Master List of Strategies to Support
Main Strategy:
Determining Importance
Name of Resource
Subjects Matter
by
Harvey Daniels
I Read It, But I
Don’t Get It
by Cris Torani
Tools for Teaching
Content Literacy
Supporting Strategy
Reading strategies across the
curriculum.
• Thinks Aloud
• Anticipation guide
• Dramatic Role Play
• Brainstorming
• Probable Passage
• KWL
• Reading Aloud
• Response
• Bookmarks
• Double Entry Journals
• Mapping
• Learning Vocabulary:
Graphic Organizer
• Vocabulary Tree
• Ways to use Textbooks more
effectively - jigsawing
• Book Clubs – a way to
generate interest in Reading
and literary discussions
Graphic Organizers:
• Double Entry Diaries
• Comprehension
• Constructors
• Coding Sheets
• Skimming and Scanning
Page
• Text structures and supports
• Developing questions for
Reading: Concept Ladder
question Games
• Request
• Text Highlighting
• Enactment
• Quiz Shows
• Talk Shows
• Memory Circle
Page Number
Pgs 99-119
Pgs 126-129
Pgs 138-141
Pgs148-157
Pgs 199-215
Pgs 115-137
Pgs 10-11
Pg 181
Pg 181
Name of Resource
The Reading Writing
Connection
I Read It, But I don’t
Get It
When Kids Can’t Read
by Kylene Beer
The Differentiated
Classroom - Tomilson
Supporting Strategy
• KWL
• 1,2 3
• Anticipation Guides
• Dialectical Journals
• The Five Expository Tent
Structures
• Chapter 3: Purpose for
Reading: Access Tools
• The House
• Think Aloud
• Marking Text
• Double-Entry Diaries
• Question Mark Bookmarks
• Mark my words bookmarks
• Marking Time Bookmark
• Mark Who ? Bookmark
• Mark the Bold Bookmark
• Concept Maps/Charts
- To summarize the main
ideas in a chapter
Page Number
Pg 104
Pg 104
Pg 105
Pg 107
Pg 151
Pg 25
Pg 26
Pg. 29
Pg. 30
Pg 309
Pg 310
Pg 311
Pg 312
Pg 313
• Variety in Text
- Presentation to capture
all interest/learning
styles
- Make the mail ideas
visible in various forms
• “I want to know…” form.
- Establishes what is
expected to retain and within a
personal time frame.
• italics of key words
Literature Circles • Titles of books
Daniels
• Provides other references
• At the end of each chapter
The Power of Grammar there is a checklist you should
have accomplished
• looking for specific
information that appeals to
different people
Ex:
I Read it but I don’t Get It
- What would a robber be
interested in?
- What would a realtor be
interested in?
Becoming a Literacy
• 3 day writing cycle
Leader – Allen
Pg 80
Throughout book
Pg 25-26
Pgs 37-42
Name of Resource
The Literacy Coach’s
Handbook – Walde,
McKenna
Reading Don’t Fix no
Chevy’s
When Kids Can’t Read –
Beers
The Reading/Writing
Connection
Supporting Strategy
Page Number
• Comprehension
Pgs 56-58
• Chapter 6
Pgs 182Pg 78, 80-86, 88, 121
• Figure 2.3
• Figure 4.1
• Fig 5.1, 5.2,5.3
Pg 25
Pg 85
Pg 104-113
Main Strategy:
Inferring
Name of Resource
Reading to Learn
Ross Bindon/Richard P.
Santersanio
How to Teach Balanced
Reading and Writing
Bonnie Burns
Lessons in
Comprehension
Frank Serafini
The Reading/Writing
Connection
Teaching Reading in
Middle School
Supporting Strategy
• Chapter 2 Before
reading/During/After/Modeling
• Skim Sheets/Anticipation
Guides/Prediction Close
• An Activity to make
Predictions during Reading
• An Activity to Aid Making
Inferences
• “Author and You” questions
• “Essential Questions and
Grand Conversations”
• Gunning Model
- Explain Skill
- Model
- Share the task
- Ask the inference
questions after students
supply inference
- Ask an inference
question and have
students give the
inference and support
• Themes
• Draw inferences
• Subject Matter: Every
teacher’s Guide to Content
Area Reading
• Predictions
• Exploring Implied meaning
• Exploring Implied Meaning
• Prediction Log
• Inferring a character’s
personality from events,
conflicts….
• Forming An Hypothesis
about a character or Proving it
Page Number
Pgs 9-10
Pgs 42-51
Pg 60
Pg 63
Pg 89-90
Pgs 99-100
Pg 136
Pg. 41
Pg 98
Pgs 21-32
Pgs 112-113
Pgs 167-174
Pg 176
Pg 157
Pg 299
Pg 300
The English Teacher’s
Companion
Pg A-11
Pg 90
P 249
Reading 44: A Core
Reading Framework
Pg 20
Reading & Writing
Across the Areas
Reflective
Teaching/Reflective
Learning
Pg 13
Chapter 7 on
Name of Resource
Teaching Reading in the
Middle School
Comprehensive Literacy
Resource
Differentiated Literacy
Strategies
When Kids Can’t Read
Reading Don’t Fix No
Chevy’s
The English Teacher’s
Companion
Supporting Strategy
• Prompts that support
inferring from dialogue and
inner thoughts
• Authors leave clues that help
readers infer.
• Explore implied meanings
with The Inference Game (mini
drama)
• Syntax Surgery
• Sentence Stems
• English is a Funny Language
– Table 2.7-2.8
• Choice Boards – Tables
3.9,3.10, 3.11
• Inside Outside circle – Figure
4.1
• Question starters for Guided
Reading
• Keys for making inferences
• Exercises for students
• The Power of inquiry
• Tailored to males – inference
implies control and an end
product. (males)
• Socratic Circles
• Reciprocal Teaching
• Book Marks
• Using questions to help
students think “Dense
Questions”
• What occupations look like
in the English Class?
- have students arrange to
shadow someone for a
day or two in order to
see what the job
demands and to see what
life is like for someone
engaged in that kind of
employment.
- Have students write
graduation speeches a
week before June. Tell
students to reflect on all
they have learned as
they address the
freshman class, who
according to this
assignment as come to
listen to the older peers.
Page Number
Pg 169
Pg 174
Pg 176
Pg 58-59
Pg 462-463
Pg. 58
Pg 58
Pg 63
Pg 77
Pgs 61-72
Pgs 188-193
Pgs 38-41, 43-44
Pg 91
Pg 90
Pg 248
Pg 12
Main Strategy:
Making Connections
Name of Resource
Reading & Writing
Across Content Areas
Becoming a Literary
Reader
Reading Reasons
Supporting Strategy
• Process Essay
• Your audience determines
how you handle a topic
• Cause and Effect
• Process Writings
• Sample Snapshots
• “Who can you Identify?”
• Read Aloud, Think Aloud
- While doing a read aloud,
the teacher will model
strategies a skilled reader will
use to comprehend a text.
• Anticipation Guide
- Act as a prereading strategy
and encourage students to
connect to ideas and make
predictions.
• K-W-L
When kids can’t read:
- Readers access their
What teachers can do
By Kylene Beers
knowledge about a topic
before they read,
consider what they want
to learn, then record
what they have learned
once they have finished
reading.
• Making Connections (word
storms
• Differentiated Literacy
Strategies critical thinking
• Understanding schema
Sound alike words
Comprehensive Literary • BLM Before I read I….
Resource
• Text to Text Connections
• BLM Self Assessment –
Making Connections
• KWL – Gramps ‘n Me
Formula 44
• Question Games
Tools for Taching Content • Concept Ladder
• Anticipation Guide
Literacy
• Text to Text
• Reading Autobiographically
• Pass it On
Making the Match
• Booktalks
Page Number
Pg. 40
Pg 42
Pg 53
Pgs 59-61
Pg 29
Pg 49
Pg 42-43
Pg 74-80
Pg 80-87
Pg 72
Pg 104
Pg 30
Pg 83
Pg 124
Pg 216
Name of Resource
Supporting Strategy
Myself the Reader
Teaching Adolescent
I Remember
Writers
Pass the Portrait
Reader Response Journals
- reflections in form of
Comprehensive Literacy response that reveal text self,
text to text or text-world
Resource Grades 3-6
• Self assessment – Making
connections BLM
• Template for Reading
Response Logo BLM
- This connects to my life in
Do I Really Have to Teach
this way…….
Reading?
• Double Strategy, Double
Entry Diary BLM
Page Number
•
•
•
•
Pg 124
Pg 216
Pg 130
Pg 133
Main Strategy:
Questioning
Name of Resource
Supporting Strategy
• Comprehension constructor
for Questioning and identifying
I Read It, but I don’t Get conclusions
• What’s your thinking
It
• What works
- Create “I wonder” poems
• Read All About It!
Reading Reasons
• Tree Categories of Questions
Around the Reading
Workshop in 180 Days
• Reading Response Notebook
• Comprehension Constructor
with Connections Guide
• Sample Text Set Guide Sheet
Do I Really Have to Teach • My answer Comprehension
Constructor – categorize
Reading
questions
• Double Entry Diary
• Assessing Strategy Use
• Guided Reading Planner
• Prediction Tree
How To Teach Balanced
Reading and Writing
• Comprehensive Literacy
Resource
• Differentiated Literacy
Strategies
Improving
Comprehension with
Think Aloud Strategies
Visual Literacy
I Read It, But I don’t Get
It
Reading Reminders
The English Teacher’s
Companion
• QAR’s (Question answer
relationships)
• Think Aloud
• Our Words Versus Their
images: The importance of
Context
• Precision of Images Over
Words
• Readability – What’s Your
Point? (about Script)
• “I Wonder” poems
• Engaging Articles – Invite
curiosity and questions
• Use sticky notes to write out
any questions
• Use Request (Reciprocal
Questioning
• Dense Questioning Strategy
• Improving Comprehension
with Think Aloud Strategies
Page Number
Pg 133
Pg 121
Pg 92-93
Pg 125
Pg 104-105
Pg 125
Pg 127
Pg 129
Pg 124
Pg 105
Pg 91
Pgs 125-127
Pgs 129-137
Pg 596
Pg 77
Pg 80 Round Robin
Pg 57-59
Pg 89-91
Pgs 120, 124, 125,
Pg 70
Pg 45
Pg 8
Pg 11
Pg 23
Pg 83
Pg 94
Pg 95
Pg 179
Pg 248-249
Pg 69-72
Main Strategy:
Visualizing
Name of Resource
Visual Literacy
The English Teacher’s
Companion
The Literacy Coach’s
Handbook
Supporting Strategy
Here’s Looking at you
Mood Activities
Self Portraits
Storyboarding
The Streets of Sunnyvale
Time Machines
Draw the Words
Use Verbal Charades
Draw the Text
Masks
Rendering of Ideas or Texts
Life Graph
Graphic Novel
Vocabulary Pictures
The Open Mind
Phonemic Awareness
- Using picture games and
puppets…..words spoken orally
or presented in
pictures….words from
children’s oral vocabularies
(eg. Ambulance, alligator)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Cross-Curricular Reading
• Visualizing
Tools
Reading Don’t Fix No
• Making Reading Visible
Chevys
• Making strategic knowledge
visible and available to
students
• Using Think Aloud to create
a record either through writing
or talking aloud
• Using visualizing to help
assess where the student is at
then using it to help assist a
student who is in trouble.
Improving
• Asking or inferring things
Comprehension with
based on prior knowledge
Think-Aloud Strategies
• Scaffolding – using think
alouds to stimulate inferences –
Guided Imagery and visual
Literacy
• Cued Think Aloud
• Rules of Notice
• Using visual protocols of
chapters to see if they quickly
recall what happened
Page Number
Pg 7
Pg 36
Pg 56
Pg 88
Pg 89
Pg 96
Pg 109
Pg 116
Pg 135
Pg 238
Pg 239
Pg 240
Pg 242
Pg 242
Pg 242
Pg 176
Pgs 36-40
Pgs 130-132
Pg 17
Pg 19
Pg 21
Pg 21
Pg 24
Pg 81
Pg 80
Pg 115
Name of Resource
Improving
Comprehension with
Think-Aloud Strategies
Subject Matter
The Differential
Classroom
By
Carol Ann Tomlinson
Reading Reasons
By
Kelly Gallagher
Beyond Monet
By
Barrie Bennett & Carol
Rolheiser
Supporting Strategy
• Giving visual Thinking a
voice – sharing think aloud
with peers.
• The process of Reading
Symbolism – Steps to take
• Visualization Check Sheet
for Readers
• Using mental strategies to
visualize
• Prior knowledge important
• Dramatic role Play to give a
picture of what is happening
• Sketching My Way Through
the Text – Using visual cues to
demonstrate material you are
studying.
• Being an Illustrator – (to
convey ideas)
• Mirror and Metaphor
• Learning centers could be set
up to use visualization as a
comprehension strategy
• Entry Points (Howard
Gardner)
• Beauty is in the Eye of the
Beholder
• The More You Know
- The students visualize what
happens if you can’t/won’t read
• Mind Mapping
Page Number
Pg 116
Pg 119
Pg 121
Pg 24
Pg 120-121
Pg 208
Pg 70
Pg 76
Pg 83
Pg 84
Pg 136
Pg 289-291
Main Strategy:
Synthesizing
Name of Resource
Literature Circles
by
Harvey Daniel
Making the Match
By
Tere S. Lessesne
Teaching Reading in
Middle School
By
Laura Robb
Reading To learn: A
Contents Teacher’s Guide
How To Teach Balanced
Reading and Writing
Reading and Writing
Across the Context Areas
Writing Reminders
Around the Reading
Workshop in 180 days
Reflective Teaching,
Reflective Learning: The
Role of Play in small
Groupwork
Supporting Strategy
• Discussion Sheet
• Jigsaw Sheet
• Questioner Sheet
• Do’s and Don’t of Book
Talking
• Reading Loop
• Verbs that lead to open
ended questions
• 3 part reading model
• Written “conversation” by
students for teacher to reflect
on
• Problem, Actions, Results
• Character’s Personality
• Select a Quote
• Reading Strategy Interview
• Teacher Evaluation
• Student Self Evaluation
• Three Step Approach
• Reciprocal Teaching
• Cross Curricular Reading
Tools
• T-Notes
• Writing Template
• Magnet Summary
• Sketch to Stretch
• Graphic Organizers
• Picture Books
• Thinking-Talking
• Think, Pair, Share
• Chapter 6
• Question/Answer
Relationships chart
Page Number
Pg 204
Pg 205
Pg 108
Pg 120-121
Pg 132
Pg 129
Pg 62
Pg 83
Pg 298
Pg 299
Pg 296
Pg 288
Pg 270
Pg 264
Pg 95
Pg 59
Appendix pg 10-11
Pg 216
Pg 217
Pg 116
Pg 102
Pg 110
Pg 41
Pg 63
Pg 90-91
Pg 104
Name of Resource
Supporting Strategy
• Visualizing Meaning through
Image and Gesture
• Reenactments and
Interventions
- telling tales
- guided imagery
- mime
- scene writing
- our town
- analogy strategy
-
Action Strategies for
Deepening
Comprehension
By
Jeffery N. Colub
dance/movement reenactment
- headlining/lead writing
• Strategies for interventions
- “What If” scenarios
- Alternative Endings
- Intensifier
- Temptations/Tensions
- Two Sided Story/ReViewpointing Stories
- Game Show
- The Rest of the Story
- Tunnel of Time
- Third Rock from the Sun
- Three Women
- Scrooge Looking Down
- MTV Videos
- Debates
- Trials
• Writing in Role
Correspondence
- telephone call/Telephone
Tree
- Post card assignment
- Public Service
Announcements
- Informational
Brochure/Campaigns/
Eco-Guides
- Protest
Manifestos/Political
Planks and Platforms
- Various Correspondence
ideas
Page Number
Pg 115
Pg 140
Pg 140
Pg 140
Pg 141
Pg 141
Pg 141
Pg 143
Pg 145
Pg 146
Pg 147
Pg 147
Pg 147
Pg 147
Pg 148
Pg 148
Pg 148
Pg 149
Pg 149
Pg 149
Pg 149
Pg 153
Pg 155
Pg 157
Pg 160
Pg 160
Pg 161
Pg 163-165
Name of Resource
Action Strategies for
Deepening
Comprehension
By
Jeffery N. Colub
Around the Reading
Workshop in 180 days
Supporting Strategy
• Cross Curricular Reading
Tools
- Summarize a text
- Handout Dogs that
Think
• Differentiated Literacy
Strategies
- Highlight one color key
information
- Second color for
secondary
• Symbol notation with Sticky
notes
• Split page notes
• Summarizing 3-2-1
• Jigsaw
• Graphic Organizers
• Graffiti Boards – Helps
Visualizing
• Think A louds
Page Number
Pg 31
Pg 67
Pg 111
Pg 111
Pg 111
Pgs 167-169
Pg 108