Literacy Strategies

 Blogs/Wikis- Teachers are now assigning students to read preselected blogs

related to class projects, make comments on the blogs, and then report back
to the class, perhaps in the form of their own student blogs. Wikis are more
collaborative in nature, as readers seek to build knowledge on a specific topic
and upload the text to a common environment.

 Guided Discussions – The purpose it to be collaborative. Providing explicit

instruction that models what is expected of students when making posts
online is another important instructional component that will help to ensure
the success of threaded discussions.

 Story Impressions- uses clue words associated with the setting, characters,
and events in the story to help readers write their own versions of the story
prior to reading

 Problematic Perspectives- Creating problems to be solved or perspectives

from which readers approach text material provide an imaginative entry into
a text selection. For example, the teacher’s role in creating problematic
perspectives is providing the time to discuss the problem, raising questions,
and seeking possible solutions before reading and then assigning the reading
material that will help lead to resolution and conceptual development.

 Interactive Word Wall - consists of the targeted vocabulary words, an

illustration, and a definition.

 Repeated Reading- approach to comprehend a content area text across

varied grade levels. A three-step reading process may help students better
understand a text through the use of repeated readings of text material.

 Metacognition journals Metacognition journals employ questions that make

students more aware of the thought processes they use as they read and how
those processes affect their interaction with the text. These may be
structured through writing prompts that allow the students to gauge the
how’s and whys of their thinking

 Jigsaw Groups- requires students to specialize in a content literacy task that

con-tributes to an overall group objective. Jigsaw groups are composed of
students divided heterogeneously into three-to six-member teams. Each
student on a team becomes an expert on a subtopic of a theme or topic about
which the class is reading.

 STAD-teacher introduces a topic of study to the whole class, presents new

information, and then divides the class into heterogeneous four-member
 groups of high-, average-, and low-achieving students to engage in follow-up
team study. The goal of team study is to master the content presented in the
whole-class discussion.

 Anticipation Guide- series of statements to which students must respond

individually before reading the text.

 Active comprehension -questions not only sparks interest and curiosity but
also draw learners into the material. As a result, students will read to satisfy
purposes and resolve conceptual conflicts that they have identified through
their own questions

 Discussion Web- students engage the text and each other in thoughtful
discussion by creating a framework for them to explore texts and consider
different sides of an issue in discussion before drawing conclusions.