o sequence, o problem and solution, o cause and effect, and o compare and contrast. 4. Introduce and model using a graphic organizer to chart the text structure. To use the text structure strategy teachers should: 1. Show examples of paragraphs that correspond to each text structure. 2. Examine topic sentences that clue the reader to a specific structure. 3. Model the writing of a paragraph that uses a specific text structure. 4. Have students try write paragraphs that follow a specific text structure. 5. Have students diagram these structures using a graphic organizer. Examples Table adapted from http://forpd.ucf.edu/strategies/strattextstructure.html DR
  • 30. 30 Text Structure Definition/Example Organizer Description This type of text structure features a detailed description of something to give the reader a mental picture. EXAMPLE: A book may tell all about whales or describe what the geography is like in a particular region. Descriptive Pattern [pdf] Describing Qualities Cause and Effect This structure presents the causal relationship between an specific event, idea, or concept and the events, ideas, or concept that follow. EXAMPLE: Weather patterns could be described that explain why a big snowstorm occurred. Cause-Effect Pattern[pdf] Process/Cause and Effect Comparison/Contrast This type of text examines the similarities and differences between two or more people, events, concepts, ideas, etc. EXAMPLE: A book about ancient Greece may explain how the Spartan women were different from the Athenian women. Comparison/Contrast Order/Sequence This text structure gives readers a chronological of events or a list of steps in a procedure. EXAMPLE: A book about the American revolution might list the events leading to the war. In another book, steps involved in harvesting blue crabs might be told. Sequence Pattern[pdf] Chronological Sequence Problem-Solution This type of structure sets up a problem or problems, explains the solution, and then discusses the effects of the solution. Problem-Solution Organizer Other examples of text structure strategies may be found using the following links: • http://www.literacymatters.org/lessons/textstructure.htm • http://forpd.ucf.edu/strategies/strattextstructure.html • http://www.literacymatters.org/content/text/intro.htm • http://wvde.state.wv.us/strategybank/IdentifyingTextStructure.html Research citations Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1995). Text organization and its relation to reading comprehension: A synthesis of research. Eugene, OR: National Center to Improve the Tools of Educators. Retrieved March 26, 2008, from http://idea.uoregon.edu/~ncite/documents/techrep/tech17.html Dymock, S. (2005). Teaching Expository Text Structure Awareness. The Reading Teacher, 59(2), 177-181. Simonsen, S. (1996). Identifying and Teaching Text Structures in Content Area Classrooms. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content Area reading and Learning: Instructional Strategies (2nd ed.). Needham Heights, MA: Allyn and Bacon.
  • 38. 38 Word Hunts Background Word Hunts are used to enhance students’ vocabulary growth. Teachers ask students to look for words and patterns in reading materials based upon selected features. Word Hunts focus on the structure and meaning of words by turning students’ attention to spelling patterns and root words. Benefits Opportunities for students to work with words are important to enhancing students’ vocabularies, as well as increasing their comprehension. The Word Hunt strategy is a fun, versatile, and simple technique to improve students’ vocabulary. Use this strategy with the whole class, small groups, or individually. Word Hunts help students learn how words are used in different contexts. Create and use the strategy 1. Introduce the book or topic to be read along with the specific word patterns of study; 2. Provide students with written material (i.e., newspapers, magazines, dictionaries, novels, and/or news articles on the internet). 3. Model word hunting by using a portion of text copied onto chart paper, overhead transparencies, or a familiar book 4. Demonstrate how to locate words that fit the patterns under study and how to record those word into categories 5. Ask the students to read and reread a text to find words that fit a particular pattern. 6. Have students write down words they find that fit the desired patterns in journals or on charts. 7. Ask student to form small groups and read the words they found aloud. 8. Have students check to see what new words they can add to their journals or charts. 9. Ask students to find words that they can group together in categories. 10. Record the words on chart paper for a whole-class display. Further reading http://red6747.pbwiki.com/Word+Hunts Research Citations Barger, J. (2006). Building word consciousness. The Reading Teacher. 60(3), 279-281. Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction. (3rd ed). Upper Saddle River, NJ: Pearson Prentice Hall. Bloodgood, J.W., Pacifici, L.C. (2004). Bringing word study to intermediate classrooms. The Reading Teacher. 58(3), 250-263. Ivey, G., & Fisher, D. (2006). Creating Literacy-Rich Schools for Adolescents. http://www.ascd.org/portal/site/ascd/ template.chapter/ menuitem.5d91564f4fe4548cdeb3ffdb62108a0c/ ?chapterMgmtId=329393cbc00d9010VgnVCM1000 003d01a8c0RCRD DR
  • 40. 40 Exit Slips Background The Exit-Slip strategy requires students to write responses to questions you pose at the end of class. Exit Slips help students reflect on what they have learned and express what or how they are thinking about the new information. Exit Slips easily incorporate writing into your content area classroom and require students to think critically. There are three categories of exit slips (Fisher & Frey, 2004): • Prompts that document learning, o Ex. Write one thing you learned today. o Ex. Discuss how today’s lesson could be used in the real world. • Prompts that emphasize the process of learning, o Ex. I didn’t understand… o Ex. Write one question you have about today’s lesson. • Prompts to evaluate the effectiveness of instruction o Ex. Did you enjoy working in small groups today? Other exit prompts include: • I would like to learn more about… • Please explain more about… • The most important thing I learned today is… • The thing that surprised me the most today was… • I wish… Benefits Exit Slips are great because they take just a few minutes and provide you with an informal measure of how well your students have understood a topic or lesson. Create and use the strategy • At the end of your lesson or five minutes before the end of class, ask students to respond to a prompt you pose to the class. • You may state the prompt orally to your students or project it visually on an overhead ro blackboard. • You may want to distribute 3X5 cards for students to write their responses on or allow students to write on loose-leaf paper. • As students leave your room they should turn in their exit slips. • Review the exit slips to determine how you may need to alter your instruction to better meet the needs of all your students. • Collect the exit slips as a part of an assessment portfolio for each student. References Fisher, D., and Frey, N. (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall. AR
  • 41. 41 Exit Slips     Write  one  thing  you  learned  today.                                 Name     Rate  your  understanding  of  today’s  topic  on  a  scale  of    1-­‐10.  What  can  you  do  to   improve  your  understanding?                               Name  
  • 42. 42 Exit Slips     Discuss  one  way  today’s  lesson  could  be  used  in  the  real  world.                                 Name     Describe  one  topic  that  we  covered  today  that  you  would  like  to  learn  more  about.                                 Name  
  • 43. 43 Exit Slips     One  thing  I  didn’t  understand:                                 Name     Of  the  two  strategies  we  learned  today,  which  one  did  you  find  most  useful?  Why?                                 Name  
  • 44. 44                                     Name                                     Name   Exit Slips
  • 45. 45 Frame Routine Background The Frame Routine is a strategy designed to assist students as they organize topics, main ideas and details about reading assignments. This technique includes a basic hierarchic graphic organizer called a “Frame” that can be used to help students think and talk about the key topic and essential related information. Benefits Frames allow students to identify the main ideas and supporting details while reading texts. As they list them on a Frame graphic, comprehension of the written material tends to increase. The Frame Routine is flexible and can be used with all content areas. The Frame Routine can be particularly beneficial to many students with learning disabilities because it depicts the organization of the concepts that students are expected to learn. Create and use the strategy Introduce the assigned passage of text to the students. Discuss the Frame Routine technique and model the procedure by co-constructing an initial Frame graphic. Simultaneously fill in information with students on blank copies of the form. This provides teachers with the opportunity to monitor the students’ level of understanding and to adjust instruction as needed. After students have become familiar with use of the Frame Routine, they can use the Frame graphics independently or in small groups as they identify main ideas and essential details from pre-selected texts. There are five basic steps for using the Frame Routine: 1. Select the topic The teacher introduces the lesson topic and provides students with a blank Frame. Students note the topic in the appropriate spaces on the graphic. This would most likely be the title of the reading selection. 2. Determine the main ideas Students record brief statements or words that summarize key ideas relating to the topic. 3. Discuss the details The details that are important for students to learn and remember are written on the Frame graphic in the essential details boxes. These essential details can later be ranked on the graphic according to level of importance. 4. Develop the “Big Idea” The teacher, small groups, or the whole class develop the Big Idea statement or the “So what?” idea. This statement is designed to help students understand how the topic fits with the overall context. These statements can take the form of: o A short summary o A conclusion the student has drawn o A connection to a real-world application relevant to the student 5. Evaluate the information The teacher facilitates evaluation of the new information when it is clearly organized. Several follow-up activities can then be employed to extend students’ understanding of important concepts. Such activities might include the following: o Having in-depth discussions; o Debating various points; o Drawing conclusions; o Making connections to other ideas; o Forming predictions, or forecasts; and o Engaging in journal writing AR
  • 46. 46 References Ellis, E. S. (1998). Framing Main Ideas and Essential Details to Promote Comprehension. Retrieved 2008, February 6, from http://www.ldonline.org/article/5765 Ellis, E. S. (2008). The University of Kansas Center for Research on Learning. The Framing Routine: Framing the big picture with essential details. http://www.ku-crl.org/library/cer/frame.shtml Name Essential Details Essential Details Essential Details is about… Key Topic Main Idea Main Idea Main Idea   Big Idea
  • 47. 47 Question Frames Student’s Name: Directions: Choose a question frame from each question level in order to develop five questions based on your reading selection. Use these questions for review or to share in class for discussion. Recall: What is _________________________________________________________________________________? Define __________________________________________________________________________________. Identify the ______________________________________________________________________________. Who did ________________________________________________________________________________? Analysis: What is the main idea ______________________________________________________________________? List the main events of ______________________________________________________________________. What are the parts of a _____________________________________________________________________? What is the topic of ________________________________________________________________________? Comparison: Compare the characters in ___________________________________________________ to the characters in ________________________________________________________________________________________. What is the difference between _____________________________ and ______________________________? Inference: What do you think will happen next in the ______________________________________________________? What is the main conclusion from _____________________________________________________________? Predict what _________________________________________________________________________ will do. What would happen if ______________________________________________________________________? Evaluation: What is your opinion of _____________________________________________________________________? What is the best solution to the problem of ______________________________________________________? Evaluate the writing of ______________________________________________________________________. Defend your opinion about __________________________________________________________________.
  • 48. 48 Question Starters Student’s Name: Directions: Use the key words on the right column in order to develop questions related to your reading selection. Type of question Recall: who, what, list, repeat, identify, name, when, define Analysis: summarize, categorize, divide, separate Comparison: differentiate, compare, contrast Inference: predict, conclude, what if, anticipate, infer Evaluation: judge, defend, prove, assess, evaluate
  • 49. 49 Question the Author (QtA) Background Question the Author (QtA) is a comprehension strategy that requires students to pose queries while reading the text in order to challenge their understanding and solidify their knowledge (Beck et al., 1997). Primarily used with nonfiction text, QtA lets students critique the author’s writing and in doing so engage with the text to create a deeper meaning. Benefits QtA aims to engage all students with the text. Although it requires a bit of prep work, you will reap the rewards of your labor through the student interactions and discussions in your classroom. Create and use the strategy Beck et al. (1997) identify specific steps you should follow during a QtA lesson: 1. Select a passage that is both interesting and can spur a good conversation. 2. Decide appropriate stopping points where you think your students need to delve deeper and gain a greater understanding. 3. Create queries (questions to encourage critical thinking) for each stopping point. a. Ex: What is the author trying to say? b. Ex: Why do you think the author used the following phrase? c. Ex: Does this make sense to you? To introduce the strategy, display a short passage to your students along with one or two queries you have designed ahead of time.Model for your students how you think through the queries. Invite individual students or small groups to read and work through the queries you have prepared for their readings.Remember that your role as the teacher during this strategy is to facilitate the discussion, not lead it. When students ask questions that go unanswered, try to restate them and encourage students to work to determine the answer. Beck, I.L., & McKeown, M.G., Hamilton, R.L., & Kugan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association. AR
  • 51. 51 Author Study Author’s name: Author’s life Books by this author: Story themes: Genres: Memorable characters: • Childhood • Family • Education • Various Jobs • Thoughts on being a writer • Memorable Characters • Plot • Setting • Humor • Excitement • Author’s Purpose • Themes Why I like this author Author’s craft:
  • 52. 52 Question-Answer Relationship (QAR) Background Question-Answer relationship (QAR) is a strategy to be used after students have read. QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them. Four types of questions are examined in the QAR. They include: • Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text. • Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning. • Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question. • On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question. Benefits QAR empowers students to think about the text they are reading and beyond it, too. It inspires them to think creatively and work cooperatively while challenging them to use literal and higher-level thinking skills. Create and use the strategy QAR is a simple strategy to teach students as long as you model, model, model. 1. Depending on your students, you may choose to teach each type of question individually or as a group. Explain to students that there are four types of questions they will encounter. Define each type of question and give an example. 2. Read a short passage aloud to your students. 3. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer. 4. Next, show your students how find information to answer your question (i.e., in the text, from your own experiences, etc.). 5. After you have modeled your thinking process for each type of question, invite students to read another passage on their own, using a partner to determine the type of question and how to find the answer. 6. After students have practiced this process for several types of questions and over several lessons, you may invite students to read passages and try to create different types of questions for the reading. Notes: • Students may work by themselves, in pairs or small groups. Remind students that they should be prepared to discuss and debate their reactions to the questions and how they figured out their answers. • QARs require students to activate both literal and critical thinking skills. For students who have a hard time thinking beyond the text, this will be a challenging task and will require a lot of time to apply to their own readings. These students will need consistent practice in determining the type of thinking the text is requiring them to do. AR
  • 53. 53 QAR Practice – Given Questions
  • 54. 54 QAR Practice – Given Questions
  • 56. 56 Summarizing Background Summarizing teaches students how to take a large selection of text and reduce it to the main points for more concise understanding. Upon reading a passage, summarizing helps students learn to determine essential ideas and consolidate important details that support them. It is a technique that enables students to focus on key words and phrases of an assigned text that are worth noting and remembering. Benefits Summarizing builds comprehension by helping to reduce confusion. Teachers train students to process the information they read with the goal of breaking down content into succinct pieces. This strategy can be used with the whole class, small groups, or as an individual assignment. Summarizing text by using writing activities builds on prior knowledge, helps improve writing, and strengthens vocabulary skills. Create and use the strategy Pre-select and introduce the text to be used in the Summarizing technique. Decide whether to have students use this strategy within one section, on one page, or with the entire book. Then, model the process of sifting out extra verbiage and extraneous examples within the passage. Give your students ample time and opportunities to practice. 1. Begin by reading OR have students listen to the text selection. 2. Ask students to write a summary of the target text based on the following framework questions: a. What are the main ideas? b. What are the crucial details necessary for supporting the ideas? c. What information is irrelevant or unnecessary? 3. Guide students throughout the summary writing process. Have them use key words or phrases to identify the main points from the text. 4. Encourage students to write successively shorter summaries, constantly refining their written piece until only the most essential and relevant information remains. References Jones, R. (2007). Strategies for Reading Comprehension: Summarizing. Retrieved 2008, January 29, from http://www. readingquest.org/strat/summarize.html. Guthrie, J. T. (2003). Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding. In C. Snow & A. Sweet (Eds.), Reading for Understanding: Implications of RAND Report for Education (pp. 115-140). New York: Guilford. AR
  • 57. 57 Sum It Up S u m I t U p NAME DATE TITLE of READING SELECTION 1. Read the selection and underline the key words and main ideas. Write these in the blank area below where it says “Main Idea Words.” 2. At the bottom of this sheet, write a one-sentence summary of the article, using as many main idea words as you can. Imagine you only have $2.00, and each word you use will cost you 10 cents. See if you can “sum it up” in twenty words! Main Idea Words: “Sum It Up” for $2.00 ____________ __________ __________ __________ __________ __________ __________ ____________ __________ __________ __________ __________ __________ __________ ____________ __________ __________ __________ __________ __________ Adapted from Pat Widdowson Surry County (NC) Schools
  • 58. 58 One-Sentence Summary Chart Student’s name: Frame Sentence Directions: Use the following chart to help you develop a summary about what you read. Then use the words from the chart to complete the summary sentence frame at the bottom of the page. Identify the topic being summarized. Tell what it begins with. Tell what is in the middle – helpful words: covers, discusses, presents, continues with. Tell what it ends with. ______________________________________________________ began with ______________________ __________________________________ continue with ________________________________________ ______ ,and ended with __________________________________________________________________.
  • 59. 59 One-Sentence Summary Frames Student’sname: Directions:Usethefollowingsentenceframestodevelopaone-sentencesummaryaboutyourreadingselection. 1.DESCRIPTION: A__________________________________isakindof___________________________________ that___________________________________________________________________________. 2.COMPARE/CONTRAST: ____________________________and___________________________aresimilarinthattheyboth ______________________________________,but_____________________________________, while___________________________________________________________________________. 3.SEQUENCE: _____________________beginswith_________________________________________________, Continueswith_________________________________,andendswith________________________. 4.PROBLEM/SOLUTION: __________________________wanted____________________________,but________________ _______________________________,so_____________________________________________. 5.CAUSE/EFFECT: _____________________________happensbecause_____________________________________.
  • 60. 60 RAFT Writing Background RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they’ll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences. Students learn to respond to a writing prompt that requires them to think about various perspectives (Santa & Havens, 1995): • Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President? • Audience: To whom are you writing? A political rally? A potential employer? • Format: In what format are you writing? A letter? An advertisement? A speech? • Topic: What are you writing about? Benefits Students must think creatively and critically in order to respond to prompts, making RAFT a unique way for students to apply critical thinking skills about new information they are learning. RAFT writing is applicable in every content area thereby providing a universal writing approach for content area teachers. Create the strategy 1. Explain to your students the various perspectives (mentioned above) writers must consider when completing any writing assignment. 2. Display a RAFT writing prompt to your class and model on an overhead or Elmo how you would write in response to the prompt. 3. Have students react to another writing prompt individually, or in small groups. It works best if all students react to the same prompt so the class can learn from varied responses. 4. As students become comfortable in reacting to RAFT prompts, you can create more than one prompt for students to respond to after a reading, lesson, or unit. Varied prompts allow students to compare and contrast multiple perspectives, deepening their understanding of the content. Sample RAFT prompts Example 1: R: Citizen A: Congress F: Letter T: Taxation Example 2: R: Scout Finch A: Community of Monroeville, Alabama F: Eulogy for Atticus Finch T: Social Inequality References Mitchell, D. (1996). Writing to learn across the curriculum and the English teacher. English Journal, 85, 93-97. Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall Hunt. AR
  • 61. 61 Anticipation Guides Background An Anticipation Guide is a strategy that is used before reading to activate students’ prior knowledge and build curiosity about a new topic. Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text. Using this strategy stimulates students’ interest in a topic and sets a purpose for reading. Anticipation guides can be revisited after reading to evaluate how well students understood the material and to correct any misconceptions. Benefits Anticipation Guides are loved by teachers because of their ability to engage all students in the exploration of new information by challenging them to critically think about what they know or think they know about a topic. In doing so, anticipation guides set a purpose to the reading, even for those students who initially may not be engaged by the topic. Create the strategy There are several ways to construct an anticipation guide for middle and high school students. Most include the following steps (Duffelmeyer, 1994): 1. Identify the major ideas presented in the reading. 2. Consider what beliefs your students are likely to have about the topic. 3. Write general statements that challenge your students’ beliefs. 4. Require students to respond to the statements with either a positive or negative response. Use the strategy 1. Have students complete the anticipation guide before reading. They may work by themselves, in pairs or small groups. Remind students that they should be prepared to discuss and debate their reactions to the statements on the anticipation guide after they have completed it. 2. After students have finished the guide, encourage a class discussion of students’ reactions to the statements. Remember, you want to activate their critical thinking about the topic, so dig deeper than students’ answers and get to their justifications. 3. Have students read the text with their anticipation guide responses fresh in their minds so they can react to the text as they read. Encourage students to mark or write down where the text supports their initial reaction to statements, or causes them to rethink those reactions. 4. Have a class discussion after reading. Ask students if any of them changed their position on any of the statements. Encourage students to share how they reacted to the text, given their initial responses captured in the anticipation guide. Make sure students share examples from the text where their initial responses were either supported or challenged. References Duffelmeyer, F. (1994). Effective Anticipation Guide statements for learning from expository prose. Journal of Reading, 37, 452-455. McKenna, M.C. (2002). Help for struggling readers: Strategies for grades 3-8. New York: Guilford. BR
  • 62. 62 Before Reading Agree/Disagree Statement/Question After Reading Agree/Disagree 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Name Topic Read each statement below. Respond in the left column whether you agree (A) or disagree (D) with each statement. Think about why you agree or disagree, and be prepared to share. Anticipation Guides
  • 63. 63 Collaborative Strategic Reading (CSR) Background Is a technique that teaches students to work cooperatively on a reading assignment to promote better comprehension. CSR learning logs are used to help students keep track of learning during the collaboration process. Students think about what they are reading and write down questions/reflections about their learning. The completed logs then provide a guide for follow-up activities and evaluation methods. Benefits CSR learning logs may be used across various units of study which offers teachers flexibility for implementation. CSR learning logs provide written documentation of learning, encourage all students to participate actively in their groups, and become excellent study guides. CSR learning logs also assist teachers with recording IEP progress for special education students. Create and use the strategy Introduce students to the selected text and discuss the specific CSR assignment. Prior to reading, students should be: 1. grouped according to varying reading levels 2. provided a set of guidelines for writing their logs (planned activities for logs might include impromptu writing; note taking; or diagram drawing) 3. asked to write what they already know about the topic As students read they should record information learned or questions about the text. Recordings may be written in a notebook, handout, or class-made journals. Students then enter their reaction after reading a text. Teachers should monitor entries, respond to questions, and clarify confusions. Further reading • http://www.ims.issaquah.wednet.edu/CSR/CSR_Learning_Log.pdf* • http://searchlight.utexas.org References Johnson, D. W., & Johnson, R. T. (1989). Cooperative learning: What special educators need to know. The Pointer, 33, 5-10. Klingner, J., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Retrieved 2008, February 21, from http:// www.teachingld.org/pdf/teaching_how-tos BR
  • 65. 65 Concept Sorts Background A concept sort is a strategy used to introduce students to the vocabulary of a new topic or book. Teachers provide students with a list of terms or concepts from reading material. Students place words into different categories based on each word’s meaning. Categories can be defined by the teacher or by the students. When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students’ understanding of the concepts presented. Benefits This technique is beneficial when there is a lot of specialized vocabulary to introduce. Concept sorts enhance reading skills by providing the content to which students can attach new oral vocabulary. This technique has been shown to be particularly beneficial for ELL students. Teachers can use this strategy with the whole class, small groups, individually. Monitoring each student’s sorting process provides teachers with information about how much the students already know about the topic. This allows teachers to tailor instruction accordingly. Create and use the strategy 1. Introduce the book or topic to be read; 2. Choose relevant, important vocabulary terms; 3. Write or print out the terms on cards (one term per card), making several sets; 4. Create and label the categories OR assist students with creating their own categories as they sort the cards. Note: As with all strategy instruction, teachers should model the procedure to ensure that students understand why and how to use the strategy. Provide the students with the cards containing the selected terms. Have the students sort the cards and then explain why they grouped the terms as they did. The students continue the activity by developing a chart of their sort. Note: A more structured way to use concept sorts with a new book is to create story categories (i.e., character, setting, problem, & solution) and have students determine where the selected terms go. Teachers can then ask the students to write a short prediction of what the story will be about. BR
  • 66. 66 Sample Concept Sort The following example introduces students to a book about trees. 1. Introduce and discuss the following pre-selected terms: deciduous leaves water bark evergreen forests branches mountains sunlight soil roots rainforest 2. Then, ask students to sort the terms according to the following categories OR ask the students to sort the cards in a way that is meaningful to them and follow up to check their understanding of the concepts. o Parts of a tree o Types of trees o Where trees grow o What trees need to grow References Baumann, J. & Kame’enui, E. (eds.). (2004). Vocabulary Instruction: Research to Practice. Guilford Press: New York. Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2007). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (4th Edition). Prentice Hall: New Jersey. Douglas, E. (n.d.). Preparing English language learners for reading comprehension. Retrieved 2008, January 21, from http://www.learnnc.org/lp/pages/ell-readcomp0708-1#1-3-0
  • 67. 67 First Lines Background First Lines is a strategy in which students read the beginning sentences from assigned readings and make predictions about the content of what they’re about to read. This pre-reading technique helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text. As students read the text in its entirety they discuss, revisit and/or revise their original predictions. Benefits The First Lines strategy is a versatile and simple technique for improving students’ reading comprehension. It requires students to 1) anticipate what the text is about before they begin reading, and 2) activate prior knowledge. First Lines helps students become active participants in learning and can include writing as a way of organizing predictions and/or thoughts generated from discussions. Monitoring each student’s predictions provides teachers with information about how much the students already know about the topic. This allows teachers to tailor instruction accordingly. Create and use the strategy Choose the assigned reading and introduce the text to the students. Then describe the purpose of the strategy and provide guidelines for discussions about predictions. Explain that students will be looking at the first sentences from texts that they will be reading during the class or unit. You may wish to copy these first lines separately and give them to each student. As with all strategy instruction, you should model the procedure to ensure that students understand how to use the strategy. Monitor and support students as they work. Create and use the strategy To use the First Lines strategy, teachers should: 1. Ask students to begin reading the first line of the assigned text. 2. Ask students to make predictions for the reading based on what they see in the first sentence. 3. Explain that students should be ready to volunteer the ideas for their predictions. 4. Remind students that there is not a “right” or “wrong” way to make predictions about a text, but emphasize that readers should be able to support their predictions from the information in the sentence. 5. Engage the class in discussion about each student’s predictions. 6. Ask students to review their predictions and to note any changes or additions to their predictions in a journal or on recording Sheets before reading the text. Students might work in groups or individually. 7. Encourage students to return to their original predictions after reading the text, assessing their original predictions and building evidence to support those predictions which are accurate. Students can create new predictions as well. Further reading • http://www.learnnc.org/lessons/Readwritethink200606212461 • http://www.readwritethink.org/lessons/lesson_view.asp?id=834 Research Citations Beers, K. (2003). When Kids Can’t Read--What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann. BR
  • 69. 69 Frayer Model Background The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non- examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students. Benefits This instructional strategy promotes critical thinking and helps students to identify and understand unfamiliar vocabulary. The Frayer Model can be used with the entire class, small groups, or for individual work. The Frayer Model draws on a student’s prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples. Create and use the strategy Pre-select a list of key vocabulary from a reading selection. The Frayer Model should be explained and a graphic organizer provided to each student. Then direct students to complete the template individually, in small groups or as a whole class. Model the type and quality of desired answers for the specific concept. 1. Review vocabulary words or concept list with the class before students read the selection. 2. Have students read the assigned text and carefully define the target concepts. Have students complete the four-square chart for each concept. 3. Ask the students to share their conclusions with the entire class. These presentations may be used to review the entire list of new vocabulary or concepts. References Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research. Just Read Now (n.d.). Frayer Model. Retrieved 2008, February 25, from http://www.justreadnow.com/strategies/frayer. htm BR
  • 70. 70  Definition   Examples   Non-examples Facts Word/Concept Name Frayer Model
  • 71. 71 List-Group-Label Background List-Group-Label is a vocabulary strategy that engages students in a three-step process to actively organize their understanding of content area vocabulary and concepts. It provides students with a way to recognize the relationships between words and concepts using their prior knowledge about a topic. The list-group-label strategy can be used before and after students read. Benefits List-Group-Label makes words come alive for students through their conversations and reflections on the “meaning connections” between words. It actively engages students in learning new vocabulary and content by activating their critical thinking skills. Create and use the strategy After selecting a main concept in a reading passage: 1. List: Have students brainstorm all the words they think relate to the topic. a. Visually display student responses. b. At this point do not critique student responses. Some words may not reflect the main concept, but hopefully students will realize this as they begin grouping the words in the next step. 2. Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories. As groups of words emerge, challenge your students to explain their reasoning for placing words together or discarding them. 3. Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate to their reasoning for the grouping. Notes: • Although List-Group-Label may begin as a pre-reading activity, students should return to it as they read through and the text related to the major concept they brainstormed about. They may find they should add words from their reading or re-label the groups of words they created. • Encourage students to discard words very cautiously, particularly during the pre-reading portion of the strategy. Often the best conversation between students centers around words that don’t immediately fall into a major category. References Lenski, S. D., Wham, M. A., & Johns, J. L. (1999). Reading and learning strategies for middle and high school students. Dubuque, IA: Kendall/Hunt. Taba, H. (1967).Teacher’s handbook for elementary social studies. Reading, MA: Addison-Wesley. BR
  • 72. 72 List Group and Label Name Topic In the first column, list all of the words you can think of that are related to the topic. Once you have created your list, group the words based on their similarities. Label each group when you are finished. List-Group-Label
  • 73. 73 Listen-Read-Discuss (LRD) Background Listen-Read-Discuss (LRD) (Manzo & Casale, 1985) is a comprehension strategy that builds students’ prior knowledge before they read a text. During the first stage, students listen as you present the content of their reading through a lecture, often paired with a graphic organizer. Next, students read the text and compare what they learned during the lecture to their understanding of reading the text on their own. Finally, students discuss their understanding of the text with other students in their small group or large group. Benefits LRD is a powerful tool for engaging struggling readers in classroom discussions. Since the content is initially covered orally, students unable to read the entire text on their own are able to gain at least a surface level of understanding about the reading. Those students lacking prior knowledge about the content gain it during the listening stage, allowing them to more easily comprehend the text during the reading stage. Create and use the strategy 1. Listen: You present a lecture on the content of the reading. Include a graphic organizer of the information you discuss. 2. Read: Students read the selection, guided by the idea that the reading may provide another understanding or interpretation of the content. 3. Discuss: Lead a classroom discussion of the material. Encourage students to reflect on the differences between their reading of the content and your presentation. LRD is difficult to use on a daily basis because developing the lecture and the students’ prior knowledge is time intensive. Be selective and choose specific text you feel your students lack prior knowledge about and need more support with as your LRD text. Most students don’t need that high level of support for the content material they will read, but struggling readers and early English language learners will benefit greatly from this strategy. References Manzo, Anthony V., & Casale, Ula P. (1985). Listen-Read-Discuss: A content reading heuristic. Journal of Reading, 28, 372-734. McKenna, M.C. (2002). Help for struggling readers: Strategies for grades 3-8. New York: Guilford.
  • 74. 74 Mnemonics Background A mnemonic is an instructional strategy designed to help students improve their memory of important information. This technique connects new learning to prior knowledge through the use of visual and/or acoustic cues. The basic types of mnemonic strategies rely on the use of key words, rhyming words, or acronyms. Teachers may develop mnemonic strategies or have students come up with their own. Benefits Mnemonics are strategies that can be modified to fit a variety of learning content. This method enhances memory of complex words or ideas and promotes better retention of material to be learned. It is especially beneficial to LD students and others who may have difficulty with information recall. Create and use the strategy Mnemonics may be introduced to students when a set of new information is presented. Discuss the topic to be learned and pre-select a mnemonic strategy such as those listed below (or have students create their own: • Keyword — A keyword is a familiar word that sounds similar to the word or idea being taught. The teacher creates an illustration that links the prior and new information in the student’s memory. Example: The scientific term for common frogs is ranidae. A helpful keyword for ranidae might be rain and a teacher could show a picture of frogs hopping in the rain. • Pegword — Pegwords refer to a set of rhyming words that are used to stand for numbers. For example, the pegword for “one” is “bun.” Pegwords include the following: one is bun six is sticks two is shoe seven is heaven three is tree eight is gate four is door nine is vine five is hive ten is hen Pegwords are used to help students remember information in a particular order. These words are substituted for the number to be remembered and associated with the other information. For instance, to remember that insects have six legs and spiders have eight legs, create a picture of insects on sticks and another picture of a spider on a gate. • Letter — Letter strategies include acronyms and acrostics (or sentence mnemonics). For example, the acronym HOMES can be used to help students recall the names of the Great Lakes o H: Huron o O: Ontario o M: Michigan o E: Erie o S: Superior Teachers then may wish to use verbal cues such as “A good way to remember this is…” for an introduction to the technique. Note: The specific mnemonic strategy will need to be modeled and students should go through the steps of the mnemonic until they can use it independently. Allow students opportunities to practice orally and provide corrective feedback. BR
  • 75. 75 Further reading The following links provide examples of mnemonic strategies: • http://www.ldonline.org/article/5912 • http://human-factors.arc.nasa.gov/cognition/tutorials/mnemonics/index.html • http://www.k8accesscenter.org/training_resources/mnemonics_reading.asp • http://www.readingrockets.org/article/5736 • http://www.ict4us.com/mnemonics/ References Mastropieri, M. A., & Scruggs, T. E. (1998). Constructing more meaningful relationships in the classroom: Mnemonic research into practice. Learning Disabilities Research & Practice, 13, 138-145. Nagel, D. R., Schumaker, J. B., & Deshler, D. D. (1986). The FIRST-letter mnemonic strategy. Lawrence, KS: EXCELLenterprises. Schumaker, J. B., Bulgren, J. A., Deshler, D. D., & Lenz, B. K. (1998). The recall enhancement routine. Lawrence, KS: The University of Kansas. Scruggs, T. E., and Mastropieri, M. A. (1992). Classroom applications of mnemonic instruction: Acquisition, maintenance and generalization. Exceptional Children, 58, 219-229.
  • 76. 76 Peer-Assisted Learning Strategy Background Peer-Assisted Learning Strategies (PALS) is a classwide peer tutoring program. Teachers carefully partner a student with a classmate. The pair works on various activities that address the academic needs of both students. Pairs change over time. PALS can be used across content areas. Benefits PALS does not require special reading materials and consequently enables teachers to use the reading material of their choice. This offers teachers flexibility for incorporating PALS into various content areas. More recently, this technique has been implemented as a strategy for ELL students with LD. The strategy provides direct opportunities for a teacher to circulate in the class, observe students, and offer individual remediation. PALS therefore allows for differentiated instruction via having partners work simultaneously on various teacher-directed activities. Create and use the strategy Create pairs within the classroom by identifying which children require help on specific skills and who the most appropriate children are to help other children learn those skills. Each member of the teacher-assigned pair takes turns being Coach and Reader. These pairs are changed regularly, and over a period of time as students work on a variety of skills. Thus, all students have the opportunity to be “coaches” and “players.” Teachers train students to use the PALS procedures. As the reader reads aloud, the coach listens and provides corrective feedback. The PALS technique is designed to be a 25 to 35 minute activity. It should be implemented 2-4 times a week for effectiveness. Award students points for good reading and coaching. References Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement. Learning Disabilities Research and Practice, 15(2), 85-91. Fuchs, L., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318. Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, (71). Vanderbilt Kennedy Center for Research on Human Development. (n.d.). Peer-Assisted Learning Strategies. Retrieved 2008, January 21, from http://kc.vanderbilt.edu/pals/ BR
  • 77. 77 Possible Sentences Background Possible Sentences is a pre-reading vocabulary strategy that activates students’ prior knowledge about content area vocabulary and concepts. Before reading, students are provided a short list of vocabulary words from their reading, which they group and eventually use to create meaningful sentences. After reading, students check to see if their “possible sentences” were accurate or need revising. Benefits Possible Sentences are great because they spark students’ curiosity about their content area words and reading. By asking your students to guess how the words may be used in the text, you are hoping they are as equally enticed to read the selection and determine if their sentences were accurate. Create and use the strategy 1. Before students read the text, visually display the chosen vocabulary. 2. Ask students to define the words and pair related words together. 3. Ask individual or pairs of students to write sentences using their word pairs. Remind students that their sentences should be ones they expect to see in the text as they read. 4. Have students read the text and compare their possible sentences with the actual sentences within the text. 5. If your students’ possible sentences are inaccurate, ask them to rewrite their sentences to be accurate. 6. Invite students to share their sentences with the class. Notes: • If students have never completed possible sentences you will need to model the process for your students. • Students can either share their sentences before or after they have read the text. Done as a post reading game, students share their sentences without disclosing which are accurate or inaccurate. Teams of students can try to decipher, based on their reading, which sentences are accurate. References Moore, D.W., & Moore, S.A (1986). “Possible sentences.” In Reading in the content areas: Improving classroom instruction. Dubuque, IA: Kendall/Hunt. Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to teach content area vocabulary. The Reading Teacher, 45, 36-45. BR
  • 79. 79 Think Alouds Background Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension. Benefits Think Alouds are practical and relatively easy for teachers to use within the classroom. Teachers are able to model the Think Aloud technique and discuss how good readers often re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read. Think alouds slow down the reading process and allow students to monitor their understanding of a text. Create and use the strategy Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be confusing for students (new vocabulary, unusual sentence construction). Then introduce the assigned text and discuss the purpose of the Think Aloud strategy. Then develop the set of questions to support thinking aloud (see examples below). 1. What do I know about this topic? 2. What do I think I will learn about this topic? 3. Do I understand what I just read? 4. Do I have a clear picture in my head about this information? 5. What more can I do to understand this? 6. What were the most important points in this reading? 7. What new information did I learn? 8. How does it fit in with what I already know? Teachers should next (1) give students opportunities to practice the technique, either in pairs, small groups or individually; and (2) offer structured feedback to students. Initially, the teacher reads the selected passage aloud as the students read the same text silently. At certain points the teacher stops and “thinks aloud” answers to some of the pre-selected questions. Teachers should demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the Think Aloud strategy. As students become familiar with the Think Aloud process, they may work BR
  • 80. 80 Think-Pair-Share Background Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material. Benefits The Think-Pair-Share strategy is a versatile and simple technique for improving students’ reading comprehension. It gives students time to think about an answer and activates prior knowledge. TPS enhances students’ oral communication skills as they discuss their ideas with one another. This strategy helps students become active participants in learning and can include writing as a way of organizing thoughts generated from discussions. Create and use the strategy The teacher decides upon the text to be read and develops the set of questions or prompts that target key content concepts. The teacher then describes the purpose of the strategy and provides guidelines for discussions. As with all strategy instruction, teachers should model the procedure to ensure that students understand how to use the strategy. Teachers should monitor and support students as they work. 1. T : (Think) Teachers begin by asking a specific question about the text. Students “think” about what they know or have learned about the topic. 2. P : (Pair) Each student should be paired with another student or a small group. 3. S : (Share) Students share their thinking with their partner. Teachers expand the “share” into a whole-class discussion. Variation: Teachers can modify this strategy and include various writing components within the Think-Pair-Share strategy. This provides teachers with the opportunity to see whether there are problems in comprehension. Teachers can create a Read-Write-Pair-Share strategy in which students: 1. R: Read the assigned material; 2. W: Write down their thoughts about the topic prior to the discussions; 3. P: Pair up with a partner 4. S: Share their ideas with a partner and/or the whole class. Further reading • Doing Cooperative Learning: Think-Pair-Share Research Citations Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon. Lyman, F. (1981). “The responsive classroom discussion.” In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education. Millis, B. J., & Cottell, P. G., Jr. (1998). Cooperative learning for higher education faculty, American Council on Education, Series on Higher Education. The Oryx Press: Phoenix, AZ. BR
  • 82. 82 Concept Maps Background A concept map help students visualize various connections between words or phrases and a main idea. There are several types of concept maps; some are hierarchical, while others connect information without categorizing ideas. Most are comprised of words or phrases surrounded by a circle or square that connect to one another and ultimately back to the main idea through graphic lines. These lines help students to “negotiate meaning” (Hyerle, 1996) as they read and make the meaning connections between the main idea and other information. Benefits Concept maps have been shown to support struggling readers (Lovitt & Horton, 1994) by building off of students’ prior knowledge and asking them to reflect on their understanding while reading. They are easy to construct and can be used across all content areas. Create and use the strategy There are several ways to construct concept maps for middle and high school students. Most include the following steps: 1. Model for your students how you identify the major ideas presented in a reading as you read. 2. Organize your ideas into categories if applicable to the type of concept map you chose. Remind students that your organization may change as you continue to read and add more information. 3. Use lines or arrows to represent how ideas are connected to one another, a particular category, and/or the main concept. You can use concept maps as a pre-reading strategy by inviting students to share what they already know about a particular concept. As students begin reading and adding to the map, they are able to meld their prior knowledge with new information they have gathered from their reading. After students have finished the guide, encourage them to share their concept maps with one another in pairs or small groups. This will allow students to share and reflect on how they each interpreted the connections between concepts and words. Encourage students to use the concept map to summarize what they have read, organize their writing on the concept, or to create a study guide for their own studying. References Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association of Supervisors of Curriculum Development. Lovitt, T.C., & Horton, S.V. (1994). Strategies for adapting science textbooks for youth with learning disabilities. Remedial and Special Education, 15, 105-116. DR