Running head: READING STRATEGIES

Reading Strategies
Leslie Bragdon
Tarleton University

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Table of Contents

Pre-Reading Strategies
Character Quotes

Room Raiders

Seed Discussion

Tea Party

10

Word Splash

12

During Reading Strategies

Inquiry Charts

16

Paragraph Shrinking

19

Reciprocal Teaching

21

Semantic Gradient

24

Story Maps

27

Post-Reading Strategies
Collaborative Annotation

31

Frozen Tableau

33

Socratic Seminar

35

Somebody Wanted But So

37

Visual Imagery

40

Vocabulary Strategies
Ask a Question

43

How Well Do I Know These Words?

45

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KIM

48

Rivet

52

Talk Fast

54

ELL Strategies
ETR

58

GIST

61

Paired Storytelling

64

Realia

67

Think-Alouds

69

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Pre-Reading Strategies

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Character Quotes

Teach For America. (n.d.). Building comprehension through pre-, during-, and

post-reading

strategies. Retrieved January 27, 2013, from Teaching as Leadership:

teachingasleadership.org/sites/default/files/Related-Readings/SL_Ch4_2011.pdf
Description:
Character Quotes is a strategy that introduces learners to characters in a book. Students are to
use inference skills after reading several characters quotes the teacher chooses. This strategy
gives students the opportunity to connect with the characters they will be reading about, by
guessing perspectives, personalities and behavior
Steps:

Divide the students in groups of four or five.

Each group gets a list of quotes for their character.
The group should read all the quotes together and comprehend them.
Have the students fold a sheet of paper in thirds, making three columns. They
should then label the columns: Character Traits, What Part Does He / She Play,

Why Do You Think So?

The students should then write down what they think the character is like, and
what role the character plays in the story. Also, have them back up their ideas as

to why they think this way.

When all the groups are done they can share their perceptions with the class.

Strengths and Weakness:

This strategy is limiting in content areas. Ideally it was made for introducing characters in a
novel or could be used to introduce people in history. Quotes can be used to peak students
curiosity. Many times a student will judge a book by its cover, and not have interest in reading it.
Catchy quotes can be a quick way to peak students interests.
Example:

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Possible quote from Charles Dickenss A Christmas Carol: What are you doing, Cratchit?
Acting cold, are you? Next, youll be asking to replenish your coal from my coal-box, wont
you? Well, save your breath, Cratchit! Unless youre prepared to find employ elsewhere!
(Dickens, 2010).

Character Traits

What Part Does He / She

Why Do You Think So?

He is mean and stingy. He

Play?
He seems to be a boss. He is

He threatens to fire his

doesnt appear to care for

probably the antagonist,

employee if he uses his coal

anyone but himself.

because he speaks so harshly

to warm himself. He doesnt

to Cratchit.

seem like a very nice man.

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Room Raiders

Barrera C., B. C. (n.d.). Reading strategies before, during and after reading... (G.-T. Program,
Producer)

Retrieved

January

28,

2013,

from

SlideShare:

http://www.slideshare.net/pilibarrera/before-during-and-after-reading-strategies
Description:
This pre-reading strategy is used to introduce new terminology while making the process less
tedious. It is a super easy and fun strategy. The instructor post new terms throughout the
classroom. Students then raid the room gathering definitions. When all terms have been
collected a class discussion is held to discuss the vocabulary.
Steps:

Teachers should choose several new vocabulary words from a reading selection to

be studied.
Then using a piece of paper (Post-it pads work well) write the term on the face

and the meaning on the reverse side.

Post the terms around the room.
Instructors then have the children then raid the room in search of the words.
When all the terms have been gathered a class discussion should be held to have
the students associate the words to something they are familiar with, and guess
how the terms reflect on the up coming literature.

Strengths and Weakness:

This strategy is versatile and can be used in all content areas and grade levels. The purpose is to
break up the monotony of vocabulary work. Props could be used in place of Post-its. The only
draw back in using this is it could be slightly time consuming.
Example:

MERELY

ADV. NO MORE
THAN; SIMPLY

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CIVILIZATION

ANY TYPE OF
CULTURE, SOCIETY,
ETC., OF A
SPECIFIC PLACE,
TIME, OR GROUP

Seed Discussion

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Beacon Learning Center. (2005). Seed discussion. (R. Educator, Producer, & Beacon Learning
Center) Retrieved January 26, 2013, from Reading Educator:
http://www.readingeducator.com/strategies/seed.htm
Description:
Introducing new content, at times, can be stressful for students. Seed Discussion breaks down
content for easier acquisition. Students have a chance to make meaningful connections, and have
discussions with peers pertaining to the content.
Steps:

Choose what information you want to teach your students.

Every student should be given the information and a copy of the Seed Discussion

Organizer.
Teachers should model how the organizer is used for their students.
Students should be given an appropriate amount time to read the information and

respond on the organizer.

When the students finish they should be given the opportunity to discuss their

thoughts with one or more peers.

The teacher should supply an enlarged copy of the seed discussion organizer

utilizing four pieces of poster board, one for each prompt.

Then the partners or groups should decide on their top three responses for each

prompt.
Students should record their top findings on the classroom copy of the seed

discussion organizer.
A class discussion should be held to discuss the findings and give children the

opportunity to lend more knowledge they might have.

The final product should be left up for the duration of that specific content study
to help.

Strengths and Weakness:

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This is a very thorough strategy. It engages students to think critically while simplifying
information acquisition. Seed Discussion can be used in any content area with everything from
vocabulary to more abstract information. Students in 5th to 12th can benefit from Seed
Discussion.
Example:

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Tea Party

Education, Hawaii Department of. (n.d.). Tea Party. Retrieved January 26, 2013, from
Reading Strategies for All Learners:
http://spedlit.k12.hi.us/Strategies/TEA PARTY.htm
Description:
Tea Party is pre-reading strategy where students work together to develop an idea of what they
will be reading. Teachers prepare a list of words and phrases from the reading to be circulated in
their class, and through teamwork develop a synopsis.
Steps:

Out of the chosen reading material the instructor selects significant words,
quotes, sentences, phrases, and copies them onto notecards or slips of paper.

Chooses enough for half of the class so each student will have their own.
The teacher should clarify the cards have different information on them and

everyone will have their own.

Students should be instructed to read their card to each student individually, and
then discuss quickly how the cards pertain to one another. They are then to

switch partners and do the same.

When the teacher feels the students have had enough time they should move into

small groups and discuss what they have learned.

Teachers can have students write individual papers on what they have learned or
think the writing is about, or it can be done as a group.

Strengths and Weaknesses:

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The Tea Party strategy is specifically geared for middle school and up. I think it is a great
thinking strategy, because students can bounce ideas off of one another. They have to use the
power of deduction and prediction by connecting the terms given. Unfortunately it is limited in
the area of literature and history. I would also say this strategy is a bit time consuming, and
probably would be best used before starting a major section.
Example:
I used quotes and vocabulary out of S.E. Hintons book The Outsiders.
Stay gold, Ponyboy, stay
gold.

You get tough like me and you dont

get hurt. You look out for yourself and
nothin can touch you

DisgraceRoguishlyloss playfully
of respect,
honor mischievous
or esteem; shame

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Word Splash

Holt McDougal. (2001, May). Word splash. Retrieved January 28, 2013, from
www.mcdougallittell.com:
www.mcdougallittell.com/ml_data/pdf/states/OK/newsletter/0501/WordSplash.pdf
Description:
This is a fun and simple strategy to use introducing new content. Teachers gather keywords or a
passage from the new topic and arrange them in a random way on a piece of paper. A super easy
to use online tool called Wordle makes this even more fun.
Steps:

Gather the information you want to use. It can be a passage from a textbook, novel,

or even a list of vocabulary words.

If you are doing this manually just randomly place words around the page.
If the teacher would rather let something else do the work they can visit

http://www.wordle.net.
Click on Create your own.
Place the collected information in the textbox, or if it is a website there is a place

for a URL.
Press Go or Submit, and let Wordle do the rest.
When students have had a few minutes to view the word splash have them guess
what they will be reading or how the words might be used.

Strengths and Weakness:

This strategy is a fun way to learn. Students will find it less mundane than opening his or her
textbooks, and simply reading or copying vocabulary words. Words used most frequently in

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Wordles textbox appear larger on the finished project enabling the reader to pull out the most
important information easily. The colorful designs make the words very attention grabbing.
Word Splash with Wordle is appropriate for all grade levels.
Example:
I used a passage from The Lightning Thief (Riordan, 2006).

Here is a brainstorm and synopsis by a 6th grader based on the above Word Splash:

14

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During Reading Strategies

16

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Inquiry Charts (I-Charts)

AdLit.org. (2013). Inquiry charts. (WETA) Retrieved February 13, 2013, from AdLit.org:
http://www.adlit.org/strategies/21826/
Description:
I-Chart is a strategy, which aids in critical thinking and organization. It contains a planning,
interacting, and evaluating segment. These phases help students activate prior knowledge about
a subject and think of important questions they might want to know. Several sources about a
topic should be used.
Steps:

The teacher should begin the activity by guiding students through the planning
phase:
Students should ascertain the subject.
The class begins creating questions they would like answered about the

topic.
Teachers should have students gather materials and make an I-Chart.
Engage the students by having them:
Think of what they already know about the topic
Discuss facts they find interesting
Read the information several times
Teachers should then model how students should assess and combine the
information by:
Shortening and analyzing the information
Exploring and finally recording their findings

Teachers can either provide a printed inquiry chart, or have the students make their own on a
sheet of paper. Questions the students have decided on should be placed at the top of each
column. Found information and prior knowledge should be recorded in the rows on the left side.

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Students should use the last row for a general summary of ideas they have gathered. Teachers
can then use the I-Chart to have students resolve conflicting information the multiple sources
might contain or develop more questions.
Strengths and Weaknesses:
Inquiry charts are versatile. Teachers can use them with the whole class or break the students
into various sized groups, or even individually. This strategy strengthens reading skills,
encourages critical thinking, and serve as a good assessment tool. The versatility of this strategy
allows teachers to scaffold a differentiated class as much or as little as needed. It can be used in
any content area. While this strategy is flexible it is a bit complex, and students will need the
teacher to guide them through a few times.

Example:
Obtained from: http://www.adlit.org/pdfs/strategy-library/ichart.pdf
Name

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Topic

Questio
n1

Questio
n2

Questio
n3

Questio
n4

Other
Interesting
Facts

New
Questions

What We
Know
Source 1

Source 2

Source 3

Summarie
s

Paragraph Shrinking
AdLit.org. (2013). Paragraph shrinking. (WETA) Retrieved February 15, 2013, from
AdLit.org: http://www.adlit.org/strategies/23331/
Description:

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This is one of the Peer-Assisted Learning Strategies (PALS) a peer-tutoring program. Students
are paired off and they share the responsibility of reading, pausing, and summarizing the focal
points of each section of the reading. Students then communicate ideas obtained from the
reading to one another.
Steps:

Teachers select and present the assignment to the class.

The instructor pairs off students according to skill levels, i.e. a higher skilled

reader with one who needs more help.

Teachers should model the assignment for clarification.
Each student should take turns being Coach and Player.
Teachers should regularly monitor the pairs to insure teamwork.
Students should read the text aloud for five minutes. They need to stop after each

paragraph and summarize what they read.

The summary should contain:
The who or what of paragraph
The important information about the who or what
The key point of the text
If a Player answers incorrectly, it is the Coachs job to ask the player to scan

the section and try again.

To promote self-monitoring of comprehension, main ideas must be stated in ten

words or less.
When the pair reaches their goal of the strategy they earn points.

Strengths and Weaknesses:

This strategy allows teachers to use whatever texts they wish, because of this it can be used in
any content area. It is simplistic, and can be used through all grade levels. Since the students are
working in pairs the instructor can monitor the class and offer individual help where it is needed.
I do not see any real weakness with this strategy. It can be as long or as short as a teacher
chooses, so time is not a factor.
Example:

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Example from: http://www.readingrockets.org/content/pdfs/paragraph_shrinking.pdf

Video of Paragraph Shrinking from: www.readingrockets.org
http://www.youtube.com/watch?v=_hrTkx-D87g
Reciprocal Teaching
AdLit.org. (2013). Reciprocal teaching. (WETA) Retrieved February 12, 2013, from
AdLit.org: http://www.adlit.org/strategies/19765/
Description:
During Reciprocal Teaching both teacher and students share the instructor role. It is a
combination of four strategies that guide the discussion, much like reading circles do. Students
use predicting, inquiry, summarizing, and clarifying skills to complete the task.
Steps:

The teacher divides the class into groups of varied skill levels. He or she also

selects the text to be used, and divides it up into smaller sections.

Assign one student to be the teacher within every group. The teacher will
direct the group, keeping them on task, and making sure all steps are completed.

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The instructor should model the strategy first for the whole class. The strategy
steps are as follows:
Have the class predict what they think the text is about. Use investigating
terms in questioning to help activate their thinking.
Continually ask the students to question the text such as, questions with
obvious answers in the reading, questions that require inference, and
critical thinking questions.
Make sure students note items that might need clarification for example,
words they are unfamiliar with or thoughts about the text that may be
muddled.
In groups, students should summarize the text verbally. Also, a word or
phrase map can be utilized to point out specific points obtained by the

group members.
Students can continue working through the text, after the teacher has modeled the
technique, in their groups utilizing the above steps.

Strengths and Weaknesses:

This is a great technique for students to learn. It is essentially teaching them how to break texts
apart to find answers. Every important feature of a text is addressed with Reciprocal Teaching.
It also places students in a teaching role, which they can find empowering. It can be used with
any text across most content areas. Once again, time management could be a restriction with this
strategy. I think all ages could use this strategy. The technique might possibly need to be
adjusted for early elementary kids.

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Example:
Obtained from: http://www.learningwithmrss.com/?cat=3

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Semantic Gradients

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Reading rockets. (2013). Semantic gradients. (WETA) Retrieved February 13, 2013, from
readingrockets.org: http://www.readingrockets.org/strategies/semantic_gradients/
Description:
This strategy helps students with language acquisition by heightening their understanding of
connected words. It helps students differentiate between varying meanings of words.
Steps:

The teacher chooses a vocabulary word.

Then using a piece of text being studied he or she creates a semantically similar
word list. The teacher could also request the assistance of the class to create the

list.
Students should arrange them in a way that shows how each word is connected.

The arrangement can be in a ladder-like way, horizontal, or vertical.

They then need to discuss how the words are connected and how they are
different.

Strengths and Weaknesses:

This is a very effective, simplistic, and versatile strategy. It can be a quick portion of a teachers
lesson plan, or it could be used more in depth. All ages can benefit from Semantic Gradients. It
can be used as a before, during, or after reading strategy in all content areas. Even though it does
seem very easy it can still activate students critical thinking skills. Many times without the use
of a dictionary students need to use their acquired inference skills to understand new words. I do
not see any weaknesses.

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Example:

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READING STRATEGIES
o, here is a helpful video I found on readingrockets.org: http://bcove.me/vsw4w406

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Application:
I used the vocabulary word Luminous from p.584 in my 10th edition Prentice Hall Literature
Language and Literacy book. I looked up antonyms and synonyms for the word, wrote them on a
piece of paper, and cut them out. I jumbled them and had my 11 year old put them in order.

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Story Maps

AdLit.org. (2013). Story maps. (WETA) Retrieved February 14, 2013, from AdLit.org:
http://www.adlit.org/strategies/22736
Description:
Story mapping is used to help students learn how to condense main ideas, settings, plots, and
characters in an assigned text. It utilizes critical thinking skills and visual aids to help with
comprehension. They are a very flexible as far as what information should be discovered by the
students.
Steps:

The teacher needs to choose what text to use and what essential elements the class

should find out while reading.

Instructors can create a story map themselves, have the students draw one, or find

one on the Internet appropriate for the type of material they will be covering.
The strategy should be modeled for the class to insure understanding.
The teacher needs to present the text to the class. They can begin filling out the

map with the title, and continue on with the characters, setting, plot, and theme.
After the maps are filled in students can converse, with partners or in groups, why

each portion was noted.

This strategy can also be done on a larger scale, like the whole class, by using a
large sheet of paper or white board.

Strengths and Weaknesses:

This strategy can be used on a large scale with the whole class or a teacher can separate the
students into pairs or groups. It can be used with factual or fictional texts. It also aids the

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teacher in helping struggling readers with more one on one help. It could be utilized in multiple
content areas, and most grade levels. There are many story map formats to choose from o the
Internet. Younger children might have a difficult time, but I believe it could be varied to benefit
them as well. It could become a bit mundane, so it shouldnt be used exclusively.

Example:
From Our Classroom Strategy Library

Story Map

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Title:
Setting
Where?
When?

Main Characters

Problem

Event 1

Resolution

Event 2

Event 3

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Post-Reading Strategies

Collaborative Annotation
MetaMetrics. (n. d. ). The lexile framework for reading in action. Retrieved March 22, 2013,
from www.georgiastandards.org:
https://www.georgiastandards.org/resources/Lexile_in_Action/SES2_Collaborative
%20Annotation_Description.pdf

Description:
This technique is used after the students have finished the assigned reading, and made their own
annotations. Collaborative Annotation is meant to promote critical thinking and group
discussion. This strategy is used to culminate varying perspectives of a text to encourage
comprehension.

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Steps:

Students work on the assigned reading by themselves first. They need to make
notes of what they do not understand and important ideas. If the assignment is for

a specific purpose such as, finding literary devices those should be noted as well.
The teacher then breaks the class into differentiated groups.
Students pass their annotated paper to the other kids in the group. Each student
then comments or questions the previous annotations, and passes the paper on.

The next student will provide a comment or question to all the previous notes.
When the paper ends back at the owner, he or she has several classmates thoughts

added to his or her own.

Students can then discuss their comments and ideas.

Strengths and Weaknesses:

This strategy can also be used before and during reading. I could not find a definitive age range,
but I believe it would be useful at almost all grade levels. Younger students might find this
strategy difficult, so possibly 3rd and up. It would be useful in all content areas. I do see how it
would have its strengths when examining poetry, prose, or difficult texts containing many literary
elements and inference. Collaborative Annotation offers students peer support and exploration of
others insights to texts. The main weakness I can see in using this strategy is it might be difficult
for students to grasp how to use it in the beginning; so strong scaffolding should be used until the
class has the concept down.
Example:

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Frozen Tableau
Annenberg Learner. (2005). Workshop 5: historical and cultural context. (Thirteen/WNET)
Retrieved March 21, 2013, from Teaching Multicultural Literature- A Workshop for the
Middle Grades:
http://www.learner.org/workshops/tml/workshop5/teaching.html
Description:
Students use scenes from a text to create a frozen human portrait when using Frozen Tableau.
This strategy aids students in making deeper connections to a text, which will elicit

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comprehension. There are many variations to this strategy, and many are mentioned on the linked
page provided. I have listed a simplified version below.
Steps:

Teachers select a text to be used. Videos and pictures should be utilized when
available, in order to give students a more thorough idea of what the scene is

about, or how characters are feeling.

Teachers can decide to use this strategy with the whole class or broken into

groups.
The instructor then reads the passage, or has students read the passage to be used.
After the selection has been read the teacher can show pictures or videos

pertaining to the reading, if they are available.

Have students pick a scene, and pose frozen like statues. The teacher can help by

guiding their expressions and gestures.

When the pose is set, the teacher or a student from another group acts as a
reporter. The reporters job is to go around to the frozen students one by one and
touch them on the shoulder to unfreeze them. When animate again the reporter
asks the student questions such as: who they are, where they are from, what they

are feeling, how they fit into the scene, and what they think might happen next.
In the end the teacher holds a class discussion on how the strategy helped them
connect with the story.

Strengths and Weakness:

This strategy is extremely versatile and fun. Students have to use observation, imagination, and
critical thinking skills to really step foot into an authors world. This strategy helps students
picture the story. This is a perfect strategy for children to use their creativity, and learn at the
same time. It can be constructed for use with all age levels. Weaknesses include limiting to

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reading and history content areas, and it is time consuming. Another thought is some students
will be more reluctant to participate due to shyness.
Example:

From: TheRightBrainInitiative.org
Also here is a video with more information and examples: Frozen Tableau

Socratic Seminar

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Filkins, S. (2013). Socratic seminars. (NCTE) Retrieved March 21, 2013, from
www.readwritethink.org: http://www.readwritethink.org/professionaldevelopment/strategy-guides/socratic-seminars-30600.html
Description:
Socratic Seminar is a useful after reading strategy. The strategy requires higher thinking from
students, and respect for their peers. It aids students in learning how to ask important questions.
It also opens students up to see other perspectives of a text. The instructor should remember this
strategy is not to label right or wrong answers. It is about developing skills needed in critical
thinking.
Steps:

The teacher selects a text or texts to work with. Also they should decide whether
to break the students into groups or have the whole class together for the

discussion.
Teachers should inform the class to be prepared to participate in the strategy.
Students should have ample notification of this so they can diligently read the

assigned work, and make notes.

The instructor should make a list of open-ended questions for the students to
address. As students become comfortable with this strategy they can supply
questions at the teachers discretion. The teacher should remember their only role

is to be an observer.
Students should be instructed that there are no right or wrong answers. They are to
communicate openly their ideas. Teachers should set clear guidelines to the
discussion, such as: no interrupting when others are speaking, there are no right or
wrong answers, it is not a debate, be respectful, ask questions, and participate.

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Teachers should keep track of each students participation, and possibly some of
the conclusions that resulted from the discussion. At the end of the seminar
students should be asked to write a reflection paper about their experience, and
what they feel they would do differently in the next seminar.

Strengths and Weakness:

Socratic Seminars provide a solid foundation for the journey of knowledge that I think would
appeal to many learners. Students have to think deeply, and they get a chance to hear multiple
perspectives without fear of being wrong. This strategy teaches students how to question a text
for better comprehension. One draw back is its limited to grades 6 through 12, and would be
most useful in a literature or history class. Another negative is at least whole class period would
have to be set aside for the discussion. Also, the more timid students might be uncomfortable
participating, but you can break students into groups to alleviate anxiety if need be.
Example:
Here is a link to a video- Socratic Seminar

Somebody Wanted But So

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Macon, J. M. (n. d. ). Adolescent literacy somebody wanted but so... (Learning Point
Associates) Retrieved March 24, 2013, from Learning Point Associates:
http://www.learningpt.org/literacy/adolescent/strategies/butso.php
Description:
This strategy is used to organize elements in a text. This ultimately helps students with
comprehension in order to write well-developed summaries for stories. A printed graphic
organizer can be used, or students can make four labeled columns on a sheet of paper for this
strategy.
Steps:

The instructor should model the technique prior to students using it to make sure
they grasp the concept. The teacher should read a selection for the class, and then
utilize a graphic organizer with four labeled columns. The labels should be:
Somebody (character column), Wanted (for the goal and motivation section),

But (for identifying the conflict), and So (for the resolution).

Next, the instructor should have a selection ready for the students to read silently.
Students can then be grouped in pairs or threes to fill out the chart, and write a

statement based on the information they found.

When everyone is done the groups share and discuss their statements as a class.
After this initial practice students should be able to use this strategy by
themselves when needed, or instructed to do so.

Strengths and Weakness:

This strategy is a simple way for students to breakdown a text they have read, which can be a
daunting task especially with multiple page texts. It should also help students to remember

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important information they have read. The strategy also utilizes a class discussion at the end that
will help students develop a more thorough comprehension of the text. I didnt find a suggested
age range, but my guess would be it could be used from second or third grade on up. I think it is
an easy concept for students to grasp, and be able to use on their own. One weakness is I think it
would be limited to literature and the history content areas, but I didnt find that listed either.
Also, it isnt very versatile or exciting, so it probably shouldnt be used often.
Example:

Application:
This organizer was used with William Shakespeares Romeo and Juliet.

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Visual Imagery
Reading Educator. (2005). Visual imagery. Retrieved March 28, 2013, from
www.readingeducator.com: http://www.readingeducator.com/strategies/visual.htm
Description:

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Visual Imagery uses a students prior knowledge to help them connect with the text, by having
them create a mental picture. When finished reading students draw a picture or pictures of what
they imagined.
Steps:

Teachers should choose a text filled with sensory (sight, taste, smell, touch,

sound) details.
The instructor then models this technique for the class by reading a passage aloud,
and then drawing a picture of what saw. Then, the teacher should read another
passage aloud, while the students follow along, and instruct them to draw a

picture of what they imagined.

Lastly, have students read and draw on their own. Teachers can supply specific
questions to be addressed if they choose. Also, this activity can be done as group
work or individually.

Strengths and Weakness:

This strategy works well with all age groups, and I believe it would be useful in all content areas.
It is a great way to illustrate to students how reading creates useful pictures in our minds. This
process also helps students remember the content easier. It can be used as a pre and during
reading strategy as well as a post reading strategy. There are only two drawbacks I can think of
using this strategy. Some children have difficulty imagining what they are reading, which leads
me to the next downside. Visual Imagery is only useful with texts that trigger the senses. It would
be difficult to read about quadratic equations, and come up with a picture. That, of course, is only
my opinion.
Example:

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READING STRATEGIES

Vocabulary Strategies

44

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Ask a Question
ESA 6&7, S. D. Dept. of Educatiom. (2006). On target: strategies to build student
vocabularies. Retrieved April 13, 2013, from www.oldmiss.edu:
http://www.olemiss.edu/celi/download/vocabulary/StrategiesVocabulary-080808.pdf
Description:
Ask a Question is a game based strategy for vocabulary acquisition. It is set up much like the
popular television game show Jeopardy.
Steps:

Using the chosen vocabulary words, the teacher creates a page of cells with six
rows and columns. This page can be hand drawn or preferred software can be
used to make it. The unit, subject, or name of the book being covered will be the
title. The top row will be used to make the categories, and below the categories

the corresponding vocabulary words are inserted into each cell.

The teacher then covers the cells with something such as a post-it to hide the

terms, and labels them with a point amount.

The instructor splits the classroom up in pairs or groups, and assigns a speaker to
each. To get the game going a speaker chooses a category and point amount. The
post-it is then removed so the students can view the vocabulary word. To answer

the speaker must say the corresponding definition in the form of a question.
The teacher uses his or her discretion in deciding if the answer given fits the
vocabulary word, and awards points if the answer is correct. The team with the
most points wins.

Strengths and Weakness:

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46

I feel Ask a Question is a very fun way of learning. It can be used in all content areas, and I
think all grade levels would benefit from such an activity. Kindergarten and 1st grade students
might have a difficult time understanding how to answer, but with help or modification they
could still play. At this time I cannot think of a weakness other than the small age limitation. It
can be used anyway a teacher wishes such as on an overhead, smartboard, whiteboard, or
computer program.
Example:

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How Well Do I Know These Words?

Arch Ford Education Service Cooperative. (2013). How well do I know these words? Retrieved
April 20, 2013, from Arch Ford Education Cooperative:
http://www.afsc.k12.ar.us/pages/uploaded_files/How_Well_Do_I_Know.pdf
Description:
This is a pretty basic strategy. It uses a template or graphic organizer for students to fill in. The
organizer can be hand drawn columns or it can be printed. The organizer acts as something
tangible for students and the teacher to gage understanding.
Steps:

The teacher chooses the vocabulary words, which will be used in the unit being

taught. It could also be words students find problematic.

The teacher then decides whether to print off copies of a worksheet to fill out, or
is he or she wishes for the students to create their own. If a printed version is
chosen the teacher fills the words into the word box and prints copies for the
class. If the teacher decides the class should make their own then the students can

fill the words in on their paper.

The teacher then instructs the class to read the words silently, and think about

what they know about each word.

After step 3 the class is separated into pairs. They will discuss the words. This
discussion helps students understand more about the words, and possibly jog their
memory. If they do recognize the words after the discussion then they can move

the words to a different box.

Next a class discussion can be held to talk about the words. The teacher is not to
correct students thinking about the words at this time. Instead he or she instructs

the class to reevaluate the words as they read and after they read the text.
The instructor then continues with the lesson as planned.

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After the lesson students revisit their words and reclassify them as needed in the
bottom columns.

Strengths and Weakness:

This strategy should be modeled as it can be confusing, but I do think it is a great way to teach
students to be active participants in their learning. Normally, the more effort put into an activity
the more unforgettable it is, and I think this is what this strategy provides. I also think it is good
that the students have all the classifications. I never found an age range, but I think this would
be a beneficial tool for grades 3 and up. I also think it could be used in all content areas.

Example:

How Well Do I Know These Words?

Passage/Text: ____________________________________________________________
Part I (Before Instruction) Directions: Read the words in the middle section of the page
silently. After you read each one, write the words from the bottom of the page in the

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49

column that best describes what you know about the word. Discuss the words with your
partner and move them to another column if possible.
Dont know at all

Have seen or
hearddont
know meaning

I think I know the

meaning

I know a meaning

WORDS:

Part II (During/After Instruction) Directions: As you read/listen and encounter the words,
your understanding of the words should change. Write the words in the column that best
describes what you know about the word after your lesson(s).
I still need help
understanding this word

I think I know the

meaning

Adapted from Janet Allen, Words, Words, Words. Stenhouse Publishers.

I know a meaning

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KIM

Anchorage School District. (2013). KIM vocabulary. Retrieved April 15, 2013, from
Anchorage School District:
http://www.asdk12.org/middlelink/HighFive/KIM/lesson_plan.asp
Description:
KIM uses an organizer to aid students in vocabulary comprehension. KIM is an acronym for key
idea, information, and memory clue. It can be used at all grade levels, and across all content
areas.
Steps:

Students are given the selected vocabulary words.

The class then fills in the organizer.
K is for Key Ideas. This will be the column for the word.
I is for Information. The definition goes in this column.
M is for Memory Clue. This is where students draw a picture, write a
haiku, or a song. They need to create some sort of mneumonic to

remember the term.

Then students make a sentence using the word.
The instructor can then choose to have the class share their organizers as a whole
or be broken into groups. When students see what others used in the Memory
Clue box it might help them make deeper connections.

Strengths and Weakness:

The thing I find most helpful about this strategy is the use of the memory clues. When students
make multiple connections they remember easier. The way KIM is setup it could allow for
further modification. A teacher could use it for certain concepts besides vocabulary. For
example, in math it could be used for memorizing formulas, or in science it could be used for
memorizing the life cycle of insects. While KIM uses a worksheet originally, students can draw

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51

their own or make a project out of it on posterboard. This is a basic strategy, but it accomplishes
the task at hand.
Example:
K

(Key Word)

(Information/Definition)

(Memory Clue/Picture)

Your Sentence:

Applied:
This paticular application shows how KIM can be created in a word document using the Internet.

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(Key Word)

(Information/Definition)

(Memory Clue/Picture)

Laboratory

A room or building equipped for

scientific research, or teaching, or for the
manufacture of drugs or chemicals.

Your Sentence: The researcher mixed the componds in the laboratory.

(Key Word)

(Information/Definition)

(Memory Clue/Picture)

Microscope

an optical instrument having a

magnifying lens or a combination of
lenses for inspecting objects too small to
be seen or too small to be seen distinctly
and in detail by the unaided eye.

Your Sentence: The scientist discovered the creature when he looked through the microscope.
K
I
M
(Key Word)

(Information/Definition)

Beaker

a flat-bottomed cylindrical container,

(Memory Clue/Picture)

usually with a pouring lip, especially one

used in a laboratory.

Your Sentence: He heated the chemicals in a beaker.

K
I
(Key Word)

(Information/Definition)

Magnifying Glass

a lens that produces an enlarged image

of an object.

Your Sentence: The magnifying glass made Julies nose look huge!

M
(Memory Clue/Picture)

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Rivet

Reading Educator. (2013). Rivet. Retrieved April 9, 2013, from www.readingeducator.com:

http://www.readingeducator.com/strategies/rivet.htm
Description:
Rivet uses a format much like the word game Hangman. The purpose of this strategy is to
familiarize students with vocabulary terms and proper spelling while having fun. This game can
also be modified to be like Wheel of Fortune.
Steps:

The instructor chooses the vocabulary corresponding with the new section being

taught.
Next, the teacher begins with number one on the board (whiteboard, smartboard,
or overhead can all be used), and draws blanks for each letter of the word. This

class should do the same on their individual papers.

After all the blanks are made for every word, the teacher begins filling the blanks

slowly giving students time to guess the word.

Once a student has guessed the word he or she finishes filling the blanks in on the

board.
When the game is complete a class discussion can be held for students to predict
how the words fit into the upcoming text.

Strengths and Weakness:

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55

There are no bells and whistles with this strategy. It is straight forward, but an entertaining way
of learning. It can be modified in several ways, and used through all grade levels and content
areas. The pitfalls of Rivet are that it doesnt cover the definitions of the words. Im sure there
is a way of implementing them though. Also, filling the words in as students guess each letter
could be time consuming. If I were to use it I would make adjustments by writing the definition
or partial definition under the blanks, and it would probably be used as a time filler if I needed it.
Example:

RIVET

1.
__ __ __ __ __ __
1.
C __ __ __ __ __
1.C A __ __ __ __
1.C A N __ __ __
1.C A N N __ __
1. C A N N O __
1. C A N N O N

Talk Fast

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56

ESA 6&7, S. D. Dept. of Educatiom. (2006). On target: strategies to build student

vocabularies. Retrieved April 13, 2013, from www.oldmiss.edu:
http://www.olemiss.edu/celi/download/vocabulary/StrategiesVocabulary-080808.pdf
Description:
Talk Fast is a game that uses fast pace critical thinking skills to develop vocabulary. This game
is modeled after Taboo. Players take turns trying to get their partners to guess words in
designated categories by giving them verbal clues.
Steps:

This strategy requires some teacher preparation before using. Category sets are
needed for all students in the class. When a topic, unit, subject, etc. has been
chosen the teacher needs to make cards (index cards work well) with the
vocabulary words. An example of categories for a reading teacher to use would
be: Types of Writing, Parts of a Story, Literary Devices, Sound Devices, and

Figurative Language.
The teacher separates the students into groups of four or pairs, and passes out the
category sets. Groups get category sets equaling the number of students in the
group. For instance, if there are four members in a group they receive four

category sets.
Each group will be assigned a talker to begin. The talker is the one who gives
hints to the group called guessers. The talker changes when moving to

another category set.

The instructor needs to set a timer for 1 minute. The game begins, and the
talker can use descriptive sentences, paraphrases, or words to get their team to
guess each word. Also, the teacher needs to instruct them not to use words

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57

included in the category title. As soon as one word is guessed the talker moves

on to the next word until the category is complete or the timer goes off.
At the end of the round points are awarded for each guessed word, and the role of
talker is transferred to another member who will use the next category.

Strengths and Weakness:

Talk Fast keeps students on their toes. The quick pace of the game is continually propelling the
students thought process. It encourages them to think outside the box. Students learn the
definition as well as other ideas related to the word. This strategy has many adaptation
possibilities like turning it into Scattergories or Jeopardy. I could see negatives when being used
with ELL or special education. students. The same thing I think as a negative could also be
positive. I think a new ELL student might be confused or feel uncomfortable playing this game.
I can also see the same student making connections across the language more rapidly than with
an average lesson. The teacher would also need to be sure they can contain the classroom setting
as Talk Fast could elicit uncontrollable excitement. I would consider this game as one teachers
need to mindful of the various outcomes when using in a differentiated classroom. Talk Fast can
be used across all content areas and I never found an age, but I think it would be appropriate for
grades 4 and up.

Example:

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ELL Strategies

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ETR
Deegan, J. (2006). Experience text relationship. Retrieved April 11, 2013, from
www.teacherweb.com:
http://teacherweb.com/PA/NazarethAreaMiddleSchool/TheSpecialistTeam/ExperienceTe
xtRelationship.doc
Description:
This strategy was designed with ELL students in mind. It has students relying on their prior
knowledge to learn words and content in a text. The instructor helps students by guiding them
through the connecting process of their personal experiences and what they are reading.
Steps:

The strategy begins with the teacher choosing a text that is interesting. It needs to
be something that appeals to the students and can be discussed at length. The
instructor reads the text prior to introducing the text in class so he or she can pick
out the important elements. These key points are used to make the discussion

questions.
After the general preparation the teacher initiates a class discussion about the

topic. This helps students think about their own experiences.

Using the students responses the instructor begins connecting them to the

information in the story.

Next he or she asks the class to predict what will happen based on the discussion.

READING STRATEGIES

61

The students then read part of the text to see if they are on the right track with

their predictions.
The teacher asks the class what they have learned based on their comparisons.
The instructor continues with the lesson pointing out any additional information,
and alternating silent reading with intermittent discussions until the reading

selection is complete.
After completing the reading the teacher can fill in any other information the
students will be held accountable for, and compares the text to the students
experiences. He or she should also summarize the process again and recommend
students to use the strategy on their own.

Strengths and Weakness:

Students who are ELL, and those considered as passive learners, benefit from the step-by-step
process of ETR because it relates something they know with the text, at a relaxed (but not too
relaxed) pace. It also helps them with understanding how to make predictions. It can be used at
all grade levels and content areas. The weakness I see is there isnt much room for variation in
the technique, and its a slow process. Of course, slow when learning a language is needed for
concrete understanding.

Example:

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GIST
Macomb Intermediate School District. (2002). Making content comprehensible for english
language learners-siop model sheltered instruction-for academic achievement. Retrieved
April 20, 2013, from www.misd.net: http://www.misd.net/bilingual/ELL.pdf

READING STRATEGIES

63

Description:
Generating Iteractions between Schemata helps students make sense of what they are reading by
summarizing. It is a simplistic approach to understanding what is being read. The ease of this
strategy makes it a key component in teaching ELL students.
Steps:

After reading a passage the instructor, with the aid of the class, choose roughly
ten words and/or concepts that appear to be the most important to understanding

the reading.
The teacher puts the choices on the board, and the class writes a summary.
The class continues these steps a few times before being placed in groups or pairs.
The groups continue the exercise, and eventually the students should be able to
complete the task individually.

Strengths and Weakness:

A new language is hard enough to understand without the added stress of complicated strategies.
The minimalism of GIST keeps students from being overwhelmed in an already overwhelming
environment. The strong modeling this strategy offers helps students acquire needed skills, and
become comfortable with the reading process. GIST can be used at all grade levels and content
areas. It is an excellent strategy to use with nonfiction texts. Unfortunately, there are no
variations of this strategy that I could find.
Example:

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65

Applied:
The article below can be found at: http://kids.discovery.com/tell-me/health/staying-healthy/whatare-allergies
What are allergies?

The human body is incredible. It has all sorts of ways to defend itself against foreign invaders.
When something gets in your nose that doesn't belong, you sneeze. Your eyes water to flush out
alien objects. Your skin swells to combat invasions such as a bee sting.
But sometimes your body gets just a little carried away and overreacts. It thinks that something is
attacking, when it's really not, and it goes a little bonkers.
All around you there are things that can get on or in your body. They don't do any real harm. But
your body may react to them. Some people's bodies react to dust or cat dandruff (called dander).
In your case it's pollen.
In the spring and fall, primarily, grains of pollen float through the air from trees and flowers.
Your body has an oversensitivity to pollen. When pollen enters your nose, your body believes it's
under seige and starts to manufacture antibodies to attack. The antibodies make other chemicals,
such as histamines. The work these chemicals do is generally valuable. But in this case, the
histamines unnecessarily make the inside of your nose swell so that it's hard to breathe, your
nose gets stuffed up, your eyes begin to tear and you develop all the symptoms that you were
describing.
People have always had allergies. If yours are really bad, your doctor may prescribe an antihistamine to combat your body's reaction to pollen. But, it's far more likely that your best bet is
to keep an extra tissue around and wait for allergy season to pass.
The GIST:
During allergy season, fall and spring, our bodies can overreact to pollen from trees and flowers.
Our bodies see these foreign materials as harmful and create antibodies and histamines. We can
get medicine from doctors to help us feel better.

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Paired Storytelling
Muskingum University. (n. d. ). Learning strategies database. Retrieved April 22, 2013, from
www.muskingum.edu: http://www.muskingum.edu/~cal/database/general/reading.html ESL
Description:
Paired Storytelling encourages ELL students to use past experiences and information when
discovering a new text. This strategy combines writing and reading skills with group activities.
Steps:

First, the class is divided into pairs, and the teacher writes the topic on the board

as an introduction.
The instructor guides the class through a brainstorming session, focusing on deep
thought questions, such as:
How does the article relate to personal experience?
Does the class have any prior knowledge of the topic?
It should be stressed there are no correct answers. The instructor is just looking
to activate usage of prior knowledge so the class will predict what will happen in
the text. Also, the teacher uses this time to accesses the students knowledge.

They can use this time to provide additional background as needed.

Next, the teacher assigns one student in each group the first portion of the reading,

and the second half goes to the partner.

While the students are reading they should be instructed to take notes of a few
important phrases or words. They should list them in the order they appear within

the text.
The paired students exchange lists, and reflect and relate them to what they read.
At this time they can seek additional clarification on misunderstood items from
their peer or the teacher.

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67

Using the part he or she has read, along with the key words provided by the

partner, the students write what they think happened in the missing portion.
When done the students read what they have wrote to each other. If a teacher has

volunteers, they can read their work to the class.

The teacher then fills in the missing portion by giving the students the other half
of the text. They should compare it to what they wrote. This should be a time of

support from the class, so no derogatory remarks are allowed.

To end this exercise a class discussion about the text should take place. If
students are uncomfortable with speaking in front of the class the discussion can
take place in groups or pairs. The instructor can also elect to give quizzes.

Strengths and Weakness:

The informal setting in this strategy might take stress off of ELL students. It encourages selfmotivation, cooperation, and confidence. This strategy could be a self-esteem booster.
Vocabulary is made meaningful, and students are encouraged to use English in a peer setting.
Strong support is needed with ELL students, and Paired Storytelling provides it. The downside
is this strategy is targeted for high school and above, but I dont see why it couldnt be used in
lower grade levels. It can be used across all content areas.
Example:

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Realia

READING STRATEGIES

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University of California Santa Cruz. (n. d. ). Realia strategies. Retrieved April 20, 2013, from
people.ucsc.edu: http://people.ucsc.edu/~ktellez/50strats.PDF
Description:
Despite the impressive name, Realia simply means using concrete objects whenever possible in
teaching. It is extremely beneficial for students learning English to have something tangible in
connecting words. This concept is great in all academic areas.
Steps:

The instructor is to seek out every available opportunity to use physical objects in

a lesson.
Once a teacher has items corresponding with the reading assignment, he or she
should introduce the vocabulary or concept. During this time the instructor passes
around the object or objects for the class to inspect. Holding, using, and playing

with the items helps solidify the meaning.

When reading the text the teacher should keep the items accessible for the class.

Strengths and Weakness:

I chose this strategy because I understand how beneficial it is to have visuals while learning.
Students are more likely to make connections to language if they can hear the word while seeing,
smelling, and touching the object they are learning about. Of course, not all items will be
available all of the time, but pictures can be used if you cant find a chimpanzee bouncing
around. This can be used in all content areas and grade levels. It is such a simple concept, but
the students will enjoy it. Teachers should begin collecting items whenever possible. One
weakness I see is not all stories will contain tangible items. Also, teachers should be wary of
bring in valuable or breakable items. Accidents do happen. No one is ever too old for show and
tell.

READING STRATEGIES
Example:

70

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Think-Alouds
Reading Rockets. (2013). Think-Alouds. (WETA) Retrieved April 19, 2013, from
www.readingrockets.org: http://www.readingrockets.org/strategies/think_alouds/
Description:
Think-Alouds utilize the verbalization of the mental process while reading. It teaches students
how to be aware of and use metacognition. Essentially, it teaches students how skilled readers
think.
Steps:

The teacher models the strategy by reading and verbalizing his or her thought
process throughout. They should pay special attention to challenging areas. For
instance, they should show students how they use context clues to figure out

vocabulary words.
Next, the passage should be introduced with an explanation of the think ThinkAloud purpose. The instructor should have a set of questions made up to go with

the strategy such as:

What prior knowledge of this topic do I have?
What will this text teach me?
Did that make sense?
Did I understand that clearly?
What else can I do to understand this better?
What were the key points?
Did I learn anything new?
How does it all fit together with what I already knew?
Students should be given a chance to practice this strategy before the final
utilization.

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The teacher reads out loud as the students silently follow in their text. The
instructor stops periodically articulating their thought process and answering

where need be.

The teacher models how good readers observer their comprehension by
revisiting the text, clarifying by reading ahead, and searching for hints within the
passage. Students should eventually become confident enough to supply the
teacher with answers during the questioning phase.

Strengths and Weakness:

Think-Alouds teach students the skills they need to monitor their own thinking in order to
become better readers. It is a highly structured way of developing the tools needed to advance,
and little by little the training wheels are taken off. ELL students benefit from learning how to
use context clues to work out problematic words and passages. This also helps them gain
confidence in their pursuit of leaning English. It can be used before or during reading and as a
class, groups, or pairs. All content areas can benefit from this strategy throughout all grade
levels. The only weakness I found is that it could be fairly mundane and tedious. Im sure there
is a way to jazz it up a bit though.

Example:
Think Aloud Checklist
Make a tally mark every time you hear one Tally Mark For Each

Cue Words

READING STRATEGIES
of the following: Strategy Think Aloud
Predicting
Questioning

Visualizing
Personal Response
Clarifying
Summarizing
Reflecting

Making Connections
personal connections
text-to-text connections

73
Time Strategy Used
I predict
In the next part I think
I think this is
Why did
What did
How did
Where was
Should there
I see
I picture
I feel
My favorite part
I liked/disliked
I got confused when
Im not sure of
I didnt expect
I think this is mainly about
The most important idea is
I think Ill next time.
Maybe Ill need to next time.
I realized that
I wonder if
This is like
This reminds me of
This is similar to
If it were me

Template based on activity in Schoenbach, R., Greenleaf, C. L., Cziko, C., Hurwitz, L. (2000). Reading for Understanding: A
Guide to Improving Reading in Middle and High School Classrooms. San Francisco, CA: Jossey-Bass, 78. Adapted by CAST
http://www.cast.org

Video of the process from readingrockets.org:

Think-Aloud