Reading
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3-2-1
Being able to read informational texts effectively is a fundamental quality of successful readers.
1. Students learn to use the 3-2-1 strategy
2. Write about three things they discovered
3. Two things they found interesting
4. One question they still have.
5. After teacher modeling, students read a magazine article independently and use the 3-2-1 strategy to comprehend what they read.
More Details
1. Students learn to use the 3-2-1 strategy
2. Write about three things they discovered
3. Two things they found interesting
4. One question they still have.
5. After teacher modeling, students read a magazine article independently and use the 3-2-1 strategy to comprehend what they read.
More Details
3-2-1 RIQ
This strategy can be used with text, video,field trip or as a review of new information.
Click here for detailed directions.
Click here for detailed directions.
3-MINUTE PAUSE
3-Minute Pause is similar to a time out in a sporting event. Sometimes when students read they need a time out to reflect on what they have read, ask questions, clear up something confusing, etc. During a 3-Minute Pause students summarize, make connections, share something interesting, or ask a question. This strategy is quick and easy to incorporate into your lessons.
3-Minute Pause at Literacy Geeks
3-Minute Pause at Literacy Geeks
ANALOGIES
Analogies are an effective way to help students link new learning with a familiar concept. This strategy can be applied to any content area. To learn more about it, click on the link to view the Prezi . Also included is a template example and a blank template to create your own.
(explanation)
(template)
(explanation)
(template)
ANNOLIGHTING TEXT
annolighting_a_text.pdfUse this strategy during and after reading to generate questions, analyze and interpret, or draw conclusions.
Click here for detailed directions.
Click here for detailed directions.
CLOSE READING
CCSS require all students K-12 to learn what it means to close read. As you peruse the chart you will notice things you already do, but perhaps you will find something new to try.
http://elearninginfographics.com/how-to-teach-close-reading-infographic/
http://elearninginfographics.com/how-to-teach-close-reading-infographic/
COLOR - SYMBOL - IMAGE
CSI is a strategy in which students must figure out the big ideas from a reading, video, or speaker through color, symbol and an image.
Procedure:
Optional beginning:
You could have students share out main ideas to get started.
1. Each student chooses a COLOR and states why this color represents a main idea.
2. Next each student chooses a SYMBOL that represents a main idea and states why.
3. Lastly, each student chooses an IMAGE that represents a main idea and states why. The image may be a sketch, or a photograph.
4. Share with a partner, small group or on a google presentation for a large group share.
Additional suggestions may be found in Making Thinking Visible by Ritchhart,Church, and Morrison.
Copies available via district libraries.
Procedure:
Optional beginning:
You could have students share out main ideas to get started.
1. Each student chooses a COLOR and states why this color represents a main idea.
2. Next each student chooses a SYMBOL that represents a main idea and states why.
3. Lastly, each student chooses an IMAGE that represents a main idea and states why. The image may be a sketch, or a photograph.
4. Share with a partner, small group or on a google presentation for a large group share.
Additional suggestions may be found in Making Thinking Visible by Ritchhart,Church, and Morrison.
Copies available via district libraries.
COMPASS POINTS
Compass points is a strategy that can be used with informational or narrative text, video, blog etc. This is an extension of the traditional pro/con which encourages deeper thinking. It uses the compass points for thinking at different angles.
E=Excitements. What excites you about this idea? What's the positive?
W=Worries-What do you find worrisome? What the negative?
N=Needs-What else do you need/want to know?
S=Stance, Steps, or Suggestions-What is your current stance/opinion?
What steps do you take next to evaluate this idea?
What suggestions do you have at this point?
Share-their thinking
Additional suggestions may be found in Making Thinking Visible by Ritchhart,Church, and Morrison.
Copies available via district libraries.
E=Excitements. What excites you about this idea? What's the positive?
W=Worries-What do you find worrisome? What the negative?
N=Needs-What else do you need/want to know?
S=Stance, Steps, or Suggestions-What is your current stance/opinion?
What steps do you take next to evaluate this idea?
What suggestions do you have at this point?
Share-their thinking
Additional suggestions may be found in Making Thinking Visible by Ritchhart,Church, and Morrison.
Copies available via district libraries.
CONCEPT CIRCLES
Concept Circles is a visual organizer divided into four sections. It can be used with informational text/videos for concepts, topics, and organizing ideas around vocabulary knowledge in all content areas.An Explanation and examples are provided to help you implement the strategy.
Template
Template
DOUBLE ENTRY DIARY
The Double Entry Diary allows students to document ideas from texts and make connections while they are reading.
AdLit.org Resource
Template
AdLit.org Resource
Template
Five Movement Strategies in the High School Classroom
Research suggests movement and learning coincide. As the year winds down, these movement strategies may be useful in lesson planning. Check out... "Five Movement Strategies in the High School Classroom".
FLOW CHARTS
A flowchart represents a process, it can be simple or complex.
The sample below was created on Gliffy by Paul K! PowerPoint and Word also have flow chart layouts.
The sample below was created on Gliffy by Paul K! PowerPoint and Word also have flow chart layouts.
GENERATING QUESTIONS: BEFORE - DURING - AFTER
Readers who are actively engaged in text continuously self question as they read. This strategy can be used with any text, fiction or non-fiction. Excellent strategy for content areas. This is a step by step process which includes a Before, During, and After questioning chart.
Link to Template |
GIST
The GIST Procedure is a strategy that can be used to improve students’ abilities to comprehend the gist or main ideas of a text.
Template More information & Organizers
Template More information & Organizers
GROUP SUMMARIES
This strategy can be used with text or video.
1. Students choose the method for note taking the main ideas that works best for them. (traditional method, pictures, concept map etc.)
2. Group students and have them discuss similarities and differences between their notes.
3. Students then compile their notes into a single-paragraph group summary.
This strategy requires students to think about what was important in their own notes and then discuss what needs to be included in their group paragraph.
1. Students choose the method for note taking the main ideas that works best for them. (traditional method, pictures, concept map etc.)
2. Group students and have them discuss similarities and differences between their notes.
3. Students then compile their notes into a single-paragraph group summary.
This strategy requires students to think about what was important in their own notes and then discuss what needs to be included in their group paragraph.
HEADLINES
Headlines is as a reflection activity that identifies if students have an understanding of the main idea of the learning.
1. Students need to write a headline that explains the main idea.
2. Students justify in small groups their heading.
3. Headlines can be shared with the whole class and students can look for commonalities.
Note: If you want to find out more ideas for using this strategy checkout out Making Thinking Visible by Ritchhart, Church, and Morrison. The book is available via district libraries.
1. Students need to write a headline that explains the main idea.
2. Students justify in small groups their heading.
3. Headlines can be shared with the whole class and students can look for commonalities.
Note: If you want to find out more ideas for using this strategy checkout out Making Thinking Visible by Ritchhart, Church, and Morrison. The book is available via district libraries.
ICON PROMPT
Icon Prompt is a scaffold thinking and discussion strategy.
It can be used at the beginning of a unit, end of a unit or both to see how their thinking has changed.
It can be used at the beginning of a unit, end of a unit or both to see how their thinking has changed.
INNER VOICE
Do you have a conversation with yourself as you read? If not, you are not really reading.
Kids need to be explicitly taught that they have two inner voices. The reciting voice which reads the words and the conversation voice that talks back to the text. (Resource)
Our strategy of the week is Inner Voice. Use the template to connect to their inner voice. It can be modified to fit your needs.
Kids need to be explicitly taught that they have two inner voices. The reciting voice which reads the words and the conversation voice that talks back to the text. (Resource)
Our strategy of the week is Inner Voice. Use the template to connect to their inner voice. It can be modified to fit your needs.
IT SAYS, I SAY...AND SO
Process
- Introduce the strategy by using a short, familiar text, a fairy tale, for example.
Provide students with a question/questions requiring inferential thinking. - Model the use of the chart with students.
- Have students evaluate their reasoning processes.
- It is helpful to have students discuss their responses in small groups.
LET's COMPARE NOTES
Students use a highlighter to identify notable passages which they believe capture the essence of a story or article and must be able to justify these choices and discuss in small/whole group setting.
Resources Link
Resources Link
MAGNET SUMMARIES
Magnet summaries involve the identification of key terms or concepts from a reading, which students will use to organize important information into a summary.
Students look for a key terms or concepts in their reading that are connected to the main idea. This would be their magnet word(s.)
For example, Jen and Tom used this strategy in Citizenship when teaching the amendments. They gave the students the magnet word: Article 3. Students then read the article and wrote down the key terms or concepts in Article 3. Then students had to take these words and use them in a sentence. Lastly they had to organize these sentences into a summary that flowed, and used transition words.
Directions
Students look for a key terms or concepts in their reading that are connected to the main idea. This would be their magnet word(s.)
For example, Jen and Tom used this strategy in Citizenship when teaching the amendments. They gave the students the magnet word: Article 3. Students then read the article and wrote down the key terms or concepts in Article 3. Then students had to take these words and use them in a sentence. Lastly they had to organize these sentences into a summary that flowed, and used transition words.
Directions
MOST VALUABLE IDEA
After reading, ask students "What is the most valuable idea that can be taken from this text?"
- Have students write it in a complete sentence. Have students find evidence from the text to support their answer and then think of examples in the real world to illustrate the idea.
- Included is a graphic organizer that can be adapted to fit your needs.
- This activity aligns with Reading Informational text Standard 1: Key Ideas and Details.
OPINION-PROOF CHART
This is a two column chart where students state their opinion, but then must be able to support it. It can also be used as an organizer in preparation for a persuasive essay.
Resource with directions, example and template.
Resource with directions, example and template.
PMI
The Plus-Minus-Interesting (PMI) assessment activity prompts to students to evaluate a piece of text, art, music, video, scientific process, math approach, etc. The teacher chooses a topic and students describe the pluses and minuses of the concept or approach and note what makes it interesting.
Template- this template can be edited online.
Template- this template can be edited online.
POST-IT RESPONSE
Pros, Cons, Perspective
This strategy is an extension of Pros, Cons, and Questions.
Another column has been added to the left entitled perspectives. By adding perspectives to the pro, con, questions strategy, results in students taking their thinking to another level. Attached is a sample template, as well as a blank template for your use.
Template
Another column has been added to the left entitled perspectives. By adding perspectives to the pro, con, questions strategy, results in students taking their thinking to another level. Attached is a sample template, as well as a blank template for your use.
Template
QUESTION the AUTHOR
RAFT
RAFT is an acronym for Role, Audience,Format,Topic. This is a writing strategy that could be used to analyze something learned in a story, passage, video, article, etc. It can be used in most content areas. For example, students could assume the role of a colonist upset with the lack of self government.
Examples
TEMPLATE
Examples
TEMPLATE
SAY SOMETHING
This is a super quick (no prep) reading strategy in which students converse as they read texts/articles in class.
LINK to direction sheet.
LINK to direction sheet.
SEE-THINK-WONDER
See-Think-Wonder (STW) is a strategy you can use to look closely at a painting, photo, artifact, graph, video, political cartoon, chart etc.
It involves a 3 step process. Be cautious not to skip the SEE step and go directly to the think. In this first step it insures students look closely at the image which gives the foundation for steps Think and Wonder.
Procedure:
1. Teacher chooses the image.
2. See: Ask students what they notice?
3. Think: What are they thinking from their observations?
4. Wonder: What questions do they have now?
5. Share their thinking. Perhaps unanswered questions can be written down and posted for future discussions.
If you want a more in-depth explanation of this strategy see Making Thinking Visible by Ritchart, Church, and Morrison. Available through district libraries.
It involves a 3 step process. Be cautious not to skip the SEE step and go directly to the think. In this first step it insures students look closely at the image which gives the foundation for steps Think and Wonder.
Procedure:
1. Teacher chooses the image.
2. See: Ask students what they notice?
3. Think: What are they thinking from their observations?
4. Wonder: What questions do they have now?
5. Share their thinking. Perhaps unanswered questions can be written down and posted for future discussions.
If you want a more in-depth explanation of this strategy see Making Thinking Visible by Ritchart, Church, and Morrison. Available through district libraries.
SENTENCE, PHRASE, WORD
As students read they focus on the gist of what they have read through:
1. A sentence that was meaningful or sums up the big idea.
2. A phrase that struck them.
3. A word that was powerful.
In a small group share what you wrote and why. Begin with students explaining their sentence and why. Encourage the rest of the group to comment. Continue in similar fashion with phrase and word.
After the group has shared, look for any common themes and points of discussion.
As a whole group, look at what each student wrote and reflect on the overall responses.
You may want to consider using Padlet, for example, to share each students sentence, phrase and word.
1. A sentence that was meaningful or sums up the big idea.
2. A phrase that struck them.
3. A word that was powerful.
In a small group share what you wrote and why. Begin with students explaining their sentence and why. Encourage the rest of the group to comment. Continue in similar fashion with phrase and word.
After the group has shared, look for any common themes and points of discussion.
As a whole group, look at what each student wrote and reflect on the overall responses.
You may want to consider using Padlet, for example, to share each students sentence, phrase and word.
SILENT EXCHANGE
After reading a passage students write an open-ended question at the top of the page. The paper is passed around the room and students have two minutes to answer the question and pass it on.
Silent Discussion or Exchange is easy to do and requires no prep. Students like this strategy and are eager to read the responses. The discussion at the end is usually successful.
Detailed example lesson for Art.
Silent Discussion or Exchange is easy to do and requires no prep. Students like this strategy and are eager to read the responses. The discussion at the end is usually successful.
Detailed example lesson for Art.
SKETCH to STRETCH
Do you have students who like to draw? Looking for a different way to access comprehension? Give "Sketch to Stretch" a try. The science example in the explanation can be modified to be relevant in any content area. The directions are quick, easy and no prep on your part.
Directions
Directions
SOAPS
Reading for SOAPS
What is the Subject? the general topic, content, ideas contained in the text.
What is the Occasion? the time and place of the piece, the situation that provoked the writer to write?
Who is the Audience? the group of readers to whom the piece is directed.
What is the Purpose? the reason behind the text.
Who is the Speaker? the voice behind the text, what do you know about him/her from reading the text?
Template
What is the Subject? the general topic, content, ideas contained in the text.
What is the Occasion? the time and place of the piece, the situation that provoked the writer to write?
Who is the Audience? the group of readers to whom the piece is directed.
What is the Purpose? the reason behind the text.
Who is the Speaker? the voice behind the text, what do you know about him/her from reading the text?
Template
SUMMARIZATION
See the template below for a summarization tool that is used before, during, and after reading.
The directions are simple and ideas are provided.
Link to Reading Rockets.
The directions are simple and ideas are provided.
Link to Reading Rockets.
THINK-it, INK-it, LINK-it
Reflection Strategy
In this strategy the teacher posts a question or prompt, and the students Think-it (think time to process the question / prompt), Ink-it (record their responses), and Link-it (connect their learning to their life or prior knowledge).
It can be recorded in various ways: Blog, exit ticket etc.
In this strategy the teacher posts a question or prompt, and the students Think-it (think time to process the question / prompt), Ink-it (record their responses), and Link-it (connect their learning to their life or prior knowledge).
It can be recorded in various ways: Blog, exit ticket etc.
THINK - PUZZLE - EXPLORE
Want a new twist on the KWL? Here is updated strategy THINK-PUZZLE-EXPLORE (TPE).
What do you think you know about the topic?
Note: If you want to find out more ideas on using this strategy checkout out Making Thinking Visible by Ritchhart, Church, and Morrison. Available through district libraries.
What do you think you know about the topic?
- This strategy can help teacher get a sense of students current understanding. (Pretest) New learning can begin to take place as students discuss.
- Encourage students to think about what puzzles they would like to further explore.
- After further exploration, students can share in small or large groups their findings.
Note: If you want to find out more ideas on using this strategy checkout out Making Thinking Visible by Ritchhart, Church, and Morrison. Available through district libraries.
TWO-WORD STRATEGY
It sounds simple, but students must read the text/video and be able to determine the gist of what they read/viewed. The discussion that follows will lead to deeper understanding.
Two-Word Strategy Directions
Two-Word Strategy Directions
VIEWING VIDEOS
Who doesn't occasionally show a video of some sort in their classroom? The strategy for today is: Viewing Comprehension Strategies: Watching Videos Like YouRead A Book. It includes multiple strategies to use with your students.
LINK
LINK
WHAT the TEXT SAYS
Summarizing is an important skill. If students struggle to summarize, they are unable to think critically or analyze. This strategy can be used with text or video. The first column is for students to note what the text or video says. The second column has students focus on what is not said (left out) which will have students practice deep thinking.
Handout
Handout
WINDOW QUOTES
Often in articles, the author will choose a key line or quote to place in a box within the article.
1.Show your students examples of window quotes in articles or the newspaper.
2. Read an article and model a window quote for the main idea of an article.
3. Students read an article.
4. After reading the article, students write a window quote highlighting the main idea.
1.Show your students examples of window quotes in articles or the newspaper.
2. Read an article and model a window quote for the main idea of an article.
3. Students read an article.
4. After reading the article, students write a window quote highlighting the main idea.
WRITTEN CONVERSATIONS
Written Conversations can be used with fictional or informational texts. Written conversations are silent conversations that involve every student as a communicator through the entire process. The directions are clear and offer two variations.
Directions
Directions