GMU- TEA PROGRAM

STRATEGIES
INSTRUCTOR: CARA BREMER
READING STRATEGIES
Before, during and after Reading
CAROLINA BARRERA VALENZUELA
GUATEMALA
Lori Daly, Key MS 1
Before Reading: Strategies
Before reading, teachers might consider one of the following activities:

ABC Brainstorming
This activity may be used as a before, during, or after reading
strategy. It can be used before reading for students to brainstorm their
knowledge, during reading to collect key vocabulary, or after reading as a
review. tudents are given a chart with all of the letters of the al!habet and
asked to write down s!ecific words or !hrases about one !articular to!ic
that begin with each letter. This activity can be done individually, with
!artners, or in a grou!.
If a teacher is short on time, it might also be modified by asking
students to use only their !ersonal initials for the brainstorm. "n "B# chart
used during or after reading might also be a valuable vocabulary resource
for students when studying for a test or $ui%.
Admit Slip
"dmit sli!s are used before students read a selection. &n a sheet of !a!er or inde' card, students
are asked to res!ond to a s!ecific !rom!t. The sli! may be used as a homework assignment or as a warm
u!. &ne variation of this strategy would be asking students to res!ond to a $uestion they develo!ed the
!revious class !eriod.
Anticipation Guide
The antici!ation guide can be used before, during, and after reading a !assage. In this strategy,
the teacher !rovides general statements about a to!ic. The students are asked to agree or disagree with
the statements, encouraging critical thinking and building student interest. In addition to agreeing or
disagreeing, students may be asked to defend their o!inions through written or oral communication.
(uring or after reading, students may revisit and revise their antici!ation guide based on the reading and
class discussion.
)This strategy could be ada!ted into the Back to Back activity.
Back to Back
In this activity, the teacher develo!s five to ten general statements about a to!ic or conce!t.
tudents !artner u! and stand with their backs to one another. *hile students are back to back, the
teacher reads a statement aloud. The students then give a thumbs u! or thumbs down, showing whether
they agree or disagree with the statement. +e't, the teacher asks the students who are back to back to
turn and face one another. If both of the students agreed or both disagreed, they give one another a high
five. tudents are then given about a minute to e'!lain their reasons. The !rocess is then re!eated with
the remaining statements.
Comparison Chart
Lori Daly, Key MS 2
This before and after reading activity allows students to e'!ress their o!inions on a !articular
to!ic. Before reading about a s!ecific issue, the teacher would !ro!ose a $uestion or !roblem to the
class. tudents would then write down their feelings about the situation. +e't, students might read an
o!inion !iece on the issue. ,ollowing the reading, they would again write down their view!oint,
e'!laining whether or not it had changed from their original stance and why. This would be an e'cellent
activity to use to !re!are for a class debate.
Graphic Organizers
-ra!hic organi%ers are im!ortant because they visually re!resent a student.s thinking and
learning. They s!ecifically hel! students better understand abstract conce!ts, categori%e and organi%e
information, and determine relationshi!s between ideas.
Frayer Model
This organi%er works well with a general conce!t. tudents are asked to define the idea, e'!lain
its characteristics, and give both e'am!les and non/e'am!les of the conce!t.
KWL
This classic strategy hel!s students activate background knowledge, while also giving the teacher
a more concrete idea of what students know. Before reading, students brainstorm what they
Know about the to!ic. This could be done as a class, in grou!s, in !airs, or individually. +e't,
students fill out what they Want to 0now about the to!ic. ,inally, after reading they write down
what they Learned from the reading.
enn !iagram
Teachers may use this as a !reliminary com!arison activity !rior to reading a !iece of te't.
The activity will encourage students to think about and discuss similarities and differences between
two to!ics before diving into a selection.
"igsa# $modi%ied&
" 1igsaw is a valuable activity where students can gain a great deal of knowledge without taking
the time for each student to read every !iece of te't. This activity can be used before or during reading.
Before reading a main article or cha!ter, the teacher breaks the students into smaller grou!s.
2ach grou! receives their own short reading that is different from the other grou!s. The students then
read their !aragra!hs together in grou!s, identifying two or three main !oints from the te't. 2ach grou!
can then share the information to the whole class, or the teacher can have the original grou!s
redistribute into new grou!s. The new grou!s consist of one student from each of the original grou!s.
2ach student in the new grou! shares the information from his or her short reading. By doing this, the
students hear about five or si' new to!ics in addition to the one they read with their grou!. The teacher
is able to introduce the students to many different !ieces of background knowledge before reading,
rather than 3ust one to!ic as a whole class.
The same !rocedure may be re!eated as a during reading strategy. *hen com!leted during
reading, the teacher may differentiate the te't being read by the students, or have the students read the
same te't, but then have each grou! focus on a different skill or strategy that correlates to the te't.
'ossi(le Sentences
4ossible entences allows students to use key vocabulary terms while also making !redictions.
The teacher chooses ten to twelve words directly from the te't. It is im!ortant to choose some terms the
Lori Daly, Key MS 3
students know, and some with which they are unfamiliar. The students then use the vocabulary words to
make !ossible sentences that might be found in the u!coming reading. tudents are e'!ected to use at
least two vocabulary words in each sentence, which forces them to think about how the words are related
to one another. In addition to this, students will then read the te't with antici!ation, wondering whether
or not their sentences will a!!ear in the selection. "fter reading, the teacher might have the students
assess which of their sentences were similar to ones in the te't, which were not, and why.
'ossi(le )uestions
4ossible 5uestions is similar to 4ossible entences, but instead of using the words to develo!
sentences, the students use the words to create $uestions that might be answered in the te't. This
activity raises student curiosity !rior to reading and encourages students to read more carefully, looking
for the answers to their $uestions. It is im!ortant for teachers to carefully choose vocabulary terms from
the reading so students will be focusing in on the information the teacher wants the students to take from
the te't. This activity may also be used after reading if the teacher wants the students to answer, or
modify and answer, their original $uestions.
'redict*o*Gram $oca(*o*Gram&
" 4redict/o/gram is used to activate a student.s background and vocabulary knowledge before
reading a !iece of te't. The teacher gives students words from the te't and a chart with categories, such
as setting, characters, action, !roblem, and resolution. The students then !ut the words into the
categories, making !redictions about how the terms will be used in the reading. This strategy can be
easily ada!ted for e'!ository te't by using content s!ecific categories. " history teacher might include
grou!s such as battles, northern generals, southern generals, treaties, and cities. "fter the students !lace
the words into categories but before reading, the teacher may also ask the students to write a summary
statement with the words.
're+ie# the ,e-t
4reviewing the Te't is a sim!le strategy where students look through a cha!ter, section, or article
before reading. "t the beginning of the year, teachers should model this strategy, !ointing out the
headings, subheadings, !ictures, !icture ca!tions, and other te't features. "s teachers show students
how to identify and to use key !arts of the te't, they should also model making !redictions and
develo!ing inferences based those features. 6ater in the year, students may com!lete this strategy
inde!endently or with a grou!, and then use their findings to !artici!ate in a brief class discussion about
the te't before reading.
It is im!ortant that teachers of all content areas use this strategy because students need to
recogni%e that the hel!ful features in a history article might be different than those found in a math te't.
'ro(lematic Situations
4roblematic ituations is also used as a before reading strategy. The teacher !ro!oses a !roblem
to the students and in grou!s they try to find a solution to fi' the dilemma. This strategy works well with a
reading where a !roblem is evident and a solution is found. "fter reading, students can com!are their
!ossible solutions with the one decided on in the te't.
'ro(a(le 'assage
Lori Daly, Key MS 4
In this activity, the instructor !ulls five or si' $uotes out of the te't before reading. The teacher
then grou!s students and without telling them, gives each grou! a different $uote. The students discuss
the $uote, !redict what the reading will be about, and then share out to the entire class. They begin to
reali%e that each grou! has a different $uote, yet somehow they all fit together in the same reading. This
hel!s students read with antici!ation, wondering how all of the !ieces will fit together in the te't.
This strategy may also be ada!ted into a 1igsaw activity, where one member from each original
grou! 3oins together in a new grou! to share his or her $uote and e'!lain what his or her grou! !redicted
about the reading.
)uote and Comment
5uote and comment is used as a before reading strategy. The teacher chooses five to eight
!ictures, sentences from the reading, diagrams, e$uations, famous $uotes, or gra!hs to !ost around the
room. The students then walk around, res!onding with a comment, reaction, or $uestion about each of
the figures or words on the walls. The teacher can ne't facilitate a discussion about the items, or allow
students to discuss their reactions and $uestions in small grou!s. ,or management reasons, the teacher
will want to number each sheet and may want to !ost more than one of each item so students do not
crowd around one !a!er on the wall.
.oom .aiders
imilar to 5uote and #omment, this activity is used to gain vocabulary knowledge !rior to reading
a !iece of te't. The teacher selects eight to twelve key vocabulary terms or words from the te't to !ost
around the room. The terms are dis!layed with the word on the front and the definition on the back.
tudents raid the room to collect the definitions and7or words. The teacher can then discuss the
words as a whole class, ask the students to highlight key !arts of the definitions, have them make
connections to the words, or allow the students to make !redictions about the u!coming reading based
on the terms. Teachers might also consider !osting a !icture with each term, or asking the students to
draw a !icture that associates with each word.
S)/.
This activity encourages students to develo! $uestions !rior to reading a !iece of te't, and is also
used as a during reading strategy. Before reading, students Survey the te't, looking at !ictures, headings,
gra!hs, and other key te't features. +e't, students turn headings and subheadings into Questions that
might be answered in the te't. ,inally, students com!lete 3R.s: read, recite, and review. The students
Read to find the answers to their $uestions, then Recite the information orally and write it down to
answer the $uestion, and finally Review the te't and the information they wrote down to make sure they
did not miss any key facts. This activity works well when reading the te'tbook or an article with
subheadings and em!owers students because they are finding answers to their own $uestions, rather
than ones the teacher or te'tbook created.
,ea 'arty
Before hosting a Tea 4arty, the teacher chooses eight to ten im!ortant $uotes from the reading.
2ach student then receives one $uote 8some students may have the same $uote9 and is invited to
sociali%e at the !arty. The teacher e'!lains that the one rule, though, for the !arty is that the only
words they are allowed to s!eak are the ones written down on their !a!er. The teacher also e'!lains that
they need to be good detectives and not only read from their !a!er, but listen to what others have to say
and gather as much information as !ossible. tudents then mingle for three or four minutes, reading
their $uotes aloud to their classmates. ,inally, the students sit back down and the teacher com!iles a list
Lori Daly, Key MS 5
of the gossi! from the !arty. The one rule is that the students may not reveal the $uote that was on
their own sli!.
ideo ie#ing
:iewing a five minute video cli! before reading can build student background knowledge and
!rovide visual images for unusual to!ics. *hile watching a video should not re!lace reading a te'tbook
cha!ter or interesting article, it may serve as a valuable tool to enhance an u!coming reading. hort
video cli!s may also be used during and after reading for similar reasons.
Word Splash
imilar to 4ossible entences and 4redict/o/-ram, the teacher chooses eight to ten im!ortant
vocabulary words from the reading. The teacher !osts the words for the students, and then has the
students write a one or two !aragra!h !rediction on what they think the te't will be about. tudents try
to use as many of the vocabulary words as !ossible in their !rediction. This activity may also be used as
an after reading strategy because students may revisit their !redictions after reading, determining how
their !rediction is similar to or different from the actual te't.
;istory During Reading trategies
Teachers might consider using one of the following strategies:
!ou(le 0ntry "ournal $Cornell 1otes&
(ouble 2ntry 1ournals, also termed #ornell +otes, can be used in a variety of ways. Before
assigning reading, the teacher develo!s a double column note sheet. &n the left hand side of the sheet,
the teacher writes down key terms or main ideas in the te't. The right hand side of the note sheet is used
for details or facts found in the reading. Teachers may choose to give students the details ahead of time
and have them develo! the main ideas as they read, or vice versa. 2ventually with !ractice, students will
be able to determine both the main ideas and im!ortant details from the te't. Teachers may also
differentiate, giving some students more su!!ort on the guide than others. tudents should also know
that the 3ournal naturally lends itself to being used as a study guide after reading.
Comprehension Strategies
;aving students !ractice a com!rehension strategy during reading encourages them to be
actively engaged in the te't and thinking while reading. Teachers need to be careful to model the
strategies before e'!ecting students to use the methods themselves and should initially use one strategy
at a time. tudents may try the strategies by marking in the te't or writing on !ost/it notes as they read.
4ractice with these skills will hel! students use them more naturally when they are reading
inde!endently or faced with difficult !ieces of te't. The following list has been ada!ted from the book,
trategies That *ork, by te!hanie ;arvey and "nn -oudvis.
Making Connections
Readers make connections by activating !rior knowledge before, during, and after reading te't.
tudents learn to use !rior knowledge to make connections between the reading and what they
have e'!erienced, what they have read, or what they know about the world.
!etermining 2mportance
Lori Daly, Key MS 6
Readers determine the most im!ortant ideas and themes in a te't according to their !ur!ose for
reading. tudents learn to use their conclusions about im!ortant ideas to focus their reading to
e'clude !eri!heral or unim!ortant details.
)uestioning
Readers ask $uestions of themselves, the authors, and the te'ts they read. tudents learn to use
their $uestions to clarify and guide their reading.
isualizing
Readers create visual and other sensory images from te't during and after reading. tudents learn
to use the sensory connections they make to te't to dee!en understanding of the te't.
2n%erring
Readers draw inferences from te't by using their !rior knowledge and te'tual information to draw
conclusions, make critical 3udgments, and form inter!retations from the te't.
Synthesizing
Readers retell or summari%e what has been read. tudents learn to synthesi%e in order to better
understand and remember.
.epairing Comprehension
Readers use a variety of fi'/it strategies to re!air com!rehension when it breaks down.
!iscussion We(
<seful during or after reading, this organi%er has students identify which facts are im!ortant to
the te't and which are trivial. "s they read, students write facts onto one column or another. Teachers
might consider giving students the main to!ic of the reading and having them write down details that
connect to the to!ic in one column and details that are not directly related in another. This organi%er
also works well when reading math story !roblems. tudents are able to identify relevant and irrelevant
information in the te't.
G.'
,or this strategy, students read the te't and try to remember as many im!ortant facts as !ossible.
"fter they have read, they !ut away the te't and write down every fact they can remember. +e't,
students go back into the te't to look for things they missed. They add the additional facts to their list.
,inally students categori%e, or organi%e the information they took from the te't. This strategy hel!s
students read more critically and shows them the im!ortance of looking back in the te't when they need
additional information. It also allows students to think more dee!ly about what they read by creating
their own categories, or main ideas found in the te't. This strategy may be used during and after reading.
It can also be ada!ted to include a summary !iece after categori%ing the information from the reading.
Key Sentences
0ey entences forces students to identify the most im!ortant information in the te't. "s students
read, they mark sentences they think are im!ortant to the te't. "fter reading, they choose the one
sentence they believe is most im!ortant, write it down on a !ost/it note, and then e'!lain why they think
it is im!ortant. ,inally, students discuss their sentences with a grou! of students, e'!laining their
reasoning and listening to others. thoughts. "nother variation of this activity would be to allow students
Lori Daly, Key MS 7
to write the most im!ortant sentence on one sticky note, and their favorite sentence on a different
colored !ost/it. This activity encourages students to think critically while reading, determine im!ortant
information in the te't, and give evidence to su!!ort their thinking.
Marking in ,e-t
"s students read, they can mark in the te't using a variety of different strategies. They might write
$uestions they have as they read, highlight four main ideas, circle key vocabulary words, mark areas in
which they are confused, write one key word that sums u! every !aragra!h, or write connections they
have to the te't. This strategy can be ada!ted to best fit any te't the students are reading for class.
Selecti+e .eading Guide 3 .eading .oad Map
<sing a elective Reading -uide is a classic com!rehension activity. "s students read, they
answer $uestions, write definitions for key vocabulary words, fill out charts, or draw !ictures to hel!
them increase their understanding of the te't. Reading -uides can be ada!ted to fit a teacher.s needs for
a !iece of te't. ,or e'am!le, they might instruct students to read a certain range of !ages, and then
com!lete an activity before moving forward in the te't. They can also be develo!ed for !airs of students.
4aired Reading -uides might ask one student to read a section aloud, answer $uestions together, and
then have the second student read the ne't !art of the te't. This might be useful as a differentiated
activity, where one student is given a longer !iece of te't than another, though both students are
res!onsible for reading !arts of the story or nonfiction !iece.
,e-t Structure Organizers
These organi%ers are hel!ful when using nonfiction !ieces of te't. Before reading, teachers
determine the ty!e of structure found in the te't 8com!are and contrast, cause and effect, !roblem and
solution, etc9. "s the students read, they take notes in the organi%er. This hel!s to show them the format
of the te't, which in turn increases their understanding of the reading. "fter students are familiar with the
various te't !atterns and gra!hic organi%ers, teachers may have students choose or draw their own
charts to use for notes while reading.
,hink Aloud
If we e'!ect our students to use com!rehension strategies, it is im!ortant that we model our own
thinking as we read. This strategy can be used to model many of the during reading strategies.
Teachers generally choose a short !iece of te't to use when thinking aloud. The teacher would read a
few sentences in the te't or word !roblem, think out loud, and show the students what they are
thinking as they read or work out the !roblem. This hel!s students reali%e adults, or good readers think
as they read, as well as learn some of the strategies that might be useful when a!!roaching certain !ieces
of te't. This is an im!ortant !iece in having our students learn to be better readers.
,hree Le+eled Guide
Three 6eveled -uides force students to think more critically about the te't during and after
reading. In order to develo! one, teachers must think about various levels of thinking, such as a!!lied,
inter!retive, and literal. This strategy lends itself to small grou! discussions about the te't and forces
Lori Daly, Key MS 8
students to make 3udgments about various to!ics. The structure and format of the guide may be altered
to best fit a teacher.s needs.
"fter Reading trategies
"fter reading, teachers might consider one of the
following activities:

/ 4 5 4 6
" = > ? > @ is a sim!le way for students to show what they have learned or ask $uestions about a
to!ic. It can be used after reading, at the end of class, or toward the end of a unit as review. Teachers
can ada!t the = > ? / @ organi%er to best meet their needs. They might have three facts the students
learned from a reading, two $uestions they had as they read, and one thing in an article that they found
interesting. Teachers might also be more s!ecific and ask for students to write three facts they learned
about wea!ons during **II, two battles that were fought during the war, and one way the war im!acted
the home front. A, B, =, ?, @ organi%ers might also be used if reviewing an entire unit or a long article.
Cartoons 3 Cartoon Strip
ingle cartoons or cartoon stri!s are a wonderful way for students to show their ideas through art.
"fter reading, allow students to draw a cartoon stri! showing an event from a story, or a !rocess, such as
how a bill becomes a law or how a cell transforms during mitosis. (rawing can be a sim!le way for
students to !rove their understanding while also being creative.
!iscussion We(
<seful during or after reading, this organi%er has students identify which facts are im!ortant to
the te't and which are trivial. "s they read, students write facts onto one column or another. Teachers
might consider giving students the main to!ic from the reading and having them write down details that
connect to the issue in one column and details that are not directly related in another. By ma!!ing out
the relevant and irrelevant details, this will hel! guide student discussions. Teachers might also ada!t
the organi%er to also show two sides of an issue !rior to a classroom debate, such as the beliefs of
Lori Daly, Key MS 9
(emocrats versus Re!ublicans, or whether or not a character should have made a certain choice in a
story. *riting down their ideas will hel! them form better arguments for a debate.
0-it Slips
imilar to "dmit li!s, this strategy is a $uick, easy way for teachers to monitor student
understanding. "t the end of class, the teacher asks students to write down information about what was
learned that day. 2'it sli!s can follow a variety of formats. Teachers may ask students $uestions on the
sli!s, have them write down three facts they learned, have students fill in a small gra!hic organi%er, or
draw a !icture about what they learned. It is a $uick, formative way for teachers to track student !rogress
and understanding.
Graphic Organizers
"fter reading, gra!hic organi%ers are an easy way to have students reflect on what they read and
synthesi%e their thinking. " variety of organi%ers can be used based on the format of the te't. If reading a
story, students might com!lete a !lot diagram. ,or nonfiction te't, students may fill out an organi%er
based on the te't structure used in the reading. If the information is written in chronological order,
students might take notes on a timeline, whereas if it was written using a !roblem and solution format,
students can identify the issues and !ossible solutions. Teachers might also create their own organi%ers
to best fit the format of the te't.
G.AS' $Guided .eading and Summarizing 'rocedure&
,or this strategy, students read the te't and try to remember as many im!ortant facts as !ossible.
"fter they have read, they !ut the te't away and write down every fact they can remember from the
reading. +e't, students go back into the te't to look for things they missed and add the additional facts to
their list. Then students categori%e, or organi%e the list of information they took from the te't. ,inally,
after categori%ing, students write a summary of the te't based on their !ersonal notes. This strategy may
be used both during and after reading.
Magnet Summary
This activity is used both during and after reading. &nce a teacher has selected a !iece of te't, he
or she chooses four or five key conce!ts from the reading. Before reading, the students receive those
conce!ts on inde' cards. Then, as the students read, they write down details on the inde' cards that
relate to the main ideas on the cards. "fter reading, these cards serve as the basis for a summary of their
reading.
'hoto Captions
4hoto ca!tions hel! to show student understanding of a certain sub3ect or conce!t. "fter
reading, the teacher gives the class four to eight !hotogra!hs, illustrations, and 7 or drawings. The
students write !icture ca!tions to show their understanding of the sub3ect matter. This activity might
also be done by allowing the students to draw something from the unit of study and then asking !airs to
write ca!tions for each other.s !ictures.
'oetry
Lori Daly, Key MS 10
4oetry can be a fantastic alternative to com!leting a full length !iece of writing. It is less time
consuming, yet the students are still given the chance to be creative.
Bio 'oem 3 72 Am8 'oem
Bio 4oems can be used for a variety of to!ics, such as famous inventors, scientists, athletes, or
story characters. Teachers may use a tem!late to hel! guide students in their writing and may
ada!t any bio !oem format to best meet the needs of the given assignment.
Cin9uain
" cin$uain is a five line !oem that generally describes one s!ecific sub3ect or conce!t. It uses the
following format:
line one: one word 7 sub3ect
line two: two ad3ectives that describe line one
line three: three action verbs that relate to line one
line four: four feelings or a four word sentence that relates to line one
line five: one word that is a synonym of line one
!iamante
" cross between a cin$uain and a !oem for two voices, diamantes use words to describe two
o!!osing sides. tudents may contrast two sub3ects such as a !redator and its !rey or varying
conce!ts such as discrimination and tolerance.
line one: one word o!!osite of line seven
line two: two words describing line one
line three: three action verbs that relate to line one
line four: four words > two relating to line one 7 two relating to line seven
line five: three action verbs that relate to line seven
line si': two words describing line seven
line seven: one word contrasting line one
7:o# 4 ,o8 'oem
Instead of listing directions, have students write a how to !oem. tudents might write on
sub3ects such as ;ow to be a Tornado or ;ow to #lean Cour Instrument.
'oems %or ,#o oices
4oems for two voices hel! students recogni%e the similarities and differences between two sides.
4ossible o!!osing voices might be fiction 7 nonfiction or chemical and !hysical reactions. "n
e'am!le might include:
I am fiction. I am nonfiction.
I include stories, folk tales, I include essays, biogra!hies,
novels, and fables. almanacs, and travel guides.
I use o!inions, creativity, I use facts.
and narrators.
I tell stories. I tell the truth.
I am fake. I am real.
Shape 'oem
Lori Daly, Key MS 11
ha!e !oems may be used for nearly any sub3ect matterD tudents decide on an ob3ect,
brainstorm words related to that sub3ect, and then use the words to make the sha!e of the ob3ect.
.eport Cards
Re!ort cards allow students to 3udge an ob3ect.s features or characteristics. Before com!leting
the activity, teachers need to !re!are the re!ort cards by deciding on a sub3ect, such as one of :an
-ogh.s !aintings, and its characteristics, such as dull, sim!le, and imaginative. tudents will give :an
-ogh grades based on the given features. ,or e'am!le, if the !ainting is very bright, then they would
give him a !oor grade for dullness and then e'!lain their thinking. *hen done in !airs, this strategy
activates thoughtful discussion and forces students to !rovide su!!ort for their thinking. In addition to
using critical thinking skills, students are often introduced to new vocabulary terms.
Byrons Report Card
Subject Grade Comments (give evidence)
arrogant

la%y
Semantic Feature Analysis
This activity may be used as a before, during, or after reading strategy. It allows students to
com!are features of various to!ics being studied.
FDR JFK Nixon Reagan Clinton
Democrat + + - - +
War Time President + - + - -
Congress of Same Party -/+ + - -/+ -/+
Re-Elected + - + + +
Served in Congress - + + - -
,op ,en Lists
To! Ten lists are a fun way for students to use their knowledge but also be creativeD tudents
should first list facts about a sub3ect matter. +e't they decide on items they believe to be interesting or
Lori Daly, Key MS 12
unusual, which become the basis for their lists. 4ossible to!ics include To! Ten Reasons *hy Cou
hould tay "way from (rugs or To! Ten Reasons *hy *e hould tudy 4robability. If the students
struggle to identify ten reasons, have them write a ,ab ,ive list insteadD
WA1,0! poster
tudents may create *"+T2( !osters for sub3ects in which they are studying. 4osters should
include !ictures, facts, and silly statements to kee! the !osters interesting. Brief !hrases may be used
instead of com!lete sentences. The !osters allow students to be creative while still showing their sub3ect
area knowledge.
Writing
*riting activities are useful as both before and after reading strategies. *hen utili%ed after
reading, students can show their newfound knowledge and understanding of the sub3ect matter.
A !ay in the Li%e;
"fter researching or learning about a sub3ect, students can write a day in the life account of
various items, such as a white blood cell, a crayfish, or a dro! of water.
Con+ersations 3 !ialogue
In this creative writing assignment, students write an imaginary conversation between two things,
such as a solid and a gas or a current and a !ast !resident.
!iary 3 "ournal
(iary and 3ournal entries generally show a student 7 ob3ect 7 !erson.s feelings on a day to day
basis. tudents might right diary entries in unusual !ers!ectives.
!irections 3 7:o# 4 ,o8
tudents write directions e'!laining how to do something related to daily class work or a to!ic
they have been studying.
Guess Who 3 What<
"fter reading or learning key terms in a unit, students may write -uess *ho 7 *hat statements.
The students will make a list of characteristics describing an ob3ect, !erson, or term. &nce the
statements have been written, students can share them with a neighbor and use this as a tool for
review. This strategy will hel! teachers assess student knowledge of key terms and to!ics without
actually testing.
2maginary 2nter+ie#
"sk students to write an imaginary interview. They might consider $uestioning an atom about its
daily life, a !erson from another time !eriod in history, or an ob3ect used often in class, such as a
!aintbrush. This activity not only allows students to think critically about $uestions to ask, but
also lets them show their knowledge of the sub3ect matter.
Letters
6etters can be used in a variety of ways in the classroom. tudents might write letters back and
forth about !eo!le from different !eriods in history or characters from different stories. Teachers
might also direct students to write letters to local businesses, famous athletes, well/known
authors, or other !ersons relevant to the to!ic at hand.
Lori Daly, Key MS 13
.AF,
R",T stands for Role, "udience, ,ormat, and To!ic. *hen students com!lete this writing
assignment, they generally take on the role of an unusual ob3ect or !erson. The following chart
shows !ossible R",T writing combinations:
Role Audience Format Topic
scientist
inventor
re!orter
3ury 7 3udge
adventurer
artist
3ournalist
the !resident
the !rinci!al
your !arents
fictional
character8s9
self
3ury 7 3udge
brochure
news article
cartoon
video
interview
3ournal
issue related to
current events
issue related to a
historical time
!eriod
to!ic of !ersonal
interest
Story 'ro(lems
"fter using story !roblems in science or math class, students may write some of their ownD
Teachers should make sure to model the writing !rocess for students and give them tem!lates 7
e'am!les to follow to hel! guide their thinking.
,ake a Stand 3 0ditorial
"sk students to stand u! for their beliefs and write an editorial for a news!a!er on something they
would like to see changed. Teachers may have students focus on a school/related to!ic or
something they have been studying in class.
Lori Daly, Key MS 14