Classroo

m
Strategi
By:
Whitney Smith

PRE
READING
STRATEGI
ES

Expectation Outline

Pre Reading- Expectation Outline- Gilchrest. (n.d.). Retrieved April 21, 2015, from
http://fall10edu404a.providence.wikispaces.net/Pre Reading- Expectation Outline- Gilchrest

Expectation Outline Steps:

Present the students with the text they are about to learn about.
Have the students skim the text. Then have the students come
up with questions that they think the text will mainly focus on.
Have the students share their questions and then group related
questions onto the board or overhead. Make sure students
explain why they choose these questions.
The students then label the groups of questions and will find that
major topics will come from the text.
If there are questions that the students have missed then the
teacher can provide them with the missed questions.
Once the questions are complete then the students may read the
text given and answer the questions.

Expectation Outline Pros and Strengths:

-

Hands on learning
Has the students start to think before learning
Can be used for the whole lesson (before, during, and after)

K-W-L (Know-Want-Learned) Chart

Jones,R.(n.d.).ReadingQuestStrategies|KWL.RetrievedApril22,2015,from
http://www.readingquest.org/strat/kwl.html

K-W-L Chart Steps:

Create a chart with three columns either on the board, overhead,
a sheet of paper, or provide the chart to the students
Label columns: 1. K- What Do I Already Know? 2.W- What Do I
Want To Know? 3.L- What Have I Learned?
Before starting the lesson, whether it is having the students read,
watch a clip, or listen to something, have the students fill in the
K column with words, terms, or phrases they already know.
Then have the students have a quick look at headings, pictures,
or charts that may be involved with the lesson. So they can fill in
the W column with what they might learn about this lesson and
also what they want to learn.
Finally have the students read, listen, or watch the lesson and
once they have finished they fill in the L column with what they
have learned.

K-W-L Chart Pros/Strengths:

- Can see how much or little background knowledge
students may have
- Students are engaged in hands on learning

What do
I Already
Know?

W
What
Do I
Want To
Know?

L
What
Have I
Learned?

Wordsplash

Jack, E. (n.d.). Using wordsplash in the classroom. Retrieved April 22,

2015, from http://www.learnnc.org/lp/pages/2025

Wordsplash Steps:
Before students read select a set of key terms or concepts
related to the assigned reading
Place words on an overhead or a large piece of paper with the
central topic word in the middle. Then in no particular order
arrange words around the central topic word.
Then have students make predictions either by themselves or in
groups about what they will be learning based on the wordsplash

Wordsplash Pros/ Strengths:

-

Shows what prior knowledge students may or may not have on

words
Has students think about a lesson before actually learning it
A great way to have a class discussion before the lesson

During
Reading
Strategi
es

Response Journal

Road to Reading. (n.d.). Retrieved April 22, 2015, from

http://classroom.jc-schools.net/read/read-during.html

Steps to a Response Journal:

Have students either make a 3 column chart or provide the chart
for them
The first column will be labeled Thoughts, second column
labeled Feelings, and third column labeled Questions.
As the students are reading have them fill out each column as
they go along

Response Journal Pros/ Strengths:

-

Has the students thinking as well as writing down notes as they

read along
Being able to write down their feelings and questions makes for a
great discussion afterwards
The students become involved in what they are learning

THOUGHTS

FEELINGS

QUESTIONS

Mind Mapping

Classroomstrategiesforinteractivelearning(4thed.,pp.148150).Newark,Delaware:International
ReadingAssociation.

Mind Mapping Steps:

Evaluate the chapter or reading your students will be reading
and pull out key facts and vocabulary. Try to not include difficult
information and facts that are not essential to learning the main
points in the chapter or reading.
Put the key facts and vocabulary into a mind map that has
them connect in any way you choose such as using arrows,
boxes, circles, or creative touches.
Give the map to the students before they learn the material to
get an idea of the new material they will be learning and discuss
it with the class or have them talk about it in groups
Have the students refer back to their mind map when they are
reading the new material to use it as a guide.
After reading the students may add anything they feel is
important
Mind Map Pros/ Strengths:
- Students have a visual representation of their important facts
and vocabulary
- Students can use this strategy for future lessons
- Students are able to discuss as a class or in groups the key facts
and vocabulary

Author Says/ I Say

Classroomstrategiesforinteractivelearning(4thed.,pp.6466).Newark,Delaware:International
ReadingAssociation.

Steps to Author Says/ I Say:

Introduce the Author Says/ I Say chart to the
students either by drawing it on the board or
displaying it on the projector
Explain to students that this chart is to help
them understand the material they are going to
be reading by writing down their thoughts and
comparing them to what the author says. Also
what the student says and then the last column
is for summing up what has been read
Give students an example for each column so
they understand the strategy
Author Says/ I Say pros and strengths:
- Can provide a mental conversation between the
student and author
- Chart helps guide them through the reading so
they get a better understanding of what they are
reading
- Being able to sum up what students have read
so they gain the full understanding

I wonder

The Author
says

I say

And so.

After
Reading
Strategi
es

Anticipation Guides

Classroomstrategiesforinteractivelearning(4thed.,pp.5963).Newark,Delaware:International
ReadingAssociation.

Steps to Anticipation Guides:

Determine the main ideas and concepts in the reading for the
students
Have an understanding of what the students might already
know about these main ideas and concepts
Make an Anticipation Guide by picking 4-6 statements that
would challenge the students prior knowledge to their reading
Have a You column and a Author column
Hand out the anticipation guide or put it up on the board so
the students can see the anticipation guide
Have the students put a check by the statements that the
agree too and have them justify why they agree to the
statement
Then have the students read the material
Once the material has been read have the students go back to
their anticipation guide and put a check by the statements the
author agrees to
Then have the students write a summary statement about the
similarities between their agreements and the author
agreements or disagreements

Anticipation Guide Pros/ Strengths:

-

Students can help remember material by comparing their

thoughts and the authors thoughts

Students use prior knowledge

Students practice with writing why they agree on a certain
statement

You

Author
1.
2.
3.
4.
5.
6.

3-2-1 Exit Card

After Reading. (n.d.). Retrieved April 28, 2015, from

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading
/SecondaryReading/AfterReading.aspx

3-2-1 Exit Card Steps:

At the end of the class period have students fill out their exit card
3 things they found out about the lesson they just read
2 things they found interesting about the reading
Then 1 question they still have about the reading
Students then turn in their exit card once they are leaving the
class

3-2-1 Exit Card Pros/ Strengths:

-

The students use prior knowledge when filling out their exit card
The teacher gets to see how well the students obtained
information from the reading
Students practice their writing skills

3-2-1 EXIT CARD

Name:_________________________________________________________________
_

THINGS YOU FOUND

OUT:

INTERESTING
THINGS:

QUESTION YOU STILL

HAVE:

Discussion Web

Classroomstrategiesforinteractivelearning(4thed.,pp.9497).Newark,Delaware:InternationalReading
Association.

Steps to a discussion web:

Choose a reading that has opposing view points and

have the students read it
Then introduce the discussion web to the students once
they have read the material given to them. Have a
question from the reading that can go two ways such as
a yes side and a no side to the question
Have students work in pairs to fill in their discussion
webs which has them discussing each of the argument
to each other and having them re read the material to
pull information to support each side
You can then have the students in pairs join another
pair to discuss their discussion web arguments

 Each group of 4 then will present to the class

Discussion Web Pros/ Strengths:

- Has the students to discussion a question from the
material after reading to form ideas for opposing sides
of the question
- Students are able to remember the question because
both sides have been discussed multiple times
- Students are able to practice going over the reading
material to find arguments to support their own
thoughts

Reasons
Yes

No

Question

Conclusions

Vocabular
y
Strategie
s

Concept/ Definition Mapping

Classroomstrategiesforinteractivelearning(4thed.,pp.8385).Newark,Delaware:International
ReadingAssociation.

Concept/ Definition Mapping Steps:

Have students either create their own or provide a blank map for
them.
Give them directions on the labeling of the map. Such as;
Category, examples, illustrations, and more
Present a vocabulary word students need to know for the future
such as tests. Have them either work alone or in groups to fill out
the concept/ definition map by using prior notes, textbooks, or
whatever materials provided
Once finished with their map go over the concept or definition to
make sure the students have done their map correctly
Have students continuing making concept/ definition maps for
further vocabulary words

Concept/ Definition Mapping Pros/ Strengths:

-

Students have visuals, examples, and more to help them

understand and remember the vocabulary or key term.
Students are encouraged to use prior knowledge
Hands on learning to help students understand and remember
vocabulary

What is it?

Illustration/what

is it like

VOCABULARY
WORD

Example

Example

Essential
Characterist
ics

Nonessential
Characteristics

Illustration/
what is it like
Illustration/
what is it like

Examples

Vocab
Word

Example

Word Family Trees

Classroomstrategiesforinteractivelearning(4thed.,pp.221224).Newark,Delaware:InternationalReading
Association.

Word Family Tree Steps:

Go over what a family tree is and how it is made up such as how
it lists the ancestors, descendants, and other relatives on a
family tree
Next introduce the word family tree to students by giving an
example of a vocabulary word they already know
Have the students create their own word family trees using their
vocabulary words

Word Family Pros/ Strengths:

Nonexample
s

Students get practice on understanding vocabulary words by

other methods besides notecards
Students can remember vocabulary because they are talking and
writing about them
Students can start to recognize root words and connect similar
words to their new vocabulary words

Pronunciation Key:

Root word:
Memory Clue:

Words that are similar:

Which means:
Words that are
Relatives:

VOCABULARY
WORD

Explanatio
n:
A sentence where
you found this
word:

Who would say

it?

Connect Two

Suciu, D. (n.d.). Connect Two: Vocabulary Strategy. Retrieved April 21, 2015,
from https://www.lessoncast.com/lesson/connect-two-vocabulary-strategy-2/

Connect Two Steps:

Make a list by selecting 10-15 key terms that students
might be familiar with as well as terms that students may
have difficulty learning in the reading. Make sure to include
Tier 2 words and Tier 3 words.
Have students hypothesize in groups, which terms seem
to not relate to the text, and should be taken away from

the list. This causes students to discuss each word in the

list and their prior knowledge on the words.
List the vocabulary words in two columns in the first
column have harder or unfamiliar vocabulary, and in the
second more common vocabulary.
Have students work in groups or pairs to create 5 sets of
pairs between the two columns of vocabulary words. For
the pairs they choose they must create a sentence that
connects the two words with each other
Students then read the text to see how the author used the
vocabulary words
After reading the text students come up with a statement
for each vocabulary word so they get a better
understanding of its meaning

Connect Two Pros/ Strengths:

- Students become familiar with vocabulary before
starting a lesson
- Students use prior knowledge to find how the
vocabulary words are used in their text
- This process helps students establish their purposes for
reading the text

Strategie
s For
English
Language
Learners
Think/Pair/Share

Think, Pair, Share Cooperative Learning Strategy. (n.d.). Retrieved April

28, 2015, from https://www.teachervision.com/group-work/cooperativelearning/48547.html

Think/Pair/Share Steps:

Present students with questions

Give the students a few minutes to think
about what the question is asking
Place the ELL students with one other
student to discuss and share their thoughts
with one another
Think/Pair/Share Pros/ Strengths:

- ELL students are able to verbalize what

they are thinking about a question
- ELL students get practice speaking English
- Students who already speak English are
guided to help ELL students to help them
become more confident with English

Quickwriting

ELL/SDAIE Strategies Instructional Strategies used throughout the

year:. (n.d.). Retrieved April 28, 2015, from
http://orh.sweetwaterschools.org/files/2012/06/EL-SDAIE-Strategies.pdf

Quickwriting Steps:
Place a prompt on the board and have the
students write in a journal or a sheet of paper to
turn in
The students then quickly respond by writing as
much as they can in a certain time from the
teacher without self-edition.
If students get stuck they may write the phrases
over and over again until a new idea comes to
them

Quickwriting Pros/ Strengths:

- ELL students get practice at writing the English
language
- ELL students use prior knowledge of the English
language
- Quickwriting is used for every student not just
ELL students to help practice writing

Group projects & cooperative

learning

Herr, N. (n.d.). Strategies for Teaching Science to English

Language Learners. Retrieved April 23, 2015, from
https://www.csun.edu/science/ref/language/teaching-ell.html

Steps to group projects & cooperative

learning:

Assign a project such as coming up with a boardgame,

pamphlet, informational booklet, collages, or anything
students could do as a group project
Place students into groups and have ELL students
spread among the groups
Have a list of instructions for the project and be able to
divide the instructions among the group so everyone
has equal parts

Group Projects and Cooperative learning

pros/ strengths:
- ELL students are able to work with other students to
practice English language
- Hands on learning for ELL students
- Can be used for all students not just ELL students

Writing
Strategi
es

Inquiry Charts
Classroomstrategiesforinteractivelearning(4thed.,pp.123125).Newark,Delaware:InternationalReading
Association.

Inquiry Chart Steps:

Choose a main topic studied in the curriculum. Then
have a discussion with the students about the selected
topic and see what they are thinking about it.
Select about 4 main questions to put in the inquiry
chart and display the class inquiry chart on the board or
provide the students with a blank copy to fill in
Start talking with the students to see what prior
knowledge they have about the topic as well and put it
on the inquiry chart
Provide computers, textbooks, magazines, or any other
materials students can use to have 3 resources for
answering the questions

Inquiry Chart Pros/ Strengths:

- Students become more independent and are able to
organize their notes
- Students get practice with summarizing
- Students are able to use more then on resource when
finding the answer to the question
Topic:

What we
know:

Question
1:

Question 2:

Question
3:

Questio
n 4:

Other
informatio
n:

New
Question
s:

Source:

Source:

Source:
Summary:

Save The Last Word For Me

Classroomstrategiesforinteractivelearning(4thed.,pp.182183).Newark,Delaware:International
ReadingAssociation.

Save the last word for me steps:

Choose material that needs to be read by the students such as a
passage, selection, or a story. Once students have read the
material they choose 3-5 statements that they agreed on,
disagreed on, found exciting, found questionable, found
interesting, or something along those lines
Hand out notecards to students one for each statement they
choose. Have the students write on one side the statement they
choose, then on the other side comments about the statement
Put the students into groups of about 4-5 and place the
instructions onto the board
Have students discuss until everyone has shared

Save the last word for me pros/ strengths:

-

Students are able to share their comments with each other

Able to adopt a more reflective stance as they read
Able to practice their writing skills

Group Instructions:
1. Select a group member to go first
2. That member reads their statement from the front
of their index card but not aloud to say their
comments
3. The other group members comment on the
statement
4. After the group members comment on the
statement then the student who read their
statement can say their comments
5. Second member goes and the process repeats till
everyone in the group goes

Story Impressions
Classroomstrategiesforinteractivelearning(4thed.,pp.192195).Newark,Delaware:InternationalReading
Association.

Steps to story impressions:

Go through a text that students will read and then pick out a
series of words and a couple phrases related to significant
information or plot events.
Have students in pairs to ponder and brainstorm possible to the
chain of clues on their story impression sheets. Using
background knowledge is encouraged
Have the students draft a impression on what the reading
material might contain
Have the students then test their impressions by then reading
the material. Have the students check of the words they used
correctly as they read
Then have the students follow up by writing new paragraphs
once finished reading by summarizing

Story Impression Pros/ Strengths:

- Students get an overview of the lesson and can see
what they are about to learn about
- Students are able to write their learning in writing

- Students are using prior knowledge when writing

Chain of
events

Your Version of What the Article

Says

Studying
Skills/
Test
Taking
Strategie
s

SQ3R (Survey, Question, Read,

Recite, Review)

The Best Study Skills - Five Strategies Every Student Should

Know. (n.d.). Retrieved April 28, 2015, from
http://www.memory-improvement-tips.com/best-studyskills.html

Steps for SQ3R:

Students survey the information instead of trying to
learn the entire material for every detail. Such as
reading the table of contents, summaries at the end of
each chapter, the headings, subheadings, and examine
graphs or pictures throughout the text
After surveying the text then ask questions for each one
the students surveyed.
Once the student has surveyed and asked themselves
questions now they can read the whole text
Now students go through what they surveyed again and
try and recite the answers without looking back at the
text

 Then have the students review questions and answers

to help remember

SQ3R Pros/ Strengths:

- Can be used for a wide variety of subjects
- Faster studying method
- Helps students remember material they are studying

SURVEY:

QUESTION
:

READ:

RECITE:

REVIEW:

Note Cards
Study Guides and Strategies. (n.d.). Retrieved April 28, 2015, from
http://www.studygs.net/wrtstr5.htm

Steps to note cards:

Place a vocabulary word on the front of the note
card
On the back of the note card write the definition
Have students draw a picture or phrase to help the
remember the word on the back
Recite, recite, and recite the word and definition

Note Card Pros/ Strengths:

- Gives students their own way to help remember a
vocabulary word
- The students are able to recite the word and definition
to help remember the word
- Can be used for many things other than vocabulary
words

VOCABULARY
WORD

DEFINTION

Smart
Reader
Visual
A Smart Reader. (n.d.). Retrieved April 28, 2015, from
http://www.poster-street.com/posters_inner/a-smart-reader_117.html

Steps to a smart reader visual:

Use the following phrases; Make pictures in my head, connect
what I read to what I know, ask questions when I read, figure out
what is important, Use tips and tricks, look up words I dont
know, re-read things I dont understand
Have students make a drawing or decretive list using markers,
colored pens, colored pencils, or whatever materials available
using the phrases
Have a class discussion on how the students will be able to
remember these phrases when taking a test or studying for a
test

 Have students keep the smart reader visual all year round to
refer back to

Smart Reader Visual Pros/ Strengths:

-

Helps students remember what strategies they can use on a test

Gives different strategies to be used
Very hands on and visual so students can remember