Roz Weizer, M.Ed.
Literacy Consultant
508 Hooksett Road
Auburn, New Hampshire, 03032
Telephone: (603) 483-2918
Cell: (603)-540-9938
Email: Rnweizer@aol.com
Meeting the Challenge of Promoting
Literacy Across the Curriculum
National Academy Foundation
2007 Institute for Staff Development
July 19, 2007
AGENDA
 Making Connections
 Good Readers
 Before, During, After, and Vocabulary Strategies
 Website Support
Developed by Roz Weizer, 2007. Used with permission.
1
Good Readers:
 Think about what they already know before reading. (Activate
background knowledge)
 Use background knowledge to make sense of text. (Make
connections)
 Decide what they need to know from the text before reading. (Set
purpose)
 Preview the material.
 Ask questions before, during, and after reading.
 Draw inferences from the text.
 Monitor their comprehension.
 Use “fix-up” strategies when meaning breaks down.
 Know strategies for determining unknown vocabulary.
 Determine what is important.
 Synthesize the information to create new thinking.
 Visualize what they are reading.
 React to what they have read.
 Summarize what they remember from reading.
 Use what they have learned in other situations.
Developed by Roz Weizer, 2007. Used with permission.
2
Quick Write/Think Pair Share
Write for 2-3 minutes to answer ONE of the following writing
prompts:
 Think back to yourself as a high school student. What were you
like as a reader and writer? What challenges did you face as a
reader and writer?
 Think of your students. What challenges do they face reading
materials necessary to learn content information?
 What strategies do you use to help students read the materials
necessary to learn content information?
Developed by Roz Weizer, 2007. Used with permission.
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Starters for Writing Prompts Based on Bloom’s Taxonomy
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What is ?
How is ?
Where is ?
When did _______ happen?
How did ______ happen?
How would you explain ?
Why did ?
How would you describe ?
Can you recall ?
How would you show ?
Can you list four ?
How would you classify the type of
?
How would you compare ?
contrast ?
How would you rephrase the
meaning ?
What facts or ideas show ?
What is the main idea of ?
Which statements support ?
Can you explain what is meant ?
What can you say about ?
Which is the best answer ?
How would you summarize ?
How would you use ?
What examples can you find to ?
How would you solve _______ using
what you have learned ?
How would you organize _______ to
show ?
How would you show your
understanding of ?
What approach would you use to ?
How would you apply what you
learned to develop ?
What other way would you plan to
?
What would result if ?
Developed by Roz Weizer, 2007. Used with permission.
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Level 1: Knowledge
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Level 2: Comprehension
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Level 3: Application
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Level 4: Analysis
Level 5: Synthesis
Level 6: Evaluation
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What are the parts or features of ?
How is _______ related to ?
Why do you think ?
What is the theme ?
What motive is there ?
What conclusions can you draw ?
How would you classify ?
What evidence can you find ?
What is the relationship between ?
Can you make a distinction between
?
 What is the function of ?
What ideas justify ?
 What changes would you make to
solve ?
 How would you improve ?
 What would happen if ?
 Can you elaborate on the reason ?
 Can you propose an alternative ?
 Can you invent ?
 How would you adapt ________ to
create a different ?
 How could you change (modify) the
plot (plan) ?
 What could be done to minimize
(maximize) ?
 What way would you design ?
 Do you agree with the actions? the
outcomes?
 What is your opinion of ?
 How would you prove ? disprove
?
 Can you assess the value or
importance of ?
 What would you recommend ?
 How would you rate or evaluate the
?
 What choice would you have made
?
 How would you prioritize ?
 What details would you use to
support the view…
Developed by Roz Weizer, 2007. Used with permission.
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Knowledge Rating Guide Strategy
Topic: Literacy Support Strategies
Strategies
Know It
Heard It
Don’t
Know It
Preview
Think Pair Share
Knowledge Rating Guide
Quick Writes
Predicting Meaning
Anticipation Reaction Guide
Think Aloud
Coding
Triple Entry Vocabulary Journal
Word Walls
Sum It Up
Predicting Meaning Strategy
Word
Prediction Before Reading
Prediction After Reading
From Kelly Gallagher, Deeper Reading, 2004.
Developed by Roz Weizer, 2007. Used with permission.
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Coding Strategy
This strategy helps students engage and interact with text; supports active
reading as opposed to passive reading; and develops metacognitive awareness
and ability to monitor one’s own comprehension. This is a flexible strategy which
can be used with a variety of texts and in a variety of ways. Coding supports the
content-area learning by focusing on key concepts. The strategy helps students:
1) select comprehension strategies that will support their reading; 2) process
information; 3) construct meaning for unfamiliar vocabulary; and 4) engage in a
dialogue with the author.
Types of Coding Activities
Content reading:
Students code for content information. Possible uses include looking for main
ideas and important details; fact and opinion; vocabulary and definition clues;
evidence to support essays and research topics; character traits; responses to
essential questions and chapter review questions; and content information
involving other literacy strategies such as Anticipation Guide statements.
Possible Codes: M for Main Idea, D for Details; V for Vocabulary and C for Clue
to definition
Directions and Processes:
Students code to highlight key words and phrases in directions or any process
list. This can be used for test and quiz directions; projects; tasks; and homework
assignments. Students can code for action/direction words; number of responses
required to answer a question or complete a task; key words that guide to
important information required; and any words necessary to complete the task or
process.
Possible codes: Underline key words; Circle action/direction words; Number the
questions or tasks
Comprehension Skills:
Students code to identify their use of comprehension skills and strategies. This
can be used to support making connections, visualizing; predicting; summarizing;
questioning; and clarifying.
Possible codes: P for predicting; draw an eye for visualizing; ? for questioning
Developed by Roz Weizer, 2007. Used with permission.
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Coding Activities:
Activity 1: Code these directions. Circle the direction words, underline key
word(s) and number each question or task. Read the following paragraph. In
order to support content learning code the responses to the following questions
as you read: How do banks make a profit? Use P as a code. How has this
changed over the years? Use a Star as a code. To support the development of
making connections as a skill to support comprehension instruction, use C as a
code whenever you read a statement that reminds you of something. In pairs,
discuss where you placed your codes and support their placement. Make any
changes necessary.
A bank generates a profit from the differential between what level of
interest it pays for deposits and other sources of funds, and what level
of interest it charges in its lending activities. This difference is
referred to as the spread between the cost of funds and the loan
interest rate. Historically, profitability from lending activities has been
cyclic and dependent on the needs and strengths of loan customers. In
recent history, investors have demanded a more stable revenue stream
and banks have therefore placed more emphasis on transaction fees,
primarily loan fees but also including service charges on array of
deposit activities and ancillary services (international banking, foreign
exchange, insurance, investments, wire transfers, etc.) income.
However, lending activities still provide the bulk of a commercial
bank's income.
Excerpt from Wikopedia.
Activity 2: Brainstorm possible codes that your students can use for an
upcoming reading, assignment, project, etc.
Developed by Roz Weizer, 2007. Used with permission.
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Strategies to Support Comprehension
When you are having problems understanding what you are reading:
 Stop and reread, or read ahead to see if what is coming later in the text
helps to clarify.
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Stop and summarize what you have read in that section.
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Adjust reading rate based on purpose—slow down for details and speed
up for skimming.
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Make predictions and then read to check if they are accurate or need
adjusting.
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Make connections between what you are reading and what you have read
about this topic elsewhere or know about this topic from experience.
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Reread an unknown word, sound out unknown words, stop and analyze
an unknown word or substitute another word that makes sense and test it.
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Read the text aloud and listen to see if it makes sense.
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Try to read the words that are problematic faster or slower.
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Exaggerate punctuation clues to help make meaning of the text.
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Look for context clues and structural analysis clues to figure out words.
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Visualize/imagine the information presented in the text.
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Make lists or notes, draw pictures, or use a graphic organizer.
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Ask yourself “What do I already know? How does this connect to what I
already know?”
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Ask yourself “What do I need to know? What is important about this? Why
do I think this?”
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Ask yourself “What do I understand? What don’t I understand? What is
making this hard to understand?”
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Discuss the text with someone else.
Developed by Roz Weizer, 2007. Used with permission.
9
Word Walls Strategy
A Word Wall is a systematically organized collection of words displayed in large
letters on a wall or other large display area in the classroom. Activities can be
implemented in which students are asked to interact with these words on an
ongoing basis. In this way, the words become an integral part of a student’s
reading and writing vocabulary.
Word Walls can be used as resources for building fluency in reading and writing
and building vocabulary related to a particular instructional focus. These lists can
support students in their writing and other composing activities. They provide a
visual map to help students remember connections between words and the
characteristics that will help them form categories.
Word Walls can be built around the following:
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Alphabetical listing of interesting words generated by students
Words connected to a content area proficiency or standard
Difficult words found in textbook chapter
Words connected to a theme
Words connected to a book
Words that are hard to spell
Particular types of words (action, color, connecting, descriptive)
Commonly used words in both Spanish and English
Suggestions for interacting with Word Walls
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Sort the words into categories and develop headings for them.
Write a summary after the reading using words from the wall.
Students do Quick Writes using a specific number of words.
Incorporate words in any writing assignment such as RAFT.
Create a mapping using the words.
Connect words using string, sticky notes, etc.
Develop games such as crossword puzzles, word searches, etc.
Play Word Wall games:
Mind Reader Game: Teacher thinks of a word wall word and gives clues.
Clues can include definition, synonyms, or how it is used. Students try
and guess the word as clues are given.
Word Jar Game: Place all words in a jar. Divide the group into 2 teams
who alternately send a member to the jar to select a word and state its
definition. Points are awarded for correct responses.
Word Wall Mixer: Some students receive word wall words and others
receive definitions. Students move around the room trying to find their
partner.
Word Mines Game: Divide students into 2 teams. Students select a word
from the word wall and have to act out the meaning.
Developed by Roz Weizer, 2007. Used with permission.
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Triple-Entry Vocabulary Journal Strategy
This strategy can be used to support the reading of a textbook chapter, a novel
chapter, an Internet article, a short story or any text with challenging vocabulary.
It is helpful when there are many words in the text that may or may not be known
by students and which, if not known, will create reading comprehension
problems. It is more interactive than “assign, define, and test” and a greater
understanding of the meaning of the words is required. This can result in more
retention and building of word knowledge. Students end up with a customized
glossary for the text that provides words in context, applicable definitions, and
personalized memory/study aids.
Directions:
1. Divide a notebook page into three columns. Label the columns as indicated
below:
Word in Context; Definition in my own words; Picture, Memory Aid, or Phrase.
In the first column the students write down the sentence in which the word is
found, and underline or circle the word. They can also be asked to note the
page on which you found the word.
2. In the second column, students write down the definition of the word in their
own words using context clues, structural analysis, making connections, or
lastly looking it up in the dictionary.
3. In the third column, students draw a picture, write a phrase, or create a
memory device that will help them remember the word.
Options:
 The teacher can pre-assign particular words students will encounter as they
read, or assign a predetermined number of total words a student must include
and/or how many words per page/section/chapter.
 The activity can be done using the JigSaw strategy. The word list for a
particular section of text is distributed to different students in small groups.
Students look through the text for the words before reading the selection to
find the words, write them in the context of the sentence, and complete the
strategy. Then the students in each group discuss and teach each other the
words they will need to know for the text they are going to read.
 Students can compare and contrast each others’ responses. Responses can
be written on a transparency and shared with the class or displayed as a
Word Wall.
Developed by Roz Weizer, 2007. Used with permission.
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Sum It Up Strategy
Directions for Strategy:
1. Ask students to independently brainstorm a list of main idea (key, important)
words or phrases for the text(s) they have read.
2. In pairs or small groups ask students to share their lists and reach a
consensus on what are the main idea words. Students need to be able to provide
evidence to support their choices.
3. Tell them to imagine that each word or phrase is worth ten cents. Ask them to
write a summary of the important ideas in the text using enough words to add up
to a specific dollar amount such as $3.00 or $2.00. The amount will depend on
your purpose (do they need to work on writing longer or shorter summaries), the
length of the text, and the number of important ideas you want them to know.
Ask them to underline the words that they use in the summary so it will be easier
to count.
4. Students share their summaries with the class, comparing the ideas that the
groups found were important with their own.
(Adapted from Raymond C. Jones at www.readingquest.org)
Activity: Review the handouts and notes from this session. In pairs, brainstorm a
list of main idea words or phrases. Write a summary that adds up to $1.50.
Underline the main idea words.
Developed by Roz Weizer, 2007. Used with permission.
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Literacy Resources on the Web
1. Read-Write-Think
www.readwritethink.org
2. Tools for Reading, Writing, and Thinking
http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm
3. Think Literacy
http://www.curriculum.org/thinkliteracy/library.html#subjects
4. Literacy Matters
http://www.literacymatters.org/teachers/index.htm
5. Score: Cyber Guides Grades K–12
http://www.sdcoe.k12.ca.us/SCORE/cyberguide.html
6. ReadingQuest
http://curry.edschool.virginia.edu/go/readquest/.
7. The Knowledge Loom
http://www.knowledgeloom.org/
8. Muskingum College—Learning Strategies Database—Reading
Comprehension
http://muskingum.edu/~cal/database/readingcomp.html
9. The 1000 Most Common SAT Words
http://img.sparknotes.com/content/testprep/pdf/sat.vocab.pdf
10. The WebQuests Page
http://webquest.sdsu.edu/matrix.html
11. LitSite Alaska
http://litsite.alaska.edu/uaa/workbooks/readingstrategies.html
12. Spartanburg District 3—Teacher’s Resources
http://www.spa3.k12.sc.us/Resources.html
13. The WiLEARNS (Wisconsin Literacy Education and Reading Network)
Website
http://www.wilearns.com/
14. Content-area Reading Strategies
http://linus.icoe.org/reading/cal/strategies.htm
Developed by Roz Weizer, 2007. Used with permission.
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15. Language Arts Reading Strategies
http://www.howard.k12.md.us/langarts/Curriculum/strategies.htm
16. The Literacy Web
http://www.literacy.uconn.edu
17. Kathy Schrock’s Guide for Educators
http://school.discovery.com/schrockguide/index.html
18. Strategic Reading Reading Center
http://www3.iptv.org/pd/strategicreading/default.cfm
19. Eduscapes: A Site for Lifelong Learners
http://eduscapes.com/
20. Carol Hurst’s Children’s Literature Site
http://www.carolhurst.com/
21. Reading
http://www.sasked.gov.sk.ca/docs/ela102030/teach5.html
22. SEDL
http://www.sedl.org/reading/framework/
23. Reading/Literacy Resources for Present and Future Teachers
http://www.suu.edu/faculty/lundd/readingsite/readingresources/#Comprehension
24. Project Center: Reading and Language Arts Projects
http://www.eduplace.com/projects/rdgproj.html
25. California Reading and Language Arts Resources
http://www.cde.ca.gov/ci/reading.html
26. Aaron Shepard’s Home Page—Reader’s Theater
http://www.aaronshep.com/rt
27. Choices Booklists
http://www.reading.org/choices/index.html
28. The Intersect Digital Library
http://intersect.uoregon.edu
Developed by Roz Weizer, 2007. Used with permission.
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