Strategy Resource File Format

Name : Rebecca Cabrera Rdg 540 Summer 2017
Subject Area: All content areas Grade Level: K-1
Strategy Resource File Format
Strategy Name K-W-L
Source Observed
(Textbook, journal, observed Coursework
teacher/professor, staff
development, etc.)
Type of Strategy Preparational

(Graphic organizer, Before, Before, During, After
During, After, or Organization
Vocabulary/Concept.) Concept
Procedure Teacher displays a three column chart. Have students draw a three column chart to
(List steps of implementing complete themselves as well. (Mod could be to give an outline of the chart)
this strategy. Be specific K-What we know W- What we want to find out L- What we learned
enough that you could recall Begin by introducing the text and asking what students already know about the
how to implement it from this topic. What they know should be recorded in the K column. Once all their known
chart.) info is recorded, ask students what questions they have about the topic and record
them in the W column.
After reading the text, have students list all the things they learned about the topic,
that they didnt know before.
Discuss if their questions were answered, if any new information was surprising to
them, etc...
Student Thought Process Oral vocabulary development- they should be able to express their prior knowledge
(What do students get out and then their wonderings.
of this strategy? What Listening comprehension- their listening should be heightened as they listen for
happens in their minds as answers to their questions and new info.
they participate/ student Anticipation, excitement, engagement into the topic.
metacognition?)
Reflect/Extend Science, K.4AB - KWL could be used along with Our Earth unit as they conduct
(How this can be used in my investigations over rocks or soil
classroom/my grade/my Reading, K.9 - KWL could be used along with a nonfiction text
content area. List lesson Sparks good discussion and can bring misconceptions to light right away.
objectives, when possible.) Applicable across content areas.
Strategy Name 3-2-1
Source RDG 540 Coursework

(Textbook, journal, observed Observed
development, etc.) Reading Rockets. (2017, June 22). Retrieved July 02, 2017, from
http://www.readingrockets.org/
Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy and
learning across the curriculum. Boston: Pearson.
Type of Strategy Organizational

(Graphic organizer, Before, during, after reading
Before, During, After, or Concept
Vocabulary/Concept.)
Procedure First have students record 3 things they learned from the reading, then 2 things that
(List steps of implementing struck them as interesting or they want to know more about, and lastly 1 thing they
this strategy. Be specific still want answered, a question they still have.
enough that you could recall
how to implement it from this
chart.)
Student Thought Process This gives students a focus for getting started reading, a purpose, keeps them on
(What do students get out of track while theyre reading, and gets them questioning and reflecting after they
this strategy? What happens read.
in their minds as they
participate/ student
metacognition?)
Reflect/Extend Variations- 3-2-1 using vocabulary - 3 minutes of partner discussion using targeted
(How this can be used in my vocabulary, share 2 sentences using targeted vocabulary, then have students read 1
classroom/my grade/my paragraph containing targeted vocabulary
content area. List lesson 3-2-1 before reading - 3 things I want to know about the topic
objectives, when possible.) 3-2-1 reading- 3 most important ideas, 2 supporting details, 1 question
3-2-1 compare / contrast - 3 similarities, 2 differences, 1 question
Science - K.4AB investigations
Reading - K.5A vocabulary
Strategy Name INSERT
Interactive Notation System to Effective Reading and Thinking
Source RDG 540 Coursework

(Textbook, journal, observed
teacher/professor, staff Sturtevant, E. G., & Linek, W. M. (2004). Content literacy: an inquiry-based case
development, etc.) approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Type of Strategy Metacognitive

(Graphic organizer, During reading
Procedure Introduce the symbols. You will need to model when and why to use them. You
(List steps of implementing can introduce as few or as many as you deem appropriate for your students and
this strategy. Be specific even create your own symbols as needed.
enough that you could recall Agree =
how to implement it from this Disagree = X
chart.) Something new = +
Important = !
I wonder = ?
I dont understand = ??
Student Thought Process Connects thinking to the reading.

(What do students get out Students are actively engaged with the text throughout and it prepares students for
of this strategy? What later discussions since their thoughts are noted right there to come back to.
happens in their minds as
they participate/ student
metacognition?)
Reflect/Extend This is a good strategy for making connections to the texts.

(How this can be used in my It can be easily modified depending on the level or the reader by limiting symbols
classroom/my grade/my to use.
content area. List lesson I even think Id put these symbols on paddle boards for the students to hold up
objectives, when possible.) during a read aloud.
Reading K.11AB students could insert symbols while following steps in an
investigation or during a nonfiction read aloud
Strategy Name AlphaBoxes
Source Observed
development, etc.)
Type of Strategy Organizational, Elaborative

(Graphic organizer, Graphic organizer
Before, During, After, or Vocabulary
Procedure This could be used before, during, or after. It could be used for concept or
(List steps of implementing vocabulary. Students can make their own alphabet boxes in a journal or you can
this strategy. Be specific provide them with one. Then youll assign your specifications for the job- write
enough that you could recall interesting vocabulary, questions, ideas learned, etc.. that begin with each letter of
how to implement it from this the alphabet.
chart.)
Student Thought Process Students have the opportunity to illustrate ideas learned or vocabulary in a creative
(What do students get out way. It is their own representation of the concept so that adds to their
of this strategy? What understanding.
metacognition?)
Reflect/Extend Ive used it for foods that begin with____, animals that begin with ___ in reading
(How this can be used in my and in science. It can be applied to any content area.
classroom/my grade/my K.3 letter sound recognition
content area. List lesson
objectives, when possible.)
Strategy Name Think, Pair, Share
Source Reading Rockets. (2017, June 22). Retrieved July 02, 2017, from
(Textbook, journal, observed http://www.readingrockets.org/
development, etc.)
Type of Strategy Elaborative, Metacognitive

(Graphic organizer, Before, during, and after reading
Procedure Teacher will set up questions to guide focus on key concepts from selected texts.
(List steps of implementing Introduce the strategy and explain the purpose of using it. Set the guidelines for
this strategy. Be specific discussions.
enough that you could recall Model the procedure to ensure that students understand how to use the strategy.
how to implement it from this Monitor and support students as they work through the following:
chart.) T : (Think) Teachers begin by asking a specific question about the text. Students
"think" about what they know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the
"share" into a whole-class discussion.
Student Thought Process Students will access their schema, develop their oral language skills, get to
(What do students get out express their knowledge and interests, and share new knowledge.
of this strategy? What
metacognition?)
Reflect/Extend Think Pair Share in Action

(How this can be used in my It can help students understand a variety different genres as well as steps in
classroom/my grade/my processes in math and science.
Strategy Name Concept Sort
development, etc.)

(Graphic organizer, Concept
Before, During, After, or Vocabulary
Vocabulary/Concept.) Before reading, after reading
Procedure Teachers introduce key vocabulary or concepts for the selected text.
(List steps of implementing Youll gather pictures or objects related to the concept or vocabulary terms. You
this strategy. Be specific can establish the sort for the students (closed) or you can let the students form
enough that you could recall their own categories (open)
how to implement it from this Discuss and explain why/how things were placed in certain groups.
chart.)
Student Thought Process They can access their schema to show what they already know, engage in
(What do students get out explaining how things fit together and relate to each other.
metacognition?)
Reflect/Extend Concept Sort in Action

(How this can be used in my
classroom/my grade/my Reading K.5C - identify and sort pictures or objects
content area. List lesson Science K.9B - plants - flowers, leaves, soil, dirt, garden,
objectives, when possible.) Math - related geometry terms, or telling time terms...
SS - related transportation vocabulary - bus, plane, subway, car, train, ...
Strategy Name Sketch to Stretch
Source Sturtevant, E. G., & Linek, W. M. (2004). Content Literacy: An Inquiry-Based

(Textbook, journal, observed Case Approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
development, etc.)
Type of Strategy Elaborative

(Graphic organizer, After reading
Before, During, After, or Visualizing
Procedure Instruct students to read the text and as they do, they should stop and draw
(List steps of implementing pictures of important things as they come up.
this strategy. Be specific Then students should break out into groups and share their pictures, each group
enough that you could recall member should take turns describing what they think the person who drew the
how to implement it from picture was illustrating, what they wanted to convey. Then the illustrator gets the
this chart.) last word to the group.
Then the groups should collaborate to form a group sketch to share with the
whole class.
Student Thought Process Students will come to understand that reading is more than just the text and the
(What do students get out words, but it is also the mental imagery it creates.
metacognition?)
Reflect/Extend This reinforces the summarizing skill by getting the story down to its most
(How this can be used in my important parts. A key factor is that since they are illustrating, the student must
classroom/my grade/my put the message in their own words.
content area. List lesson You can use this strategy with read alouds in lower grades with literature across
objectives, when possible.) content.
Strategy Name T-Chart
Source Observed
teacher/professor, staff ReadWriteThink - ReadWriteThink. (n.d.). Retrieved July 02, 2017, from
development, etc.) http://www.readwritethink.org/

(Graphic organizer, Concept - compare and contrast
Before, During, After, or During, after reading
Procedure The teacher establishes what will be compared and introduces the graphic
(List steps of implementing organizer set up.
this strategy. Be specific As students read or after they read, they will record similarities and differences in
enough that you could recall the two selected categories.
how to implement it from
this chart.)
Student Thought Process In reading students could focus on how characters are alike and different or how
(What do students get out one character changes from beginning to end. Or reality vs fantasy. You could
of this strategy? What have then t chart words that begin with two letters youre focusing on or find
happens in their minds as words that follow a certain vowel pattern, etc...
they participate/ student In math, you might have students compare/contrast operations or even relate fact
metacognition?) families.
Reflect/Extend This strategy develops students ability to relate how things are alike and
(How this can be used in my different. This could be applied to any content areas.
classroom/my grade/my
Strategy Name Double Entry Journal
Source ReadWriteThink - ReadWriteThink. (n.d.). Retrieved July 02, 2017, from

(Textbook, journal, observed http://www.readwritethink.org/
development, etc.) Sturtevant, E. G., & Linek, W. M. (2004). Content Literacy: An Inquiry-Based
Case Approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy
and learning across the curriculum. Boston: Pearson.
Before, During, After, or During reading
Procedure Students are asked to respond to a given prompt over a selected reading.
(List steps of implementing Give instructions on how you want the journals set up. For older students who
this strategy. Be specific need less space for writing you might make two columns on a page. For younger
enough that you could recall students who need more space for writing you could designate the left page for
how to implement it from text information and the right page for their response. However it is set up, the
this chart.) left side should be information from the text and the right side will be the
students response or reaction to it.
Student Thought Process Students should make connections through their journal entries; connections to
(What do students get out the texts, to our prior experiences, to the teacher.
of this strategy? What The main goal of this strategy is for the student to engage with the text in a
happens in their minds as meaningful way on different levels; within and beyond the text. Using this
they participate/ student strategy should help them self-monitor their comprehension throughout.
metacognition?)
Reflect/Extend Examples for implementing this strategy may include quotes from the text and
(How this can be used in my their take on its meaning, vocabulary from the text and what they think it means
classroom/my grade/my or its definition, lines from poems and their interpretation of them, or for other
content area. List lesson content areas you may have concepts on the left and their understanding or
objectives, when possible.) questions about it on the right.
You could also incorporate dialogue between student and teacher for some
content/concept purposes.
Strategy Name Brainstorming
Source Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy and
(Textbook, journal, observed learning across the curriculum. Boston: Pearson.
development, etc.) Sturtevant, E. G., & Linek, W. M. (2004). Content Literacy: An Inquiry-Based
Case Approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

(Graphic organizer, Before reading
Procedure This is the foundation of other preparation strategies like kwl. The teacher asks a
(List steps of implementing What do you think of when I say____? or What do you know about ___ type
this strategy. Be specific question and then records student responses in some form. (cluster, web, chart,
enough that you could recall )
this chart.)
Student Thought Process Students get to share prior experiences and knowledge which evokes questions
(What do students get out and discussions and further sharing with the group.
of this strategy? What It focuses them and gets them excited about the topic ahead It creates inquiry by
happens in their minds as bringing about questions so they are searching for new information.
metacognition?)
Reflect/Extend I think you could brainstorm using videos, websites, songs, etc.. to get students
(How this can be used in my focused and thinking about the topic. This can be especially helpful for concepts
classroom/my grade/my that are least familiar with students. It would also incorporate that digital element
content area. List lesson that they enjoy and are in tune with.
Strategy Name Exit Ticket
Source Professional Development

development, etc.)

(Graphic organizer, After reading
Procedure After a lesson, hand out little slips or post-it notes with a question related to the
(List steps of implementing lesson.
this strategy. Be specific
this chart.)
Student Thought Process This strategy gives students a chance to demonstrate understanding of the
(What do students get out particular concept or lesson.
metacognition?)
Reflect/Extend This provides a quick assessment of how much of your lesson the students got.
Strategy Name Semantic Map
(Textbook, journal, http://www.readingrockets.org/
observed teacher/professor,
staff
development, etc.)

(Graphic organizer, Graphic Organizer
Before, During, After, or Comprehension
Vocabulary/Concept.) Vocabulary
Procedure Model coming across a word you dont know while reading.
(List steps of implementing Write it in the center of a map either on chart paper, whiteboard and then look
this strategy. Be specific up the definition, draw illustrations that you connect it to. Then reread and apply
enough that you could recall a meaning that fits.
this chart.)
Student Thought Process Creates a visual way to interpret word meaning in a text. The connection between
(What do students get out vocabulary and comprehension is significant and this is a way to ensure we link
of this strategy? What the two.
metacognition?)
Reflect/Extend This is a good strategy for keeping the student accountable for their learning.
(How this can be used in my They determine which word is unknown and difficult for them, they illustrate
classroom/my grade/my connections and look up the definition and then apply the correct meaning. This
content area. List lesson will greatly enhance their comprehension.
Strategy Name Frayer Four Square Model
Source Observed
teacher/professor, staff Welcome to The Teacher Toolkit! (n.d.). Retrieved July 02, 2017, from
development, etc.) http://www.theteachertoolkit.com/
Type of Strategy Graphic organizer

(Graphic organizer, Elaborative
Before, During, After, or Vocabulary/Comprehension
Procedure Select key vocabulary

(List steps of implementing Provide copies of the model to students
this strategy. Be specific Explain the type and quality of responses expected
this chart.)
Student Thought Process Students should gain understanding of difficult vocabulary, an unknown word,
(What do students get out or even characteristics of a new concept.
metacognition?)
Reflect/Extend
Frayer Model Elementary
Strategy Name Predict/Picture Walk
Source Observed
(Textbook, journal,
observed teacher/professor,
staff
development, etc.)

(Graphic organizer, Before reading
Before, During, After, or
Procedure Take students through the book page by page, looking at pictures and text
(List steps of implementing features (if nonfiction) and discuss what the text will be about.
enough that you could recall Have students look for key vocabulary, visual elements (pictures, maps,
how to implement it from diagrams, and graphs), headings and subheadings, captions.
this chart.) Ask students to predict what the text will be about.
Guide students to some key concepts and vocabulary words by asking questions
about their predictions.
Ask students to share what they know about the chapter topics.
Read the text and have students check their predictions after.
Student Thought Process Connect prior knowledge to a new text

(What do students get out Engage with new text in a relevant way
metacognition?)
Reflect/Extend Preview and prediction can and should be done across content areas, especially
(How this can be used in my when introducing unfamiliar concepts.
classroom/my grade/my Reading K.4AB - predict what might happen next based on title, pictures, cover,
content area. List lesson and ask and respond to questions about texts read aloud
objectives, when possible.) K.6A - identify elements of a story including character, setting, key events
Strategy Name Eagle Eye
Source Guided Reading by Karen Jones

development, etc.)
Type of Strategy Before reading, during reading

(Graphic organizer,
Procedure Explicitly teach and model how to look at pictures for clues to help figure out an
(List steps of implementing unknown word.
this chart.)
Student Thought Process What does the picture tell me? Do the things in the picture make sense with the
(What do students get out words I do know?
of this strategy? What Connecting to schema
metacognition?)
Reflect/Extend Reading K.4AB - predict what might happen next based on title, pictures, cover,
(How this can be used in my and ask and respond to questions about texts read aloud
classroom/my grade/my This would be especially helpful in nonfiction texts
objectives, when possible.) Guided Reading Binder
Strategy Name Chunky Monkey

development, etc.)
Type of Strategy During reading

(Graphic organizer, Vocabulary
Procedure Explicitly teach looking for a part of a word that you might recognize in a bigger
(List steps of implementing word. Ex- that look for at, bland look for and etc
this strategy. Be specific Also teach looking for word endings that you know. Ex- ing, ed, er, etc...
this chart.)
Student Thought Process Confidence building in using what they know.
(What do students get out Vocabulary development
metacognition?)
Reflect/Extend This is good for our early readers who need a confidence boost when it comes to
(How this can be used in my decoding and recognizing words.
Strategy Name Skippy Frog

development, etc.)
Type of Strategy Comprehension

Before, During, After, or During reading
Procedure Skip the word and read to the end of the sentence.
(List steps of implementing Hop back to the word and try to input words that might work.
this chart.)
Student Thought Process Students will build context by using the surrounding words and sentences of the
(What do students get out unfamiliar word.
metacognition?)
Reflect/Extend With older students this will be done integrated with another strategy like a
(How this can be used in my frayer four square perhaps
Strategy Name Lips the Fish

development, etc.)
(Graphic organizer, Comprehension
Before, During, After, or Metacognitive
Procedure During reading, guided reading groups, teach students to say the first sound in
(List steps of implementing the word.
this strategy. Be specific Then keep going to the end of the sentence. That will give context for the
enough that you could recall unknown word
this chart.)
Student Thought Process They will build understanding even without knowing every word at first. They
(What do students get out can build context by discovering the first letter sound and then using known
of this strategy? What words around the unknown word.
metacognition?)
Reflect/Extend This will build phonemic awareness and strengthen word building and id.
Strategy Name Flippy Dolphin

development, etc.)

(Graphic organizer, Phonics/vocabulary
Before, During, After, or Metacognitive
Procedure When students approach a word and attempts the vowel sound and it doesnt
(List steps of implementing work, teach them to try a long vowel sound.
this chart.)
Student Thought Process This strategy will help when students come across words containing unfamiliar
(What do students get out vowel patterns.
metacognition?)
Reflect/Extend Students struggling with vowel sounds should be engaging in targeted phonics
(How this can be used in my readers and vowel sound sorts.
Strategy Name Stretchy Snake

development, etc.)

(Graphic organizer, Phonics/vocabulary
Procedure When students come to an unknown words, teach them to say the sounds slowly.
(List steps of implementing Then put them together to form the word.
this chart.)
Student Thought Process Build decoding skills by attacking the sounds that the letters make in order to
(What do students get out build the word.
metacognition?)
Reflect/Extend K.2G blend spoken phonemes

Strategy Name Tryin Lion

development, etc.)

Procedure When a strategy is attempted and doesnt work, such as the stretchy snake for
(List steps of implementing example, you can use tryin lion to encourage students to try another and not
this strategy. Be specific give up.
this chart.)
Student Thought Process Students will learn that they should attack different texts in different ways with
(What do students get out different strategies. Not all strategies work with all texts.
metacognition?)
Reflect/Extend The keep trying attitude encourages growth mindset. This is important for all
(How this can be used in my students, but I think for our higher level students too. That they realize that not
classroom/my grade/my everything will come easily to them and that they should always be ok with not
content area. List lesson succeeding at first, but to keep trying. To check their toolbox for other ways to
objectives, when possible.) fix the problem.
Strategy Name Semantic Gradient
development, etc.)
Type of Strategy Vocabulary/Comprehension

(Graphic organizer,
Procedure Select a pair of words that are polar opposites.

(List steps of implementing Provide synonyms for these words. Place them like a bridge or ladder between
this strategy. Be specific the two original words and discuss your logic for placing them the way you did.
enough that you could recall Have students about how they would order the words.
this chart.)
Student Thought Process Students will strengthen their understanding of related words.
(What do students get out
metacognition?)
Reflect/Extend Semantic Gradients on ReadingRockets

Strategy Name Ask Questions
Source Observed
(Textbook, journal, observed Coursework
development, etc.) Reading Horizons helps teachers provide effective reading strategies in over
10,000 schools. (n.d.). Retrieved July 02, 2017, from
http://www.readinghorizons.com/
Type of Strategy Preparational, Metacognitive

(Graphic organizer, Before reading, during reading, after reading
Procedure Model asking questions before, during, and after reading

(List steps of implementing
this chart.)
Student Thought Process Questioning activates prior knowledge, it creates interest and a need for answers
(What do students get out which makes comprehension more easily accessible. We should encourage
of this strategy? What questioning and model it ourselves across content areas.
metacognition?)
Reflect/Extend I see this being highly useful during science investigations and while working
(How this can be used in my through steps in math problems.
classroom/my grade/my K.2A science - the learner will ask questions about organisms, objects, and
content area. List lesson events observed in the natural world.
objectives, when possible.) K.1A-G mathematical processes standards
Questions before, during, and after
YouTube Sticky Note Reading

Strategy Name Compare, Contrast, Comprehend-Venn Diagram
development, etc.)
Type of Strategy Concept

Vocabulary/Concept.) Graphic organizer
Procedure Students will recognize the compare/contrast structure and understand how that
(List steps of implementing organization can add to their understanding.
this strategy. Be specific The teacher should point out the two objects or characters of the topic and ask
enough that you could recall guiding questions about their similarities and differences.
how to implement it from This can be extended by visually putting the info into a venn diagram.
this chart.) After reading and comparing/contrasting you can continue to comprehension
questions.
Student Thought Process Students will be able to identify the compare-contrast text structure, and how to
(What do students get out use this structure to support their comprehension.
of this strategy? What Using compare-contrast texts will help to activate and extend their background
happens in their minds as knowledge, and expand and enrich their vocabulary.
metacognition?)
Reflect/Extend This is a valuable strategy for all learners, but especially for ELL students. The
(How this can be used in my discussion and visual that this provides enhances understanding.
Strategy Name Reciprocal Teaching
development, etc.) Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy

(Graphic organizer, Before, during and after reading
Procedure Select a text that lends itself to questioning, summarizing, predicting

(List steps of implementing Generate questions
this strategy. Be specific Make predictions
enough that you could recall Use sentences from the text to summarize
how to implement it from Note key or challenging vocabulary
this chart.) Gradually students will take over more control of the process, but you will guide
and facilitate by adjusting the difficulty throughout when you see they are
struggling. To begin with, you will give the strategies to use, but eventually,
their discussion can include talk about which strategies to choose that might
work best.
Student Thought Process Students are really using multiple comprehension strategies when they use
(What do students get out reciprocal teaching; they will generate and ask questions, summarize, make
of this strategy? What predictions, and clarify.
metacognition?)
Reflect/Extend This is a higher level process, but I think at the kinder level, with guidance they
(How this can be used in my can be highly metacognitive about any text.
Strategy Name List, Group, Label
development, etc.) Vacca, R. T., Vacca, J. A., & Mraz, M. (2017). Content area reading: literacy

(Graphic organizer, Organizational
Before, During, After, or Before reading
Vocabulary/Concept.) Vocabulary/Comprehension
Procedure Use this strategy once brainstorming has been done and you have a list of
(List steps of implementing words. You will instruct students to now take those words and group them in
this strategy. Be specific like ways. Based on their logic for why they grouped the words the way they
enough that you could recall did, theyll then create a label for each group.
this chart.)
Student Thought Process The skills developed using this strategy will build their classifying skills that
(What do students get out can and will be applied to all content areas.
of this strategy? What One modification is to provide the groups for the students, which might be more
happens in their minds as necessary the more unfamiliar a concept is.
metacognition?)
Reflect/Extend K.11AB - social studies - learner will identify similarities and differences
(How this can be used in my among people such as laws, kinship, religion and music, clothing, and food.
content area. List lesson List Group Label

Strategy Resource File Format

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Strategy Resource File Format

Uploaded by

Copyright:

Available Formats

Name : Rebecca Cabrera Rdg 540 Summer 2017

Subject Area: All content areas Grade Level: K-1

Strategy Resource File Format

Strategy Name K-W-L

Type of Strategy Preparational

Source RDG 540 Coursework

Type of Strategy Organizational

Source RDG 540 Coursework

Type of Strategy Metacognitive

Student Thought Process Connects thinking to the reading.

Reflect/Extend This is a good strategy for making connections to the texts.

Type of Strategy Organizational, Elaborative

Type of Strategy Elaborative, Metacognitive

Reflect/Extend Think Pair Share in Action

Type of Strategy Metacognitive

Reflect/Extend Concept Sort in Action

Source Sturtevant, E. G., & Linek, W. M. (2004). Content Literacy: An Inquiry-Based

Type of Strategy Elaborative

Type of Strategy Organizational

Source ReadWriteThink - ReadWriteThink. (n.d.). Retrieved July 02, 2017, from

Type of Strategy Organizational

Source Professional Development

Type of Strategy Metacognitive

Type of Strategy Metacognitive

Type of Strategy Graphic organizer

Procedure Select key vocabulary

Type of Strategy Preparational

Student Thought Process Connect prior knowledge to a new text

Strategy Name Eagle Eye

Source Guided Reading by Karen Jones

Type of Strategy Before reading, during reading

Strategy Name Chunky Monkey

Source Guided Reading by Karen Jones

Type of Strategy During reading

Strategy Name Skippy Frog

Source Guided Reading by Karen Jones

Type of Strategy Comprehension

Strategy Name Lips the Fish

Source Guided Reading by Karen Jones

Strategy Name Flippy Dolphin

Type of Strategy During reading

Strategy Name Stretchy Snake

Type of Strategy During reading

Reflect/Extend K.2G blend spoken phonemes

Source Guided Reading by Karen Jones

Type of Strategy Metacognitive

Type of Strategy Vocabulary/Comprehension

Procedure Select a pair of words that are polar opposites.

Reflect/Extend Semantic Gradients on ReadingRockets

Type of Strategy Preparational, Metacognitive

Procedure Model asking questions before, during, and after reading

Questions before, during, and after

YouTube Sticky Note Reading

Type of Strategy Concept

Type of Strategy Metacognitive

Procedure Select a text that lends itself to questioning, summarizing, predicting

Type of Strategy Preparational

You might also like