Strategies to Develop Reading and Writing Skills: Making Teaching Explicit and Systematic

Are these strategies familiar to all your staff? How often are they being used to achieve your literacy outcomes and develop content/skills in your subjects? Ratings: Consistently, Often, Sometimes, Rarely

Column 1 – I use it Column 2 – teachers in my faculty use it Use U if the strategy is unfamiliarStrategy C O S R C O S R

Structured overviewCloze passagesDictaglossPreviewing textPrior knowledge- Predicting- Anticipation guideSkimming and scanning textReading for gistGrammar analysis in contextScaffoldingGraphic organisers - PMT, KWL, Venn diagrams- mind/concept map, word - web/wheel, think, pair sharePresentation of data in graphical form- maps, tables, charts, Building technical vocabulary- word/spelling lists- grids comparing everyday/technicalRound robin/carousel activities- pass the paragraphRetellingText reconstruction- sequencingNote-makingText types with scaffoldsWriting process - checklists- Proofreading (CUPS)JigsawProblem solving/findingThree level guideRubrics and marking guidesCUPS – capitalisation, U – grammar Usage, P – punctuation, S – spellingACE – Answer the question, Cite evidence, Extend and explain

Are you interested in using acronyms of this kind?What strategies do good readers/writers use?

Reviewed February 2010