Reading and Writing
Across the Curriculum in
Middle and High School
Developed by Jane Cook
EASTCONN Staff Development/Literacy & Technology Specialist
Mill #1, 3rd Floor
322 Main Street
Willimantic, CT 06226
(860) 455-0707, ext. 3011
janecook@earthlink.net
Table of Contents
Reflect and Write Warm-up ............................................................................................................ 1
Research Findings in Reading Comprehension .............................................................................. 2
Strategies Used by Proficient ReadersEnhancing Reading Comprehension by Finding Homes in
the Mind .......................................................................................................................................... 3
Enhancing Reading Comprehension by Finding Homes in the Mind ............................................ 4
The Rationale for Teaching and Reinforcing “During Reading Strategies” ................................... 5
The Passive Readers ................................................................................................................... 5
The Active Readers ..................................................................................................................... 5
During Reading Strategies .............................................................................................................. 6
Background on Reciprocal Teaching .............................................................................................. 7
Reciprocal Teaching Bookmark ......................................................................................................... 10
Active Reader Code Bookmarks ........................................................................................................ 11
Reciprocal Teaching Strategies Worksheet 1................................................................................... 12
Reciprocal Teaching Strategies Worksheet 2................................................................................... 13
The Four Door Paper .................................................................................................................... 17
Thinking Strategies Used by Good Readers and Writers ............................................................. 18
Essential Elements of Comprehension Instruction ....................................................................... 18
Possible Purposes That May Help a Reader Determine What is Important ................................. 19
Using Parallel Experiences to Inform Instruction ......................................................................... 20
Marking Text Helps Readers... ..................................................................................................... 21
Readers Who Mark Text are More Prepared to Discuss............................................................... 21
Double-Entry Diary .................................................................................................................. 23
Ways of Holding Thinking Instructions for Inner Voice Sheet and Conversation Calendars ...... 25
INNER VOICE SHEET ................................................................................................................ 26
Conversation Calendars ................................................................................................................ 27
What Do You Wonder? – Part 1 ................................................................................................... 32
What Do You Wonder Activity: Creating “I Wonder” Poem ..................................................... 33
What Do You Wonder? – Part 2 ................................................................................................... 34
What Do You Wonder Activity: Analyzing Questions ............................................................... 35
What Do You Wonder Activity for Teaching Students How to Find Answers............................ 36
Making Sense from the Text – Opinion or Inference ............................................................... 36
Some Web-based Resources on Effective Teaching Strategies to Support Literacy Development
....................................................................................................................................................... 37
i
Reflect and Write Warm-up
Reflect on what you want to learn today and complete the first two columns in the table below. As you reflect, think about the following
sentence starter: If I leave with nothing else today, I’d like to find out…
What are my students’
biggest challenges with
regard to reading?
What are my students’
biggest challenges with
regard to writing?
What are my next steps to support their development as
readers and writers??
If I leave with nothing else today, I’d like to find out…
Reading and Writing Across the Curriculum in Middle & High School – Page 1
Research Findings in Reading Comprehension
We know that...
 There are very few, but very essential thinking
processes associated with proficient reading.
 These processes or strategies are common to
proficient readers of all ages.
 They are used in silent and oral reading and when
listening to text.
 These processes or cognitive strategies can be
taught.
 Certain methods and models are most effective in
teaching comprehension.
Mosaic of Thought
Ellin Oliver Keene and Susan Zimmermann
Reading and Writing Across the Curriculum in Middle & High School – Page 2
Strategies Used by Proficient Readers
Reading and Writing Across the Curriculum in Middle & High School – Page 3
Enhancing Reading Comprehension by
Finding Homes in the Mind
"Schema theory [is] a theory that 'tries to explain how we store our
knowledge, how we learn and how we remember what we have learned'
(see K. Maria, 1990, for a synthesis) not just in reading, but in all areas
of learning. When applied to reading, schema theory provides direction
and focus for helping children to enhance their comprehension."
To activate schema - to independently and purposefully recall
information and experiences relevant to what they are reading and to
predict what is coming next - students need:
 To relate unfamiliar text to their prior world knowledge and/or
personal experience - those connections generally take three forms:
1. text-to-self connections (connections from the text or book to the
reader's personal experience)
2. text-to-text connections (connections from text or book to
another text or book that has been read previously)
3. text-to-world connections (connections from text or book to
knowledge about the world)
 To use what is known about an author and his or her style to predict
and better understand a text,
 To identify potentially difficult or unfamiliar text structures and
formats, and,
 To recognize when readers have inadequate background
information and to know how to build schema - to learn information
needed, before reading.
By activating and accessing schema, readers understand what they are
reading on a much deeper level.
Source: Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann
Published by Heinemann (ISBN # 0-435-07237-4), 1997
Reading and Writing Across the Curriculum in Middle & High School – Page 4
The Rationale for Teaching and Reinforcing “During Reading
Strategies”
The Passive Readers
The children we identify as at-risk learners are often passive learners. These
children do not consistently develop and construct meaning as they read. Many
basal programs encourage teachers to stop children as they read and to ask them
"comprehension questions". These questions are often specific and assume how
the child has interpreted the passage thus far. In addition, these comprehension
questions we ask often provide the framework of the text, suggest character
relationships, and identify key concepts in the text. Therefore, we are constructing
some of the meaning for the child. Children need strategies that can be
generalized to all texts. We need to teach children "during reading
strategies" that they can use independently and employ in reading all texts at
their level.
The Active Readers
The children we identify as our "good readers" are often active learners. These
children have internalized "during reading strategies" that they consistently use to
construct meaning as they read. In their head, they are asking questions, clarifying
new words, summarizing and predicting as they read. If "good readers" are not
employing these strategies as they read, it could be that the text is too easy and
does not require much "during reading thinking". Therefore, we need to make
sure that these children are given daily opportunities to use and refine these
strategies in challenging text.
Lisa Reilly
Literacy Specialist
Somers Elementary School
January, 1999
Reading and Writing Across the Curriculum in Middle & High School – Page 5
During Reading Strategies
The student may share these thoughts during reading:
Questioning (Questioning is asking questions during reading. "Questioning the Author"
is a higher level of questioning.)
 "Why did the character hide the truth from his friend?" (fiction)
 "What can you do to prevent cavities?" (nonfiction, science)
 "Why is the author telling me so much about his past? It must have something to do with
what this character will do later in the story. " (fiction)
Clarifying (Clarifying is trying to figure out an unknown word.)
 "I think a cloak is something like a jacket with a hood because she put it over her head
and it looks like a jacket in the picture." (fiction)
 "I think 'digest' is what your body does with the food you eat because I'm reading about
what the stomach does with the food you eat." (nonfiction)
Summarizing (Summarizing is restating what you've read so far.)
 "The Hey, Hey Man keeps tricking the thief and the thief keeps getting what he deserves..."
(fiction)
 "I understand now! Rain falls. Then heat from the sun evaporates the water back into the
air. Then clouds form..." (nonfiction)
Connecting (Connecting is relating what you are reading to what you already know
or have experienced.)
 "This reminds me of when I went to visit my grandparents. I was upset about being
so far from home, but then I found out I could have fun." (fiction)
 "Baby lions are called cubs just like baby bears." (nonfiction)
Predicting (Predicting is making a statement about what you think will happen next.)
 "I think the Hey, Hey Man is going to trick him again because that is the pattern of
the story so far." (fiction)
Lisa Reilly
Literacy Specialist
Somers Elementary School
January, 1999
Reading and Writing Across the Curriculum in Middle & High School – Page 6
Background on Reciprocal Teaching
Source: http://english.unitecnology.ac.nz/resources/resources/reciprocal.html
© Ministry of Education, Wellington, New Zealand
NOTE: The information on the next three pages is from New Zealand and includes British
spelling.
Organisation
Reciprocal teaching may be used as one of several teaching techniques within a balanced reading
programme. It provides the opportunity for "reading by" the students.


The whole class is introduced to the four strategies.
A selected group or groups are instructed about the strategies and given practice with
them until they are well established.
Reciprocal teaching may be used as a means of accessing a piece of challenging text to a group.
Various pieces of text could be used in the following ways (depending on the level of challenges
in the text):



Reciprocal teaching for able readers, shared reading for the rest of the class
Reciprocal teaching for average readers, independent reading for able readers, and shared
reading for the rest of the class (less able readers)
Reciprocal teaching for less able readers, independent reading for the rest of the class.
Reciprocal teaching may be used as an intensive comprehension teaching programme. This
approach is useful for Year 4 - Year 8 students who are able to read the text accurately but have
limited understanding of what they read.



Introduce the group to the approach (this may take up to five sessions).
Follow with reciprocal teaching practice for at least twelve consecutive sessions. (The
research study done by Palincsar and Brown in 1986 indicates this many sessions are
needed.)
Gradually transfer the role of the teacher to the learners.
Benefits of Reciprocal Teaching
Learners can gain an improved understanding of complex text in content areas. This leads them
on to greater knowledge of the topic, improved skills, and more positive attitudes when
extracting, organising, and recording information.
Other benefits learners can gain include more self confidence and motivation to read, improved
leadership skills, increased co-operation and greater initiative.
Research studies have shown that when reciprocal teaching is implemented, learners will make
substantial gains in their comprehension skills.
Reading and Writing Across the Curriculum in Middle & High School – Page 7
How to Implement Reciprocal Teaching
It is recommended that the teacher introduce small groups of students to reciprocal teaching, one
group at a time. However the strategies could be introduced to the whole class. It is important to
select texts that are at an appropriate level (instructional level).
Teachers should:






Be familiar with the text
Provide a brief, focussed introduction
Where appropriate, link the text being read to current content areas (this will give added
purpose to the learner's reading)
Model the strategies and support learners in using them
Regularly monitor learners' use of strategies
Use the information gained through monitoring as a guide to the further support and
practice needed by the learners
During the group session, learners discuss the text only in small chunks. When the reciprocal
reading session is over, it is advantageous for the learners to read the whole text to themselves.
Reciprocal Teaching
Predicting
The learner is anticipating what will come next in the text, based on appropriate prior knowledge
and on the structure and content of the text.
Predicting is purpose setting (learners read to confirm or reject their hypotheses).
Predicting encourages learners to actively think ahead.
Clarifying
When clarifying, learners are dealing with difficulties in the text by being alert to:




Unfamiliar vocabulary
Text which is structured or set out in an unfamiliar way
New or difficult concepts
When they lose track of the meaning.
After recognising the problem, learners can employ a "fix up strategy" to restore meaning, for
example:




Re-reading
Using the context of the passage
Using their knowledge of written language, for example, vocabulary, structure, grammar
Using a dictionary or thesaurus to check meaning. Using other reference materials such
as an atlas, road map.
It may be necessary for the learners to read the whole passage again, to understand the meaning.
Reading and Writing Across the Curriculum in Middle & High School – Page 8
Questioning
When questioning, the learner is exploring the meaning of the text in depth. Questioning gives
the learner an opportunity to:


Identify the kind of information that provides the substance for an appropriate question
Frame questions - before, during and after the reading.
When suitable questions have been asked, the learner can then:




Offer possible solutions
Find relevant information to answer questions
Monitor their own comprehension
Help other learners answer questions they have.
Learners become much more involved in the reading activity when they are posing and
answering questions themselves, rather than merely responding to the teacher's questions or to
pre-set questions. Questioning is a means of self-checking.
Summarising
When summarising the learner is identifying and integrating important information presented in
the text.
In summarising the learner needs to:


Initially identify the most important content of the reading section
Integrate and own the information which indicates understanding
© Ministry of Education, Wellington, New Zealand (First published 1998).
Reading and Writing Across the Curriculum in Middle & High School – Page 9
Reciprocal Teaching Bookmark
TRAIN YOUR BRAIN TO
READ BOOKMARK
Make a PREDICTION when:
• a title is given
• headings are provided
• the author poses a question in the text
• the text suggests what will be
discussed next
Ask teacher-like QUESTIONS:
• Who is ___?
• What is/does ___?
• When is ___?
• Where is ___?
• Why is ___ significant?
• Why does ___ happen?
• What are the parts of ___?
• How is ___ an example of ___?
• How do ___ and ___ compare?
• How does ___ happen?
• What is most important ___?
• What is your opinion of ___?
CLARIFY hard parts when:
• you don't understand
• you can't follow the text
• you don't know what a word
means
How to do a SUMMARY:
• Look for the topic sentence.
• Look for who, what, when,
where, why, and how.
• Omit unnecessary information.
Reading and Writing Across the Curriculum in Middle & High School – Page 10
Active Reader Code Bookmarks
Active Reader Code
Active Reader Code
R = This reminds me....
R = This reminds me....
V = I can see this.
V = I can see this.
P = I predict........
P = I predict........
? = I wonder....
? = I wonder....
I = This is important.
I = This is important.
!! = This gives me an idea.
!! = This gives me an idea.
U = I understand now.
U = I understand now.
Good readers are active!
Good readers are active!
Reading and Writing Across the Curriculum in Middle & High School – Page 11
Reciprocal Teaching Strategies Worksheet 1
(Adapted from Lysynchuk, Pressley, & Vye, 1990)
Source: http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/reciptchng2.php
Student Name: _______________________ Reading Assignment: __________________________ Date: ___________
Prediction. Before you begin to read the selection, look at the main title, scan the pages to read the major headings, and look at any illustrations.
Write down your prediction about what the story or article will cover:
________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
List Main Ideas. As you finish reading each paragraph or key section
Generate Questions. For each main idea listed, write down at least
of the passage, summarize the main idea of that paragraph or section in
one or two complete sentences. (Use the back of this sheet if needed.):
one question that the main idea will answer. Good questions should
include words like “who, “where”, “when”, “why”, and “what”.



Main idea 1:_________________________________________

Question 1 :______ ___________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________


Main idea 2:__________________________________________
Question 2 :__________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________


Main idea 3:__________________________________________
_______________________________________________________
Question 3 :_________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Clarifying. Copy down any words, phrases, or sentences in the passage that are unclear:______________________________________________
_________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Reading and Writing Across the Curriculum in Middle & High School – Page 12
Reciprocal Teaching Strategies Worksheet 2
Source: www.literacyworkshop.org/download.php?fileName=Reciprocal_Strategies_Fiction.doc
PREDICT.
Beginning of book/story: I think I will learn that _______________________________________________
______________________________________________________________________________________
because _______________________________________________________________________________
______________________________________________________________________________________
Adjust prediction:
Page #:
I think I will learn that ________________________________________________________
______________________________________________________________________________________
because _______________________________________________________________________________
______________________________________________________________________________________
Adjust prediction:
Page #:
I think I will learn that ________________________________________________________
______________________________________________________________________________________
because _______________________________________________________________________________
______________________________________________________________________________________
Adjust prediction:
Page #:
I think I will learn that ________________________________________________________
______________________________________________________________________________________
because _______________________________________________________________________________
______________________________________________________________________________________
Reading and Writing Across the Curriculum in Middle & High School – Page 13
QUESTION. Here are questions I can ask my group (who, what, when, where, why, how, what if):
1. Page # ____
________________________________________________________________________
______________________________________________________________________________________
2. Page # ____
________________________________________________________________________
______________________________________________________________________________________
3. Page # ____
________________________________________________________________________
______________________________________________________________________________________
4. Page # ____
________________________________________________________________________
______________________________________________________________________________________
5. Page # ____
________________________________________________________________________
______________________________________________________________________________________
6. Page # ____
________________________________________________________________________
______________________________________________________________________________________
7. Page # ____
________________________________________________________________________
______________________________________________________________________________________
8. Page # ____
________________________________________________________________________
______________________________________________________________________________________
9. Page # ____
________________________________________________________________________
______________________________________________________________________________________
Reading and Writing Across the Curriculum in Middle & High School – Page 14
CLARIFY. You clarify words you don’t know and/or parts that you don’t understand in your reading.
Clarifying words:
**___________ is a difficult word because ____________________________________________________.
So I (check the strategies that you used) __ checked parts of the word that I know, __ sounded out the word, __thought of a word that looks like this, __ read on
to find clues, __ reread to find clues, __tried another word.
**___________ is a difficult word because ____________________________________________________.
So I (check the strategies that you used) __ checked parts of the word that I know, __ sounded out the word, __thought of a word that looks like this, __ read on
to find clues, __ reread to find clues, __tried another word.
**___________ is a difficult word because ____________________________________________________.
So I (check the strategies that you used) __ checked parts of the word that I know, __ sounded out the word, __thought of a word that looks like this, __ read on
to find clues, __ reread to find clues, __tried another word.
Clarifying ideas or parts that you don’t understand in your reading:
**___________________________________________________________ is a confusing idea or part
because _______________________________________________________________________________.
So I (check the strategies that you used) __reread, __read on, __thought about what I know, __ talked to a friend.
**___________________________________________________________ is a confusing idea or part
because _______________________________________________________________________________.
So I (check the strategies that you used) __reread, __read on, __thought about what I know, __ talked to a friend.
**___________________________________________________________ is a confusing idea or part
because _______________________________________________________________________________.
So I (check the strategies that you used) __reread, __read on, __thought about what I know, __ talked to a friend.
Reading and Writing Across the Curriculum in Middle & High School – Page 15
SUMMARIZE. Here is a one to three sentence summary reflecting the main/important points of the book/story:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Teaching Notes:
I found that the kids are much more engaged when each is assigned a job to complete during/after the reading. What I generally do is
have the whole group predict, then add another job such as: reader or discussion director. This keeps everyone busy & accountable
for his/her jobs.
The students are more involved in the discussion because they have their own points to make & share. i.e., for the clarifier, he talks
about the words or ideas that were difficult for him, and then asks, "Does anyone have any words or ideas to add? How can we figure
out what they mean?" Then for the questioner, he makes up questions based on the reading. As part of the discussion, he asks, "Does
anyone have any other questions to add? Let's find the answers in the book."
Finally, for the summarizer, he may share his summary then ask the group if they think there are any other important points that need
to be added (or perhaps taken out) to the summary.
I honestly find that one session takes two 40 minute class periods - depending on the amount of reading assigned and how long their
discussions last. Then, I am freed up to be the facilitator or monitor of these discussions & can move around the room.
For questions about using this document contact Tina Sciumbata at tinas@enter.net.
Reading and Writing Across the Curriculum in Middle & High School – Page 16
Fold
Fold
The Four Door Paper
Source: Reciprocal Teaching Strategies at Work Video with Lori D. Oczkus
Give students a piece of paper that has been folded and cut so that there are 4 doors that open. Have students write one RT strategy on
the outside of each door. Inside the doors, have students write what they are thinking about as they reading, specifically related to the
four RT strategies. “Instead of turning it into a dreaded writing assignment and something they don’t look forward to, we use small
pieces of paper or the 4 door technique where they only have to write a sentence or two but it does tell me a great deal about how their
comprehension is going and what they need to work on as individuals, not just as a group.”
Predicting
Clarifying
Reading and Writing Across the Curriculum in Middle & High School – Page 17
Questioning
Summarizing
Thinking Strategies Used by Good Readers and Writers
Source: Cris Tovani, 2001
A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the
situation.
Good readers and writers...
1. Activate background knowledge and make connections between new and known
information.
2. Self-question the text in order to clarify ambiguity and deepen understanding.
3. Draw inferences from the text using background knowledge and clues from the text.
4. Determine importance in text in order to separate details from main ideas.
5. Monitor comprehension in order to make sure meaning is being constructed.
6. Employ fix-up strategies to repair confusion.
7. Use sensory images to enhance comprehension and visualize the reading.
8. Synthesize and extend thinking.
Essential Elements of Comprehension Instruction
Source: Cris Tovani, 2001
1. Assess the Text - Assess the text students are expected to read. Is it interesting and pertinent
to the instructional goal? Is it at the reading level of the students or is it too difficult? If the
text is too difficult, consider how you will make the text more accessible.
2. Provide Explicit Modeling - Provide explicit modeling of thinking processes - this is what
good coaches do. As an expert reader of your content, identify what it is you do to make
sense of the text. Share that information with your students.
3. Define Purpose - Define the purpose and help students to have a clear reason for their
reading and writing. Make sure they know how the information they read and write will be
used.
4. Teach Students How To “Hold Their Thinking” - Teach students how to "hold their
thinking" and give them opportunities to use the information they've held.
Reading and Writing Across the Curriculum in Middle & High School – Page 18
Possible Purposes That May Help a Reader Determine What is Important
Source: Cris Tovani, Draft 2003
What will the reader have to do with the information read? Is the purpose to answer questions,
write an essay, or participate in a discussion? How will the thinking be held so the reader can
remember and reuse the information?
1. Look for interesting details that could have multiple meanings. Ask yourself, "Why did the
author or cartoonist add that detail?"
2. Ask questions about the title. Read the piece to see if there is any information that will help
answer the questions asked. Try to figure out how the title is connected to the piece.
3. Ask questions about the piece. As you read, record the questions and keep them in the back
of your mind as you read. Look for the answers as you read. If you don't find the answers,
ask the questions the next day in class.
4. Look for the author's opinion. Compare his or her opinion to your own. Does the author
agree or disagree with you? Is there information in the reading that helps you to understand a
topic better?
5. Read a piece to learn new information. Is there anything in the reading that helps you
understand a topic better?
6. Make a connection to the piece. Does the piece remind you of an experience, a movie or
information you already know? Does the connection help you relate to a person or situation?
Use information you have about the topic to connect more personally to the piece.
7. Who is the author? Do you know anything about the author and his or her style of writing?
Is s/he sarcastic or serious? Is the stance conservative or liberal? What do you know about
the author that might help you to anticipate what is to come in the reading?
Reading and Writing Across the Curriculum in Middle & High School – Page 19
Using Parallel Experiences to Inform Instruction
Source: Cris Tovani, 2002
1. Identify what students are struggling with.






Rereading text for a second time
Reading difficult or uninteresting text
Starting a book
Making sense of graphs
Understanding how to read a word problem
Making sense of poetry
2. Select a challenging piece of text that will allow you to experience
the same experience.
 Use a piece of text that is unfamiliar and challenging.
 Target thinking around how to handle the struggle.
 Notice what you do as a good reader of that material to overcome the struggle.
3. Share with students how you overcame the struggle. What did
you do as an expert reader of the content to get through the text?




How did rereading the text benefit your thinking?
How do you stay engaged in an uninteresting, difficult piece?
How do you start and stay with a book?
Do you notice titles when reading graphs, word problems and poems?
Reading and Writing Across the Curriculum in Middle & High School – Page 20
Marking Text Helps Readers...
1. Interact with the author's message.
2. Hold their thinking.
3. Remember what they've read.
4. Have a purpose so they can better determine what is important in the text.
5. Return to their reading to support written work and classroom discussions.
Readers Who Mark Text are More Prepared to Discuss...

Connections they have to their reading.

Questions that arise from the reading.

Inferences or conclusions made while reading.

Interesting or confusing places found in the reading.

Writing that demonstrates literary points or establishes factual evidence in the reading.
Reading and Writing Across the Curriculum in Middle & High School – Page 21
My Answer Comprehension Constructor
Name: ____________________________________________
Question I asked that I can
answer after reading:
Question I can find the
Question I can answer
answer to by using resources myself by inferring:
such as a teacher/library:
Question:
Question:
Question:
Answer:
Answer:
Answer:
Question I asked that I can
answer after reading:
Question my I can find the
Question I can answer
answer to by using resources myself by inferring:
such as a teacher/library:
Question:
Question:
Question:
Answer:
Answer:
Answer:
Reading and Writing Across the Curriculum in Middle & High School – Page 22
Double-Entry Diary
Quote or description from a scene in the
reading
Record of the strategy being taught - What are
you are thinking, wondering, visualizing, or
inferring from the words in the left column?
Reading and Writing Across the Curriculum in Middle & High School – Page 23
Double-Strategy, Double-Entry Diary
Name:
Quote or word/s from article/reading
Connection to quote
Quote or word/s from article/reading
Question/s
Reading and Writing Across the Curriculum in Middle & High School – Page 24
Ways of Holding Thinking Instructions for Inner Voice Sheet and
Conversation Calendars
Inner Voice Sheet
An Inner Voice Sheet is a way of capturing and holding thinking. Cris calls her “bad voice” her
reciting voice – like the Charlie Brown adult characters ("Wa Wa Wa Wa Wa"). Turn your
reciting voice off and your conversation voice on by reading with a purpose – you’re
talking/interacting with the text. If you’re reading with your reciting voice, you’re not reading.
The tools for holding text are great assessment devices.
No matter how good we are as teachers, we can’t make anyone get anything.
Cris did an Inner Voice Sheet with a book that she’d been avoiding. She shared this as a
model with her students. The kids were riveted by this model. She then named the thinking by
using different colored highlighters, for example:
Blue:
Green:
Orange:
Red:
Make a statement or comment about the book
Make a connection
Pull out quotes and respond to them
Ask a question that is curious (one that you don’t know the answer)
If the kids are filling out their Inner Voice Sheets, you don’t have to read the book to know
whether the kids are reading. The kids can take their inner voice sheets to their book groups and
have an authentic conversation. They don’t need the literature circle roles. It works with all
grade and ability levels. See next page for a blank Inner Voice Sheet.
Conversation Calendars
The kids write in the top box and Cris writes in the bottom box. 20 points a day – it’s a
strong motivator. This is a way for us to get to know each other. If you have questions, you can
ask them here. She rates them on their behavior in class and what they write to her. It’s very
subjective. They self-evaluate and Cris evaluates them. The kids are upset when she doesn’t do
the conversation calendars. See page after next for a blank Conversation Calendar.
“School should not be a place where young people go to watch old people work.”
Hang Wong
Reading and Writing Across the Curriculum in Middle & High School – Page 25
Name: ___________________________________ Date: __________
INNER VOICE SHEET
(for during reading or re-reading)
Source: Cris Tovani
Title of Text: ________________________________________ Author: ________________________
Section of Text (chapter #, page #’s) __________________________
Directions: Record the conversations you have in your head as you read in the boxes below.* Stop
yourself at least 4 times during your reading to make notes about these conversations; the times you stop
should be spaced throughout the text. Be sure to have at least four (4) sentences per box. Work to
write these sentences clearly.
Inner Voice Conversation on page:
___________
Inner Voice Conversation on page:
___________
Inner Voice Conversation on page:
___________
Inner Voice Conversation on page:
___________
* Note: Some purposes for reading or for re-reading are:



ask a question/ask several questions
look for the answer to a question
make a connection between what you’re
reading and something you already know



look for clues to help yourself draw an inference
(inference = not explicitly said in the text)
react to what has been read and explain your
reaction
visualize a picture
Reading and Writing Across the Curriculum in Middle & High School – Page 26
Conversation Calendars
Source: Cris Tovani
Name ________________________________________
Monday
Tuesday
Period __________
Wednesday
Reading and Writing Across the Curriculum in Middle & High School – Page 27
Week of ______________________
Thursday
Friday
Instructional Purpose
(What Is Essential for Students to Know?)
1. What two places may cause students difficulty?
2. What will you model that will help students negotiate the difficult parts?
3. What do they need to do with the information they are reading?
4. How will they hold their thinking while they read?
Reading and Writing Across the Curriculum in Middle & High School – Page 28
Template for Reading Response Logs
(Do not turn this sheet in. The information below should be copied into your reading
response logs each week.)
Title:
Author:
Page
to page
=
Summary (4-6 sentences). Retell what you remember reading this week.
Response (12-15 sentences)
Possible ways to begin a response:
This connects to my life in this way…
I wonder…
This is important because…
I don’t understand
because
.
I want to remember this
because
.
Quote a passage and then respond to it.
Record thinking that informs the way you want to live your life.
At the end of your response, include five sticky notes that demonstrate strategic thinking.
Be sure the page number is written on each sticky note and adhere them to the page.
Points for each piece:
One point per page read, up to 25 pages
Ten points for a well-written summary
Fifteen points for a thoughtful response
Ten points for five sticky notes that demonstrate strategic thinking
Reading and Writing Across the Curriculum in Middle & High School – Page 29
Silent Reading Response Sheet
Name:
Hour:
Title:
Page
to page
While you are reading today, complete #1:
1. On the back of the page, share your thinking about what you read. You may want to
tell about a confusing part and then try to ask a question that will isolate the confusion.
Maybe you want to ask a question about something that you are just curious about.
Share a line that strikes you or a personal connection that you make to the reading.
Feel free to give your opinion or your assessment of the reading material. Your
response should be at least five sentences long.
Before the class ends, spend five to ten minutes jotting down what you remember about
today’s reading. Try to write something that will jog your memory and help you
remember where you left off. Stretch yourself to write more than you did the last time you
did this sheet.
2. I remember reading today about
Reading and Writing Across the Curriculum in Middle & High School – Page 30
Highlight and Revisit
Quote highlighted
(record words from text)
Reason for highlighting
Reading and Writing Across the Curriculum in Middle & High School – Page 31
New or deeper thinking
What Do You Wonder? – Part 1
The first goal in teaching the strategy of questioning is to help students ask questions. The
second goal is to help them find the answers. When students are constantly fed information, they
aren’t allowed to participate in their learning. Questioning requires readers to think and actively
engage in the reading. –Cris Tovani, I Read It, But I Don’t Get It
Modeling Activity: Teaching Students How to Question
The good news is that questioning is a strategy that can be taught in connection to any
subject, to students of all abilities. Readers who are taught how to question the text can
infer and clear up confusion better than those who simply decode words and accept ideas
unchallenged.
Ask students the question, what do you wonder?
Be prepared for few answers because they will say that they don’t wonder about
anything. Struggling students do not usually connect school work with anything that
might truly interest them.
It is important to provide authentic examples showing how the strategy works outside of
school. In the real world, the learner, the one who wants to know something, initiates the
questions.
Modeling gives students words and examples to frame their thinking. Use personal
examples from what you wonder, or are curious about the word around you.
Brainstorm questions in front of the class, recording your questions on the board/flip
chart.
Use the words I wonder before each question. Like this:
I wonder how birds know it’s time to migrate.
I wonder what my grandfather was like. What was it like for him when he first came to
America?
I wonder how to use the new computer program I have to make a video. Will it be easy
for me to learn?
I wonder if they will find a cure cancer in my lifetime.
By this time, students should be chiming in with some I wonders of their own. Do not
answer their questions, just record them. Students may try to answer other students’
questions, but remind them that for this activity we are concentrating on asking questions.
Record all questions as accurately as possible. Recording their questions validates their
thinking. It should become obvious that there are no wrong answers and that all
questions are valid.
Reading and Writing Across the Curriculum in Middle & High School – Page 32
What Do You Wonder Activity: Creating “I Wonder” Poem
Follow-up to the Teaching Students How to Question activity
Ask the students to rewrite their questions as a poem.
Model the assignment, playing with arranging your questions into a poem. Leave out
some of your original questions while adding others.
Have students work on their own poems while you continue to work on yours.
Have students copy finished poems for display around the room. Somewhere in the room
is a sign that states: What Do You Wonder?
Readers who ask questions when they read assume responsibility for their learning and
improve their comprehension in four ways:




By interacting with the text
By motivating themselves to read
By clarifying information in the text
By inferring beyond the literal meaning
The following examples of "I Wonder" poems were posted around the entrance to Cris
Tovani's classroom.
"I Wonder"
Why do people treat other people by the way they dress?
Why does God make people different colors?
Why do people act like your friend when they aren't?
Why does my cousin live the way he does?
Why did God make me the way I am?
By Tiffany
"I Wonder"
Where does space end?
And what's after that?
What's after eternity?
Where is heaven and hell?
Who made God?
By Shannan
Reading and Writing Across the Curriculum in Middle & High School – Page 33
What Do You Wonder? – Part 2
The first goal in teaching the strategy of questioning is to help students ask questions. The
second goal is to help them find the answers. When students are constantly fed information, they
aren’t allowed to participate in their learning. Questioning requires readers to think and actively
engage in the reading. –Cris Tovani, I Read It, But I Don’t Get It
Modeling Activity: Teaching Students How to Question
Guided Practice Using Sticky Notes
Demonstrate the importance of asking questions before, during and after reading a story
/novel/article.
Give students a copy of a book
For picture books: Ask them to look at the cover
Novels: Ask them to look at the cover and flip through the chapters if a novel. Encourage
students to read the back, and a paragraph here and there.
As they preview, ask them to think about questions they have.
On a flip chart paper with the heading, Good Readers Ask Questions Before Reading,
begin to record the “before” questions the students have about the book.
Look at the list of questions generated, and point out which ones would likely be
answered in the text, and which ones will be answered by drawing an inference. Discuss
which questions will help to better understand what’s happing and which ones are
unimportant to the story. Authors slowly reveal information, allowing readers to answer
their own questions.
Point out that good readers have a lot of questions at the beginning of a book/story/novel.
Hand out at least three sticky notes to each student. Instruct students to write questions
that occur to them while reading and attach the sticky notes close to the words that caused
their questions. Make sure that the sticky notes are placed in the margin so they are
visible when the book is closed, and that the page number is written with each question.
Begin reading the piece aloud, stopping when a question occurs to you. (Examples: “Is
the person telling the story young or old?” or “Who is talking right now, the boy or the
girl?”) Model this activity by sharing the question and writing it on a sticky note.
Continue reading, stopping occasionally to ask, “Is anyone wondering anything?” If so,
have them write their questions down on a sticky note. After a few more pages and a few
more questions, tell the students it is their turn. They must come up with at least three
filled out sticky notes of questions they wonder about from the reading.
Reading and Writing Across the Curriculum in Middle & High School – Page 34
Collect the books at the end of class. Copy each question from the sticky note onto two
note cards, once in red ink, and then in blue. Record the name of the person who asked
the question on the bottom of the card.
What Do You Wonder Activity: Analyzing Questions
Follow-up for Teaching Students How to Question Using Sticky Notes
Attach five sheets of flip chart paper to the board or wall and have one of the following
heading on them:
 In The Text (in red marker)
 In My Head (in red marker) Background knowledge in addition to clues in text
 In Another Source (in red marker)
 Ponderable Questions (in blue marker) Doesn’t have a simple answer, or an
answer at all
 Clarifying Questions (in blue marker)
Hand each student a note card. Have a volunteer read the question on his/her card and
ask if it is written in red or blue ink. Direct the student to the charts written in the same
color ink as the question. Red would be In the Text, In My Head, or In Another Source.
Blue would be Ponderable Questions or Clarifying Questions. Make sure that the
students understand the meaning of the heading words like ponderable.
Looking at the color headings which match the color question, ask the student where the
answer to the question might be found. Let the class help with the decisions. Ask who
has the same question written in the other color ink. Have that student decide in which
heading of the same color the answer might be found.
The students list of questions will most likely contain more clarifying questions than
ponderable ones. Readers are looking to establish a plot, or figure out what is happening.
The advantage of rereading is that the clarifying questions have often been answered and
the reader can focus on more ponderable questions.
Reading and Writing Across the Curriculum in Middle & High School – Page 35
What Do You Wonder Activity for Teaching Students How to Find
Answers
Making Sense from the Text – Opinion or Inference
Divide students into small groups and read aloud to them short pieces of fiction and
nonfiction that require the reader to infer. This might be a good place to use picture
books because they can be read in a short time period. A few book suggestions are: Rose
Blanche, by Roberto Innocenti; Grandfather Twilight, by Barbara Berger; and The
Wretched Stone, by Chris Van Allsburg. For a detailed list of books that support
comprehension strategies, see Strategies That Work, by Harvey and Goudvis.
After you have read the book aloud, have the students (individually) write down what
they think is happening in the story. Then, in their small groups, have them discuss what
they wrote, then have them come to an agreement as to what probably was happening in
the story, and have the group provide evidence from the text (using a double-entry
journal) to support their conclusions. (It is helpful to have multiple copies of the books
or short pieces for each group to use to help them find supporting text.)
Each group reports out their conclusions and gives supporting reasons. Discuss, as a
class, which conclusions have good supporting evidence by going back to the text. This
may be a place where you need to talk about the differences between an opinion and an
inference. Point out that sometimes opinions are based on fact, but not always. Opinions
are important, but are usually driven by emotion. They aren’t sufficient when
interpreting text. Try using the expression, What words or pictures in the text help you
draw that conclusion?
To help students distinguish differences between words that are similar in meaning, share
the following definitions:
Prediction: A logical guess based on facts. It is either confirmed or disproved by the
text.
Inference: A logical conclusion based on background knowledge and clues in the text.
Inferences are not explicitly confirmed in the text.
Assumption: A fact or statement taken for granted. Assumptions may or may not be
based on facts or information and may or may not be correct.
Opinion: A belief or conclusion that isn’t necessarily based on facts or information. It
can be informed or ridiculous, because it is based on what one thinks instead of what is
proven by facts to be true.
It is helpful to explain to the students that authors do everything for a reason and that
reading material may at first seem not to make any sense, but it can usually be deciphered
by participating in the read and drawing an inference. They need to believe that the
author has provided enough essential information for the reader to be able to construct
meaning.
Reading and Writing Across the Curriculum in Middle & High School – Page 36
Some Web-based Resources on Effective Teaching Strategies to
Support Literacy Development
1. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement
Find a summary of Robert Marzano’s book, Classroom Instruction that Works, and browse
some chapters online at: http://www.mcrel.org/topics/products/19
2. Integrating Technology into the Classroom using Classroom Instruction
that Works: Research-Based Strategies for Increasing Student
Achievement
Find technology resources that support effective instructional strategies posted by the Jordan
School District, the largest of Utah’s school districts, by going to:
http://t4.jordan.k12.ut.us/professional_development/strategies
3. Literacy and Content Area Reading Strategies for Academic Success
Teachers will find out how to support their subject area while building student literacy skills in
mastering vocabulary, comprehension and analysis at:
http://www.edteck.com/read
4. Nine Essential Instructional Strategies – A discussion on MiddleWeb
Read Getting Acquainted with the Essential Nine (the 9 effective teaching strategies
found in Robert Marzano’s book, Classroom Instruction that Works) at:
http://www.middleweb.com/MWLresources/marzchat1.html
5. Read > Think > Write > Publish
The power of publishing enables students to think like writers, to apply their learning
strategies and to organize and express their learning. Learn to use print on demand to
publish your own paperback books! Go to: http://www.edteck.com/publish
6. Study Guide for Strategies That Work
Find a study guide for teachers who are applying strategies from Stephanie Harvey and Anne
Goudvis’s book, Strategies That Work, at:
http://www.wamcstudenttownmeetings.org/data/strat_that_work.pdf
7. Technology That Supports Instructional Strategies
Find technology tools that support the effective teaching strategies found in Robert Marzano’s
book, Classroom Instruction that Works at:
http://manila.esu6.org/instructionalstrategies/
8. Tech Summer Institute Wiki
For the Wikispace that Jane Cook developed to support some of her literacy workshops, go
to: http://techsi.wikispaces.com
9. What Works in Classroom Instruction
Read an online version of Robert Marzano’s book, Classroom Instruction that Works at:
http://t4.jordan.k12.ut.us/professional_development/strategies/What_Works.pdf
Reading and Writing Across the Curriculum in Middle & High School – Page 37