Karen
Khhhff1 Part 2 Part
Karen Massey-Cerda
RE5730
Using Foldables to Develop Reading Strategies
Staff Development Workshop
Focus
This workshop offers 3-6 educators adaptable, instructional strategies that effectively develop reading
comprehension. Participants will learn how to apply these strategies through the use of interactive,
alternative graphic organizers called foldables.
Main Topic
The main topic will be to model four instructional strategies and enable teachers to implement them by
making and using four different types of foldables. Teachers will explore which foldables are specifically
designed for comprehension application as well as their application in other curriculum areas.
Instructional activities

Someone/Wanted/But/Then/So summarizing strategy.

Making a layered book foldable for someone/wanted/but/then/so strategy.

K-W-L

Making a pyramid foldable for the K-W-L.

Compare and Contrast strategy

Making a three tab foldable for compare and contrast strategy

Story Elements Strategy

Make an envelope foldable for character, setting, problem, solution.
Theoretical perspective
Someone/Wanted/But/Then/So Strategy
Frost, S, Buhle, R, & Blackowicz, C. (2009). Effective literacy
co a ch in g :buil di ng exper ti s e and a cu l tu re of l it era cy . AS C D

This after reading strategy helps students write a well-developed summary of a story.

Created by MacOn, Bewell and Vogt, 1991, the structure guides students to focus on the
beginning, middle and end of the story.

The five key words are used as a framework to enable students to summarize a text.

This summarizing strategy is also useful because students need to focus on the various story
elements (characters, plot, conflict, and resolution) to be able to write this summary.

This strategy also exercises understanding of main idea and details in story.
K-W-L Plus Strategy
Buehl, D. (2009). Classroom strategies for interactive learning. Newark, Delaware: International Reading
Association.

This chart defines what a student knows, wants to know and has learned.

This chart can be completed as part of whole group, small group or individual and partner
instruction. If students were studying the solar system, they would first list in the ‘K’ section what
they know. The ‘W’ section lists any questions that they have about the topic that they want to
explore.

After learning or reading about the solar system, students would return to the ‘L’ section and list
any new information that they have learned.

The plus section of this chart occurs when students use the information on the KWL to categorize
their learning and complete an activity that reflects this.

A concept map may be produced and students may produce a brochure, power point or narrative
about the topic.
Compare and Contrast
Instructional strategies online. (2011, March 3). Retrieved from
http://olc.spsd.sk.ca/DE/PD/instr/strats/compareconstrast/index.html

This during and after reading strategy is used to contrast similarities and differences between two
things.

It involves the use of classification and can be used to teach vocabulary, characteristics and any
texts that lend themselves to comparison or contrasts between ideas or story elements.

It is often presented in the form of a graphic organizer such as a Venn diagram. With this type of
graphic organizer students can listen, view or read text and use the Venn diagram to compare and
contrast two types of concepts or ideas.

It aids in the clarification of ideas and thinking. Contrasting ideas (differences) are written in the
two contrasting circles of the Venn diagram. Each circle is labeled with the name of one of the
things being compared. Where the circle overlaps in the center is where students ‘compare’ and
write in if the two ideas have similarities.
Story Map Strategy
Reading Rockets. (2011, April 9th). Retrieved from http://www.readingrockets.org/strategies/story_maps

They improve students' comprehension.

They provide students with a framework for identifying the elements of a story.

They help students of varying abilities organize information and ideas efficiently.

There are many different types of story map graphic organizers. The most basic focus on the
beginning, middle, and end of the story. More advanced organizers focus more on plot or character
traits.
Adolescent Literature. (2011, April 11th). Retrieved from http://www.adlit.org/strategies/22736
 Story Maps can be used with both fiction (i.e., defining characters; events) and nonfiction (i.e.,
main ideas; details).

This technique uses visual representations to help students organize important elements of a story.
Students learn to summarize the main ideas, characters, setting, and plot of an assigned reading.
Using Foldables to Develop Instructional Strategies.
DMA. (2011, April 9th). Retrieved from http://www.dinah.com/manipulatives.php

Quickly organize, display and arrange data making it easier for students to grasp concepts,
theories, processes, facts, and ideas, or to sequence events as outlined in the content standards.

Continue to "immerse" students in previously learned vocabulary, concepts, generalizations, ideas,
theories, etc. providing them with a strong foundation upon which they can build with newly
learned knowledge, observations, and concepts.

Replaces teacher-generated writing or photocopied sheets with student-generated print.

Incorporate such skills as comparing and contrasting, cause and effect, and similarities and
differences into daily work and long-term projects.

Provide a sense of student "ownership" or investiture in the curriculum.
Workshop Objectives
Teachers will:

Develop knowledge of a variety of instructional strategies.

Recognize why instructional strategies effectively develop comprehension skills.

Incorporate the skills of summarizing, story mapping, K-W-L and comparing and contrasting
using different types of foldables.

Know how to construct four types of foldable books.

Identify ways to integrate foldables into other content areas.

Identify which foldables are particularly effective for certain reading strategies and why.
Outline for the Workshop

Three 90 minute session
Session 1
Icebreaker (10 minutes):
Gingerbread people game. Each table will have photocopied gingerbread people, who have a question on
each of their body parts: What gives you indigestion (stomach), what drives you crazy (head), what you
love (heart), what you bring (one leg), what you want to let go of, (hand) what you want to take away.
Each person introduces themselves and answers the questions. They can write them in and post them all,
with their names on the Gingerbread people.
Introduction (5 minutes):

Introduce participants to the focus of the workshop. Outline what they will participate in during
this first session.
Strategy: Someone Wanted/ But/Then / So. (15 minutes)

Provide brief overview of theoretical perspective.

Model Text: Goldilocks and the Three Bears.

Explain the first strategy to participants.

Explain that the teacher divides a chart into squares with one word labeled per square. A familiar
story is chosen, such as Goldilocks and the Three Bears. Students use this strategy to tell the
whole story.

Questions to guide students can be as follows: Who was the ‘somebody’ in the story? What did the
‘somebody’ want? But what happened instead? Then what happened? So what happened in the
end?

Tell participants that teachers can add the additional component of ‘Finally’ especially when
studying more complex novels with greater plot divergences.

Show participants power point slides 1-6 on why teachers should use foldables and the layered
book foldable and its application for summarizing.
Foldable Activity (20 minutes)

Given out the directions (handout 1) about the layered book foldable.

Demonstrate how to make a layered book using these directions. Model making the book using a
document camera and overhead projector. Label each layer with the words ‘someone’, ‘wanted’,
‘but’, ‘then’, ‘so’. Leave this model on the overhead projector to aid participants in the making of
the foldable.

Divide participants into groups of 4. Have participants choose a text from a selection of fiction
books on display at the front of the workshop. Have one participant collect a basket of materials
for each group to make the layered book foldable for application of this strategy.

Participants then make the layered book foldable using the handout directions and write the
summary of their text using the key words of the strategy.

Provide opportunities for comments and questions.
Strategy: K-W-L (15 minutes)

Provide brief overview of theoretical perspective.

Explain what a K-W-L strategy is:

This before, during and reading strategy is used in many classrooms as part of instruction. This
chart defines what a student knows, wants to know and has learned. If students were studying the
solar system, they would first list in the ‘K’ section what they know. The ‘W’ section lists any
questions that they have about the topic that they want to explore. After learning or reading about
the solar system, students would return to the ‘L’ section and list any new information that they
have learned.

As a whole group, complete the K and W sections on the topic of whales.

Read Milton, J. (1989). Whales:the gentle giants. New York: Random House.

Complete the L section of the K-W-L chart.

Show participants power point slides 9-11 on the pyramid foldable and its application for K-W-L.

Given out the directions (handout 2) about the pyramid foldable.
Foldable Activity (15 minutes)

Demonstrate how to make a pyramid foldable using these directions. Model making the foldable
and labeling each face with K, then W and lastly L. Leave this model on the overhead projector to
aid participants in the making of the foldable.

Divide participants into small groups. Have one participant collect a basket of materials for each
group to make the pyramid foldable for application of this strategy.

Provide opportunities for comments and questions.
Plenary (10 minutes)

Show power point slides 7 and 8. (Application to other content areas).

Explain brainstorming sheet activity to be completed for next session: How could you incorporate
these foldables into Math or Content areas? How could you incorporate them into language arts
using other instructional strategies? Participants are to note down and/or try out ideas ready to
discuss at the next workshop session.
Session 2
Ice breaker: (15 minutes)

In small groups participants review their brainstorming sheets and share ideas and possible
comprehension application for the layered book and pyramid foldable.

Each group will share one idea that they think would work easily in a classroom and reflect on
what difficulties they faced when generating ideas to use with the foldables and how this could be
addressed.
Introduction: (5 minutes)

Provide participants with an overview of what they will participate in during this second session.
Strategy: Compare and Contrast (30 minutes)

Provide brief overview of theoretical perspective.

Explain what a compare and contrast strategy is:

This during and after reading strategy is used to contrast similarities and differences between two
things. It involves the use of classification and can be used to teach vocabulary, characteristics and
any texts that lend themselves to comparison or contrasts between ideas or story elements. It is
often presented in the form of a graphic organizer such as a Venn diagram. With this type of
graphic organizer students can listen, view or read text and use the Venn diagram to compare and
contrast two types of concepts or ideas. It aids in the clarification of ideas and thinking. Each
circle is labeled with the name of one of the things being compared. Where the circle overlaps in
the center is where students ‘compare’ and write in if the two ideas have similarities.

Show participants power point slides 11-12 on the three tab foldable and its application for
compare and contrast. Give out the directions for making the three tab foldable (handout 3).
Foldable Activity (20 minutes)

Model how to make the three tab foldable using the document camera. Demonstrate how to cut out
and stick the Venn diagram on the front of the foldable and cut accordingly.

Divide participants into partners. Have each pair choose a text from a selection of fiction and
nonfiction books on display at the front of the workshop. Have one participant collect a basket of
materials for each group to make the three tab foldable for application of this strategy.
Plenary (10 minutes)

Provide opportunities for each group to share questions and comments about the foldable activity.

Show power point slides 13 and 14 and discuss classroom application of this foldable and strategy
in other content areas.
Session 3
Icebreaker: (15 minutes)
Lucky Penny Game: Each person takes a penny or other coin out of their pocket and looks at the date.
When it's their turn, they tell the year that's on their coin and recall something spectacular that happened
that year.
Introduction: (5 minutes)
Provide participants with an overview of what they will participate in during this third session.
Foldable Activity (25 minutes)

Show power point slides 15-16 on the envelope foldable and its application for a story map
strategy.

Demonstrate how to make an envelope foldable using these directions. Model making the
foldable, labeling the outside triangle flaps as: Character, Setting, Problem and Solution.

Give out materials and the directions for the envelope foldable (handout 3). Participants make the
foldable.
Strategy: Story Map (30 minutes)

Provide brief overview of theoretical perspective.

Explain what a story map strategy is using the text: Scieszka, J. (1989). The True Story of the
Three Little Pigs. Viking.

The story map strategy involves a teacher discussing the main components of a story (e.g.,
characters, setting, problem and solution).

As you read the text have participants complete the story map using the envelope foldable that
they have made. After reading, they can fill in any missing parts.

Provide opportunities for each group to share questions and comments about the foldable activity.
Plenary (15 minutes)

Review all strategies and foldables used during the three sessions of the workshop.

Show power point slide 7 and 18 and discuss application to other curriculum areas.

Show power point slide 19: Discuss the questions to encourage reflection on participants
classroom practice:

Have participants fill out evaluation.
Follow-up activities (3-5).

Participants incorporate two of the foldables from the workshop into upcoming weekly lesson
plans. Teachers can then discuss their successes and challenges with this application during grade
level and staff meetings. This could also take the form of another mini workshop for teachers to
collaborate further ideas.

Have participants visit http://www.dinah.com/manipulatives.php and review foldables that they
can use in their curriculum.

Add Dina Zike’s books about foldables in other curriculum areas to the professional library for
teachers to check out and use in their classrooms.

Offer teachers the opportunity to have an instructional strategy, using foldables, modeled in their
classroom.

Observation opportunities could be offered to teachers who are implementing these strategies and
foldables. I could go into their classrooms and observe the implementation and provide feedback
and support. Alternatively, I could arrange to cover a teacher’s classroom if they wish to observe
another ‘expert’ teacher who has implemented all of the strategies and foldables.

A section on the school blog can be added to provide a place where participants can ask ongoing
questions about instructional strategies, their application using foldables and a forum for sharing
classroom ideas.http://xserve.catawba.k12.nc.us/groups/lyle_creek/
Assessment

At the end of all three sessions teachers will complete the following evaluation for review and to
enhance future workshops:
1. What part of the workshop was most helpful to you?
2. What did you like the most about the workshop?
3. What did you like the least about the workshop?
4. How could the workshop be improved?

From general feedback from participants during grade level and staff meetings, future workshops
can be planned that would best accommodate the needs of teachers.

Plan another session based on the feedback and needs of the participants evaluations. For example,
if participants requested more ideas for application of foldables in mathematics, then this could be
the focus for another mini workshop where participants could come and ‘make and take’ foldable
activities.

Set up questions on school blog for all members of the workshop to respond to about the
effectiveness of instructional strategies and the use of foldables.
.http://xserve.catawba.k12.nc.us/groups/lyle_creek/.
Handout for Session 1
The Layered Book
Foldable
The Layered Book Foldable
Materials:
• Three sheets of 8½ x 11 paper
• Stapler
Directions:
1. Stack three sheets of paper so that the back sheet is one inch higher than the front and middle
sheets.
2. Bring the bottom of the sheets upward and align the edges so that all of the layers or tabs are the
same distance apart.
3. When all tabs are an equal distance apart, fold the papers down so that you can see 6 stripes of
paper. The middle two will be the same color.
4. Staple at the crease a small distance from the edge so that the papers hold together.
5. If you need more layers then add more sheets.
Handout for Session 1
The Pyramid Foldable
Materials
One sheet of 8½ x 11 construction paper.
Glue or stapler
Scissors
Directions
1. Fold the sheet of construction paper diagonally across into a taco shape. Cut off the
excess rectangular tab formed by the fold.
2. Open the folded paper and refold it like a taco the opposite way to create an x-fold
pattern.
3. Cut one of the folds to the center of the X, or the midpoint, and stop. This forms two
triangular-shaped flaps.
4. Glue or staple one of the flaps under the other, forming a pyramid.
5. Label front sections and write information, notes, thoughts, and questions inside the
pyramid on the back of the appropriate tab.
6. Alternatively, students can use the front of each tab and when they have completed
their writing and/or drawing, the flaps can then be glued together to form the
pyramid.
Handout for Session 2
The Three Tab Foldable
Materials:
One sheet of 8½ x 11 construction paper.
Scissors
Directions:
1. Fold the construction paper in half like a hot dog.
2. With the paper horizontal and this fold from step 1 up, fold the right side toward the center, trying
to cover one half of the paper.
3. If you fold the right edge first, the final graphic organizer will open and close like a book.
4. Fold the left side over the right side to make a book with three folds.
5. Open the folded book and cut the two creases to form three tabs.
Venn Diagram for three Tab Foldable (Compare and Contrast)
Handout for Session 3
Envelope Foldable
Materials:
One sheet of 8½ x 11 construction paper.
Scissors.
Glue.
Directions:
1. Fold the sheet of construction paper diagonally across into a taco shape. Cut off the
excess rectangular tab formed by the fold.
2. Open the folded paper and refold it like a taco the opposite way to create an x-fold
pattern.
3. Open the taco fold and fold the corners toward the center point of the X to create a
small square envelope.