Open-minded Portraits• Purpose: to help students think more deeply

about a character and reflect on story events from the character’s point of view.

• Rationale: if the students understand the character and motivation they will develop deeper meaning.

• Procedure:1. Have students draw and color large portrait of

head and neck of character in a book they are reading.

2. Have students cut out portrait and attach with a brad or staple to another sheet of drawing paper.

3. Have students trace around character’s head on 2nd page.

4. Have students lift portrait and draw and write about characters’ thoughts on 2nd page.

5. Have students share portraits with the class and talk about words and pictures they chose to include in mind of the character.

• Strengths: helps clarify what things/thoughts are important to the teacher, promotes Multiple Intelligences.

• Weaknesses: drawing may be difficult for some students

Reading Conferences• Purpose: to engage students in

meaningful dialogue about books.• Rationale: the more effective

reader, the more comprehensive and better writers.

• Procedure:1. Group students for the year.2. Explain to them that they will meet

about the books they are reading.3. Have a question for the week that

the students write about.4. Have students bring their literature

logs to conferences.

• Strengths: sense of accomplishment

• Weaknesses: Grouping and student follow through

Story Quilts • Purpose: picking out moral of the story,

individualize engagement of the story for each students while they move to symbolic drawings.

• Rationale: motivation-the more involved in the story the students are, the more they will want to read further.

• Procedure: 1. Each student picks a quote that sums the

moral of the story up for them.2. They then make a symbol to represent the

quote.3. Using these symbols and quotes, the students

will then make a quilt square on paper or cloth.4. After all the squares are completed, assemble

the quilt on a bulletin board or into the quilt (if using cloth)

• Strengths: can make a risk free project• Weaknesses:

1. be prepared to teach quilting.2. time consuming3. breaking risk barrier with students could be

problematic.

Cloze Procedure• Purpose: a strategy to help determine if the

reading level is suitable or not; also can be used as a test of comprehension of the text being studied.

• Rationale: when the students are able to fill in the blanks, the book is suitable for the age level.

• Procedure:1. Select the passage from a textbook.2. Retype the passage. The 1st sentence is

typed as it appears in original text. Replace every 5th word with a blank.

3. Students read passage 1st. Then guess what belongs in each blank.

4. Score the work, 1 point for each correct answer.

5. Compare the percentage of word replacement with this scale:

• 61% correct independent• 41-60% correct instructional• below 40% frustration!

• Strengths: an alternate way of assessing needs.

• Weaknesses: some word processing

Reader’s Theater• Purpose: to involve students in the

text and to aid in the interpretation of the text, while students internalize the information.

• Rationale: the more engaged the students are in the text, the more they comprehend; also a good way to motivate students to read more because it is fun.

• Procedure: 1. Select a story for script. Have students

volunteer for parts.2. Rehearse production. Students decide on

how to use their voice, gestures and facial expressions to portray character they are reading.

3. Stage the production. May be informal. Act the story in class or in front of an audience.

• Strengths: helps understanding of characters and their situations; fun!

• Weaknesses: time and behavioral management may be an issue.

Quickwrites and Quickdraws

• Purpose: – Before: to activate prior knowledge– After: assists in clarifying meaning and

arrange information

• Rationale: by having students write or draw, enhances understanding of topic being covered or gives the teacher an idea what a student may know before the topic is covered.

• Procedure:1. Ask students to write or draw on a topic for

5-10 minutes. Encourage them to focus on interesting ideas, make connections to topic, and to own lives, and reflect on their reading or learning.

2. After students write, they usually share quickwrites/draws in small groups or during big group, entire activity can be finished in about 20 minutes.

Quickwrite and Quickdraws, cont.

• Uses:– entry for reading logs– define or explain a word on the word

wall– theme of story– about a favorite character– comparing book and film versions– about a favorite book during author

study– about a project students are creating

• Strengths: helps students organize and identify thoughts; aids in comprehension

• Weaknesses: ?????

SMART• Purpose: the students will use this

strategy to help in reading comprehension

• Rationale: students will be aware of what they are reading and works on their comprehension.

• Procedures: While reading, put a:1. “X” in the margin if they understand what

they just read or a “?” in the margin if they don’t understand what they just read.

2. When finished reading, explain what they just read. If they don’t understand, have them try to explain why.

3. After all this, if students still don’t understand, just skip it.

• Strengths: could help with comprehension by showing students where they got lost.

• Weaknesses: takes time to work through this strategy.

Inserting symbols• Purpose: to use symbols while reading to

help categorize information• Rationale: to help students to become more

efficient readers• Procedure: while reading any text use the

following symbols to describe what was read, using pencil of course! ***or use any other symbol that is comfortable to you***– Knew it= ^– Don’t think so= X– New knowledge= +– NEATO Please Remember= !– I wonder= ?– Don’t understand= ??– Really understand= **

• Strengths: helps students be more efficient by categorizing the information they have just read

• Weaknesses: rules about writing in the school/library books—may need to encourage use of pencils

Re-quest• Procedures/instructions:

1. Both the students and the teacher silently read a common segment of the text selection. It is recommended that you read one sentence at a time for students with lower comprehension. However, text passages of varying lengths are suitable in application to a classroom. For example, both teacher and students begin by reading a paragraph or two.

2. The teacher closes the book and is questioned about the passage by the students.

3. Next there is an exchange in roles. The teacher now questions the students about the material.

4. Upon completion of the student-teacher exchange, the next segment of text is read. Steps 2 & 3 are repeated.

Re-quest, cont.

5. At a suitable point in the text, that is, when the students have processed enough information to make predictions about the rest of the assignment, the exchange of questions stops. The teacher then asks prediction questions:

“What do you think the rest of the assignment is about?”

“Why do you think so?” “What else will happen?” “Why did you say that?” “Did you find that information in the

text?”

6. Students are then assigned the remaining portion of the selection to read silently.

7. The teacher facilitates follow-up discussion of the material.

SQ3RProcedures/instructions:

1. Choose a chapter from the text.2. Teacher and students together examine the

chapter while teacher starts by showing students how she/he surveys the chapter looking for center, side, and paragraph headings.

3. Next, she/he uses a blank transparency (lined to look like notebook paper) on the overhead projector.

4. Turn the heading into a question and place it in the left column of the transparency.

5. Read the text that follows the heading.6. Teacher then explains her/his thought

process in answering the question suggested by the heading and writes the answer in the right column of the transparency.

7. Repeat this process until you are sure the students understand the process.

OR

1. Choose a chapter from the text.2. Teacher goes through attached handout

that outlines step-by-step SQ3R.

Literature Journals/Reading Logs

• Purpose: To write reactions and opinions about books they are reading.

• Rationale: By engaging in this process students become reflective readers. It also aids in comprehension.

• Procedure:1. Make logs by stapling notebook paper

together or staple paper to a file folder.2. Write name of book on a page, name of

chapter and chapter number3. Write reflections on the chapter. Relate

book to own lives or other literature.4. Monitor entries. Check to make sure they

are completed. Comment on reflections.• Strengths: Students learn to reflect on

their own reading, asking questions and making comments.

• Weaknesses: Time consuming to write feedback in each journal. Check once a week to reduce grading or develop a simple scoring rubric such as the one that follows.

Journal Entry ScorecardPoints Criteria

4 Response…answers question thoroughly.is organized and clearly presented.shares personal feelings and insights.is free of errors in grammar and spelling.

3 Response…answers question in a basic way—some points need elaboration.is organized and clearly presented.shares personal feelings and insights.has a few (1-2) errors in grammar and spelling.

2 Response…answers question in a basic way—some points need elaboration.is somewhat disorganized and/or not clearly presented.shares few personal feelings and insights.has a several (3-5) errors in grammar and spelling.

1 Response…is not really clear—question not addressed or answered.is disorganized and/or not clearly presented.shares few personal feelings and insights.has a more than five errors in grammar and spelling.

0 Response…is not attempted.

Note: This scorecard will be used as a guide for you to write your responses and for me to grade. You do not have to have all of the criteria in one category to receive that score. For instance, you may have a very well-develop response that shares your feelings and insights, and for the most part is well-organized, but your response has five or more grammar/spelling problems resulting in lower grade on the scale.

Story Maps and Frames• Purpose: Uses graphic organizers to

work with story structure for comprehension.

• Rationale: As students see organization and relationships between story parts, they then have better comprehension and are more able to make inferences.

• Six Types:1. Beginning, middle, end—examines

plot.2. Character clusters—examines traits

of main characters.3. Venn diagrams—comparisons. 4. Sociograms—explores relationships

between characters.5. Plot profiles—examines tension.6. Clusters—probe many dimensions of

a story.

• Strengths: Helps the students examine the different components of the story.

• Weaknesses: ???

Story Boards• Purpose: To work with story structure

for comprehension.• Rationale: As students see

organization and relationships between story parts, they then have better comprehension and are more able to make inferences.

• Procedure:1. Using paper, have students fold the paper

into 3 sections.2. In each section, have students draw

pictures of the beginning, middle, and end.3. The students then write sentences about

each picture they have drawn, describing what it is about.

4. The students then share their story boards.• Strengths: Students get more practice

at identifying the beginning, middle, and end.

• Weaknesses: Drawing may be difficult for some students. So, grade on the ideas not drawings.

Learning Logs• Purpose: To record the information they

are learning, write questions and reflections about their learning.

• Rationale: By putting their thoughts down on paper the students gain a different perspective on the reading material.

• Procedure:1. Have students make learning logs at the

beginning of a theme study.2. Plan activities for logs:

*note-taking*drawing diagrams*quickwrites*clusters

3. Impromptu writing is the basis for writing.4. Monitor entries. Respond to questions and

clarify confusions.• Strengths: Students think about what they

are reading.• Weaknesses: Could be time consuming

when having to respond to all the journals/logs. Rubric highlighted earlier could easily be adapted.

PReP(Prereading Plan)• Purpose: To diagnose students prior

knowledge and provide necessary background knowledge so students will be prepared to understand what they will be reading.

• Rationale: A diagnostic and instructional procedure used when students read informational books and content area textbooks.

• Procedure:1. Introduce key concepts to students using a word,

phrase, or picture to initiate a discussion.2. Have students brainstorm words about the topic,

and record their ideas on a chart. Help make connections among brainstorm ideas.

3. Present additional vocabulary and clarify any misconceptions.

4. Have students draw pictures and/or write a quickwrite about topic using words from the brainstorm list.

5. Have students share quickwrites and ask questions to help clarify and elaborate quickwrites.

• Strengths: To help the students learn about a subject before starting a lesson.

• Weaknesses: Classroom management during brainstorming session. Need to be clear on classroom rules for sharing ideas generated during PReP.

Assisted Reading Strategies

• Purpose: To provide support to students in reading through extension in time or giving a support person who is a fluent or equal reader.

• Rationale: Research shows reading is an interactive and social process. With reading, a partner is beneficial for some students.

1. READ ALOUD (story telling)• Purpose: To enjoy a story with no

responsibility of text. Lends support to language structure and reading as a process.

• Procedure: Gather class as a group and read aloud.

2. DEAR Time (Drop Everything And Read)• Purpose: Provides time for students to read

a selection of their choice.• Procedure:

a) Everyone read, including teacher.b) No Interruptions!

• Weakness: Need to find a time to pick a book beforehand.

Assisted Reading, cont.3. Shared Reading (big books)

– Purpose: To make text big enough for all to see.– Procedure:

1. Gather around book (or overhead if necessary)2. Talk about author, title page, publishers, copyright

page.3. Students join in reading story.4. Discuss punctuation

• Strengths: Class is together learning about books.

• Weaknesses: Behavior management. Sight problems

4. Paired Reading– Purpose: To help less fluent reader by having a

better reader assist.– Procedure: *read together aloud at the same

time OR *switch off, 1 reader reads a passage, other picks up where other left off

• Strengths: Socialization• Weakness: Better reader may take over5. Buddy Reading

– Purpose: To help two equal readers attain more fluency.

– Procedure: Same as paired reading.

Running Record• Purpose: To observe individual students

read aloud while teacher assesses their reading fluency.

• Rationale: To be able to assess the reading level using misuse analysis.

• Procedure:1. Choose book. Then choose excerpt

of 100-200 words and retype2. As each student reads aloud make

running record using the following score:

• if the word is read incorrectly, write the word said above it.

• self-correct-write the original word said then “SC”

• attempts at a word-record each attempt above the word

• skips a word-draw a dash through the word

• adds word-draw a ^ and record each added word

• teacher helps with words-draw a T over the word helped with

• repetition-draw an “X” over repeated words

Running Record, cont.

3. Calculate % of miscues– 85% correct is instructional– 95% correct is independent

4. Analyze miscues.• Strengths:

1) Point out where skills are weak.

2) Shows improvement

3) Good assessment tool• Weaknesses: Time consuming to

make the record.

***Hint***

Video Tape session for later analysis!

MENU (This one is just good management.)

• Purpose: A menu shows the class and instructor when a certain activity is planned. It also helps students organize their time. Also can help with collecting absent students’ work. A class secretary can be selected to copy the menu and collect/document assignments done that day.

• Rationale: The menu system will develop time management as well as help the teacher and students to stay on task. By checking off each section, the students will have a sense of accomplishment.

• Procedure: 1. Before the day starts, teacher should write

the day’s plan, as well as the time each subject will be covered.

2. Check off each subject as it is accomplished.

• Strengths: Helps organization of time for teacher and student. Helpful with absent students. Can be a praise system by checking off time.

• Weaknesses: Need to remember to be flexible!! (so students remember not to be too rigid)

DTLA-Directed Listening Thinking Activity

• Purpose: The DLTA is used to engage students in text which is above their independent and/or instructional reading level. It is used to-

1. determine the purpose for reading2. extract, comprehend, and assimilate

information3. examine reading material based on the

purpose for reading4. suspend judgments5. make decisions based on information

gleaned from the reading material

• Rationale: As students develop strategies for actively engaging in text, they become increasingly independent in their own reading and are empowered to monitor and control their own reading behaviors to enhance their comprehension of the text they have read.

DLTA, cont.• Procedure:

1. The teacher reads the title to the student and asks what the story might be about. Record predictions on a chart or blackboard.

2. Read 1st paragraph or the 1st section of the text and tell students that their predictions will be confirmed, rejected, or modified. Ask the students if they still think the same as they did earlier.

3. Continue through the text-predicting, reading to students, and reacting to their predictions.

4. After reading the story, the focus is on specific skill development and vocabulary. Students are invited to focus on words and phrases which puzzle or intrigue them.

• Strengths: Develops early critical reading skills. Helps students develop their own reading comprehension. Engages students in text which is too difficult for their current reading ability

• Weaknesses: Students who have already read or heard the text are not able to engage in strategy effectively. Classroom management can be problematic.

DRTA-Directed Reading Thinking Activity

• Purpose: This strategy is used to help students:

1. determine the purpose for reading2. use prediction when reading text3. make decisions based on readings

• Rationale: As students develop more strategies for reading, the more independent readers they will become.

• Procedure:1. Direct students to read the title and

brainstorm what the story might be about. Record the answers on the board.

2. Read 1st section. Ask the students if their prediction was confirmed, rejected, or modified. Only the student that made the prediction may change their answers.

DRTA, cont.

• Procedure, cont:3. Repeat step 2 until the class

has finished with the reading.4. Have the students justify their

predictions by having them think aloud.

• Strengths: This helps develop critical reading skills. Also helps students develop reading comprehension.

• Weaknesses: Only useful if students have not read or heard the text being used. Classroom management may become a problem.