Strategy Notebook

Pre-Reading Strategies

1.) Jennifer Evans, Assistant Director ELA Follow. (2014). Exclusion brainstorming
20110329_115428_36. Retrieved December 06, 2016, from
http://www.slideshare.net/evansjenb/exclusion-brainstorming-2011032911542836
2.) Exclusion brainstorming
3.) Steps
 Make a word list developed from the text or book being used in the lesson
 Work with the students and read the pre-developed list to them
 Have students mark through words they think that are not related.
 Have the students read the text or book being used in or to determine if the
words on the list are related to the text
 Put checkmarks next to words that are related and circle other words that the
students missed that are not related
4.) Strengths

 Exclusion brainstorming can help students have to think about what words could
be related and then also are forced to use the text or book being used because
they have to use it in order to find more words that could or could not be
related.
5.) Example:

1.) (n.d.). Retrieved April 25, 2017, from

http://www.enchantedlearning.com/graphicorganizers/star/
2.) Graphic Organizer
3.) Steps
  Handout at the beginning of class and ask the students to write what they know
about the subject of the day before the lesson.
 Go over the lesson while the students still have their paper that way they can
correct what they need to on the topic.
 Have a group discussion with the students that way they fully understand what
they need to know about this topic
 Lastly, let the students go back and correct what they need to on their cluster webs
to retain the content they just learned.
4.) Strengths
 A Cluster web is extremely beneficial for the students in the classroom. This type
of strategy is good in the use for not only pre-reading, but as well as during, after,
for vocabulary and English Language Learning students.
5.) Example:

1.) SQ3R- Reading Method. (2014, August 09). Retrieved April 26, 2017, from
https://learningatelsimiddleschool.wordpress.com/resources/sq3r-reading-method/
2.) SQ3R Reading Strategy
3.) Steps
  Before you read the chapter, survey the chapter.
 Question while you are surveying.
 Read the passage, and write a summary for each paragraph.
 Re-look at the questions after reading the passage and highlighting the correct
information.
 Re-check the questions and the evidence that you have found.
4.) Strengths
 The SQ3R Reading strategy is a great tool to use when you are in the process of
teaching your students on how to find information. This strategy is good for using
before you teach the lesson to see what your students’ knowledge is and then what
it is after the lesson is taught.
5.) Example:
 During Reading

1.) An Update to the Upgraded KWL for the 21st Century. (2016, September 05).
Retrieved April 26, 2017, from http://langwitches.org/blog/2015/06/12/an-update-to-the-
upgraded-kwl-for-the-21st-century/
 2.) KWHLAQ Inquiry Chart
3.) Steps
 Fill out the columns KWH before the lesson is taught
 Go through the lesson fully and begin on the next step
 After the lesson is taught finish fulling out the chart in the columns LAQ
 Ask any additional questions that need to be answered
4.) Strengths
a. This is a great strategy to use with students to do during the lesson to see that the
students know and what they need to know. This also forces the students to pay
attention and look more into the text for them to use their full knowledge to fill
out each column.
5.) Example:

1.) PA.gov. (n.d.). Retrieved April 26, 2017, from

http://www.education.pa.gov/Teachers%20-%20Administrators/Curriculum/Pages/Before-
During-After-Reading-Strategies.aspx#tab-1
2.) Lit Circle
3.) Steps
 Students choose their own reading materials
 Ask the students to form groups based off the number in the class, based upon book
choice. Each group has to have their own book.
 Group roles are assigned and recorded by teacher
 All group members record the information shared in the group at each meeting that they
have during class times
 Students need to come up with their own discussion topics
 Have groups present to the class once it is the end of the project period
4.) Strengths
 The Lit Circle strategy is a good way for the students to use a book in order for them to
find information. Students can also make personal connections with the text and also
helps the teacher be a facilitator and not just a person that isn’t part of the group.
5.) Example:

1.) Double Entry Journal. (n.d.). Retrieved April 26, 2017, from
https://salamoneliteracy.wikispaces.com/Double Entry Journal
2.) Double Entry Journals
3.) Steps
 Identify key topics or concepts readers are likely to have encountered in the past
 Formulate post reading questions or responses prompts, require readers to review reading
selection to reflect productively, identify aspects of reading that lead to growth in
knowledge or understanding or to application of problem solving.
 Ask students to write about 150-200 words in response to both pre-and post-reading
prompts.
 Provide opportunities for students to meet in pairs or small groups to read and share
Double Entry Journals during class.
 Students should comment on his/her partner’s double entry journal.
4.) Strengths
 Double entry journals can be very effective in many ways. They are great for working
with them during the lesson so that the students can write down as they read so that the
information has its own meaning in the student’s brain. The student can write something
that makes sense to them for them to remember and better understand the concept.
5.) Example:
 After Reading

1.) Possible Sentences. (n.d.). Retrieved December 06, 2016, from

http://www.readingrockets.org/strategies/possible_sentences
2.) Possible Sentences
3.) Steps
 Pick the vocabulary words that you want for your students
 Define the words and then group the words together that relate to each other
 Use the words and word pairs and begin to make sentences they would see in their own
textbook
 Once they have learned the vocabulary, have the students re-evaluate and all of their
sentences, and if they do not make sense, then the students rewrite the sentences to make
sense.
4.) Strengths
 The Possible Sentence strategy gives students not just the opportunity to learn the
vocabulary but also lets the students learn how to use the vocabulary properly.
5.)Example:

1.) Teaching History.org, home of the National History Education Clearinghouse. (n.d.).
Retrieved April 26, 2017, from http://teachinghistory.org/nhec-blog/25424
2.) Magnet Words
3.) Steps
 Use text from a text book and find words that the passage is about
 Create or find an organizer that the students can relate back to the magnet word that is
chosen
 Have the students fill out the organizer that best fits that word
4.) Strengths
 Magnet Words is a strategy that can cause the students to learn to analyze the text in a
little more depth and can cause the students to read more into the words that can relate
back to the topic.

5.)Example:

1.) All About Adolescent Literacy. (n.d.). Retrieved April 26, 2017, from
http://www.adlit.org/strategies/21827/
2.) Summarizing
3.) Steps
 Start by reading a passage from the lesson that you are teaching
 After reading, ask the students to write a summary over what they have just learned
 Go over the summaries with the student and guide them through so they know exactly
what to do.
4.) Strengths
 Summarizing a text that you have learned is beneficial overall in so many ways. It is a
good way to fully understand what was being taught in the text and can help the student
have a better understanding on if they do not know something from the text, they can go
back look and find what they need.
5.) Example:
 You just need to have your students have a journal in the class that way when you ask
them to quickly write something it is right there and convenient. This is important so that
they students can learn to listen clearly and catch on to the material that is being taught.
 Vocabulary

1.) Simpsonjennifer1209. (n.d.). Retrieved April 26, 2017, from

https://simpsonjennifer1209.wordpress.com/author/simpsonjennifer1209/

2.) Verbal Visual Word Association

3.) Steps
 Define the lesson and the vocabulary that you have chosen
 Have the students divide a piece of paper into four squares
 With each student and for them to pick one term
 For that term write the vocabulary word in one square, the definition in another, a picture
for the word and then something that reminds you of the word
 In the end compare with other students in the class
4.) Strengths
 Verbal Visual Association is a great strategy to use when teaching students new
vocabulary. This can help the student make sense of the words by using a personal
association with the word and also drawing a picture can help make that connection as
well.
5.)Example:

1.) K.I.M. (Key Word Important Information Memory Device) Vocabulary Strategy. (2014,
June 22). Retrieved April 26, 2017, from
https://helpingeducateothers.wordpress.com/2014/06/23/k-i-m-key-word-important-
information-memory-device-vocabulary-strategy/

2.) K.I.M Strategy

3.) Steps
 Have each student find a key word that they want to use in the K column and have them
write it down
 Now find the definition for the key word and write it in the I column
 In the M column, have the students write down a clue or draw a picture to represent that
key word
 Then lastly write a sentence with the key word in the bottom of the chart
4.) Strengths
 K.I.M. is a good way for the students to connect and learn the vocabulary that is being
taught. It will give guidance through the lessons to learn and will be useful when it is
time to review for future use.
5.) Example:

1.) TOAST: A Strategy for Learning New Vocabulary. (n.d.). Retrieved April 26, 2017, from
http://blog.enroll.com/post/TOAST-A-Strategy-for-Learning-New-Vocabulary-1
2.) Toast vocabulary strategy
3.) Steps
 Test – give a list of vocabulary word to the students and test them to see what they know
 While doing this, divide that words between two sides, don’t know and I do know
 Use different types of strategies in order to help the students remember the words better
o Put visuals with the words
o Have the students group up
o Use cues
 Practice the words with the class in a verbal manner. Has to be done in a manner of
minutes after the students learn the words
 Test the students again to see if they learned the vocabulary after the lesson
4.) Strengths
 In this strategy, the students can use many different strategies to learn the vocabulary that
is given to them. After testing the students once, they learn that words and then get tested
again to see if they have improved. This helps the students grasp the concept of the
vocabulary in an orderly fashion.
5.) Example:
 List the vocabulary that the students will need to be tested over along with an article or
textbook that the students can read and pair with the vocabulary. The students will read
this to help them define the words that they defined before the lesson is taught.

English Language Learners
1.) Quick Write Learning Strategy. (n.d.). Retrieved April 27, 2017, from
https://educators.brainpop.com/teaching-tip/quick-write-learning-strategy/

2.) Quick Writes/ Draw

3.) Steps
 Have the students quickly write down or draw their thoughts and opinions on the topic
that has been discussed in class
 Make sure the students know that it does not have to be perfect and not to worry about
any mistakes
 If needed, you can let the students discuss what they have written in their quick writes
4.) Strengths
 Quick writes are beneficial to ELL students because the students do not have to be
worried about them being wrong in what they write. The students are allowed to write
what they want about the topic and can also help to have a connection with what they are
learning.
5.) Example:
 Have the students pull out a piece a paper and write about the topic given to them for
about five to ten minutes. You can tell the students to keep them in a folder or a binder in
order for them to keep up with what they have learned. This is a good way for the teacher
to see is the students fully understand what is being taught.

1.) (n.d.). Retrieved April 27, 2017, from
https://wvde.state.wv.us/strategybank/KnowledgeRatingScale.html

2.) Knowledge Rating Scale

3.) Steps
 Teacher must pick several vocabulary from the topic that is being discussed in class
 Have the students put the words on the chart
 Then have the students rate each word based upon their knowledge
4.) Strengths
 Knowledge Rating Scales are good for the teacher to see what the student knows and
what needs to be touched up on. This strategy is also good for the students to see what
they know and what they need to work on.
5.) Example:
Knowledge Rating Scale
Word Know It Well Have Seen or Have No Clue
Heard It
1.) (n.d.). Retrieved April 27, 2017, from http://www.learnnc.org/lp/pages/2646
2.) Venn Diagram
3.) Steps
 Have the students read a text that has two similar topics within it
 After reading, have the students write down the differences and similarities in the Venn
diagram given to them
4.) Strengths
 A Venn Diagram is a way for the students to analyze the text that is given to them and
use compare the information. Students would learn how to look for information within
and put it in the right places.
5.) Example:
Special Populations
1.) Listen-Read-Discuss (LRD). (2017, April 26). Retrieved May 01, 2017, from
http://www.readingrockets.org/strategies/listen_read_discuss

2.) Listen – Read - Discuss

3.) Steps
 Listen: Give topic that the students will be reading in the next lesson and create a
discussion with the class about this topic.
 Read: Tell the students to read the text over the topic that is given to the students. The
students should recall this topic in the discussion portion previous to this step.
 Discuss: Discuss with the students about what they have learned. Try to have the
students see the differences and the similarities about what each student is saying about
the topic.
4.) Strengths
 Listen-Read-Discuss is a great strategy to use with students that have learning
disabilities. It is a source of information that the students can use to look back on and can
help them orally, visually, and graphically see what they need to know within the
textbook for or any other text that the teacher chooses.
1.) Timelines: A Timeless Teaching Tool. (n.d.). Retrieved May 01, 2017, from
http://www.educationworld.com/a_lesson/lesson/lesson044.shtml

2.) Timelines
3.) Steps
 Have the students read text based off the topic that you would like to discuss
 After reading the text, give the students a list of events that was in the text that was read
 Have the students go through the text with each event that was on the list and order them
in the correct numerical order.
4.) Strengths
 Timelines are an extremely beneficial tool to use when working with dyslexia students.
This gives the students the opportunity to process which events come first and helps the
students remember the correct order of events in the text.
5.) Example:
1.) Multisensory Learning: Individual Tutoring in Rhode Island. (n.d.). Retrieved May 01,
2017, from http://www.ritutorial.org/about-rites/multisensory-learning/

2.) Multisensory Learning

3.) Steps:
 As the teacher, pick out a book for each of the students to read
 Has the students are reading, have them say the words aloud that they do not understand.
 After they have read the book, have each student do an activity that relates back to the
book.
4.) Strengths:
 Multisensory learning is extremely beneficial, especially to dyslexia students. This
activity causes the students to see what they are learning, hear what they need to have
help with and do an activity for the students to connect it back to the text in what they are
learning.
5.) Example: