Reading+Strategies+for+Elementary+Students

Reading Strategy Application (Elementary & Secondary)

 "According to the research, we know that students who naturally use learning strategies are more successful in school than those who do not...therefore, it is important to model the use of effective strategies within the classroom so that all students can be knowledgeable about using them" (Frank, 2006.)



The reading strategies that we will be sharing involve discussion, writing, drawing, and even role play. These strategies involve activities that allow students to engage with text by helping them think before, during, and after they read. The activities are simple-and-easy to use and activate a number of mental strategies good readers use to understand text.

These strategies are organized into the three stages of reading which are discussed in Subjects Matter by Daniels and Zemelman (2004). They include strategies that readers use Before, During, and After reading.


 * *__BEFORE__: activities that prepare students to read. **

1) getting students focused on and excited about the reading 2) developing purposes for reading 3) activating students's questions, beliefs, and predictions about issues in the reading 4) making connections with students' prior knowledge to help make sense of the reading

1) visualize what is happening in a story 2) questioning about a topic 3) making connections 4) inferencing <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 130%;">5) distinguishing important ideas <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 130%;">6) monitoring their comprehension
 * <span style="background-color: #00ffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 130%;">*__DURING__: helping students construct, process, and question ideas as they read. **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">2) making larger inferences and connections <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">3) following up on questions and purposes <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">4) sharing their thoughts to help others with this process
 * <span style="background-color: #00ffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 130%;">*__AFTER__: guiding students to reflect on, integrate, and share the ideas when they're finished. **
 * <span style="background-color: #00ffff; color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 130%;">﻿ **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">1) synthesizing ideas within their reading and what they've read

<span style="background-color: #0000ff; color: #00ffff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 200%;">The following are the strategies that we incorporated. <span style="background-color: #ffff00; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;">***Please note that we have only scratched the surface of reading strategies. There are many more available and we will list a few, at the bottom of this page, along with some websites to help you on your way.*** <span style="background-color: #ffff00; color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;">***We would also like to mention that these strategies are easily modified to accommodate for both elementary and secondary classrooms.***

**__<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Before Reading __** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Guide || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Secondary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Anticipation guides are brief sets of questions (3-5) that help students activate their prior knowledge on a subject. Students may discuss their responses with their classmates before they begin reading. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Before reading a chapter dealing with bullying, I had my students complete four open-ended questions on this topic. Students were then asked to discuss in their groups and then as a whole class. I noticed that after discussing these questions students were extremely eager to begin reading. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Anticipation

**__<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Before Reading __** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">stops during the reading process <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">so that the students can understand <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">what good readers do while they read. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">What I noticed most was that the students began to use the vocabulary that I was using. I kept mentioning how I was making connections. I said that Clementine being the "difficult one" made me make a connection to my second daughter. They laughed and someone said that they knew what it was like to lose a pet like Clementine had lost. The said they made a connection to their lives about loosing a pet. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Think Alouds || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Elementary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">The teacher reads a selection and
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Reading Aloud || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Elementary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">The teacher will carefully select literature to engage the students and show them how to read with prosody and fluency. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">I can't be perfectly sure how much my reading has influenced my students fluency because there is so much that goes on that will affect this aspect of their reading. But I have noticed some improvement with a few students' prosody especially with exclamations after the reading of //Skippyjon Jones// by Judy Schachner. The one thing that I do know for sure is that my students really do look forward to the read aloud time and can complain incessantly if something takes that time away from us. ||

<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%; line-height: 0px; overflow: hidden;">

<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">__**During Reading**__ <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Response <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Notes || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Secondary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students use small sticky notes to mark spots in the text, jotting responses and flagging important passages. Then during class discussions they can refer to these notes. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">While reading my students were given sticky notes to place in spots they felt were important to discuss. They were asked to write why they were deciding to mark that spot in the text. This is an extremely simple strategy to implement that has great results. The sticky notes helped my students keep track of their thinking throughout their reading. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Post-it



<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">__**During and After Reading**__
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Sketching My Way Through the Text || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Secondary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students create a sequence of sketches to illustrate thoughts, steps, or stages of a process described in their reading. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">As my students read through a chapter in their assigned novel I asked them to sketch what they felt was important. I emphasized that it was not an art contest so they did not have to worry about their drawings. This strategy was very helpful especially for my struggling or reluctant readers who have a difficult time making mental pictures as they read. Sketching was powerful because it allowed my students to visualize what they were reading about. ||

**__<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">During Reading﻿ __**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Vocabulary Tree

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This can also be done after reading. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Elementary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This strategy is used to help students make connections with preselected vocabulary words in order to get a deeper understanding of a word or words. It is versatile in that it can be as simple or complex as needed. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This strategy was a little difficult to implement but it was worth it. The students struggled to get the idea of organization in this strategy. They kept looking at their text and shouting out any words that they saw. They began to understand that I was going to keep asking about the connection with the root word and started thinking a little deeper. I drew the tree on my whiteboard using the ideas that they were giving me and then we created a larger interactive version of the same tree. It was difficult and involved a lot of probing but I was happy with the results and am ready to try it again. ||

**__<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;"><span style="background-color: #ffffff; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">﻿ After Reading﻿ __**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Story Ray || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Elementary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">After the students have read a selection you will group them and give each group a part of the story to visually represent. Make sure to remind them that you are not looking for an illustration of the story but for a picture that represents the story and that it is not an art contest. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">We did our first story ray on //Who Stole the Wizard of Oz// by Avi. I read this book aloud to my students over a period of two weeks. The students were placed in groups of four and given two to three chapters as well as a white sentence strip. We had done some drawings of things that could be used as visual representations of some of the story and then they did their own representations. ||

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">

**__<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">After Reading﻿ __** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Journals || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Secondary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">After the reading is completed, students will need to partner up for a written conversation. Students will need to understand that they will be writing simultaneous notes to one another about the reading selection. They will be exchanging every two or three minutes at the teacher's command. The teacher may provide an open-ended prompt or leave the topic open. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Since most of my students love to write notes to each other I knew that this strategy was one that they would really enjoy working on. I paired each student with a partner and explained that after reading the next chapter of our novel they would be participating in their dialogue journals. Although a prompt may be given I decided to let my students choose what they felt was important for them to discuss. This strategy allows for your whole class to be actively discussing their topic. My students loved it! ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Dialogue





__**<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">After Reading﻿ **__ <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Board || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Secondary || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">After students have completed a book or novel <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">the Graffiti Board is an engaging way to <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">get students to deepen their understanding of <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">what they have read. Students work in <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">groups of 3-4, and begin to illustrate by using symbols, drawings, colors, words, and/or <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">quotations on large pieces of paper, using <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">crayons or markers. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">I grouped my students in groups of four. Each group was assgined a specific chapter on a novel we had read over a period of 4 weeks. Each group worked together to create a visual representation of their chapter. When all groups were completed, they presented to the class <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">and explained the elements of their Graffiti Board. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">How did it work in my classroom? ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Graffiti



<span style="background-color: #0000ff; color: #00ffff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;">Other Reading Strategies <span style="background-color: #ffffff; color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;">--as described in Subjects Matter

<span style="background-color: #ffff00; color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">I really liked a modified KWL chart provided at readingquest.org ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Name || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Description ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Brainstorming || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This is to help them think about what they already know and to get them going on a new topic. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Clustering || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This is similar to brainstorming but the ideas are set up in a two dimensional manner with students simply making associations they think they know about a topic. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">KWL || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students are to list what they **K**now, **W**ant to learn, and what they **L**earned about a specific topic.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Dramatic Role Play || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students work together to act out an even from the selection. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Probable Passage || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">The teacher assigns a list of words and the students work in groups to try to figure out the "gyst" of what the reading might be. They also work on a list of questions that may have arisen by what they didn't understand. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Coding Text || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">This is kind of like shorthand notetaking for students. They make marks on the margins of what they are reading so that they can refer back to it. A star could be used to note something important, a checkmark for something that confirms your thoughts, and so on. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Book Marks || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">A paper folded in thirds will help the students keep their place as well as allow them a place to illustrate or jot down their thoughts and/or questions. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">It Says/ I Say || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">A three columned chart that the students are to finish the comments on. The columns would read It says..., I say..., and so... This will make them put their thoughts and the text together to create their own meaning. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Say Something || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students are set up in partners and asked to talk briefly about the text at selected stopping points. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Exit and Admit Slips || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students will write one important thing that they learned and use this as their ticket to leave the class. The same can be done at the beginning of class. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Mapping || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">There are many different graphic organizers that fall into this category. It is a visual representation of how ideas in the text connect. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Save the Last Word for Me || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students write down a few quotes from the passage and on the opposite side write why they chose that quote down. Their groupmates will then try to figure out why they chose that statement. The author of the quote gets the last word because they will say why they chose the statement. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">RAFT || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Students write about the **R**ole the writer takes, the **A**udience with whom the writer is speaking, the **F**ormat of the writing and the **T**opic of the reading. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Word Meaning Graphic Organizers || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Many different kinds are available. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">List-Group-Label || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">The teacher provides a list of vocabulary and the students arrange the words in clusters based on things they have in common. Then the students will label each cluster. ||

<span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;">Reading Strategies

<span style="background-color: #0000ff; color: #00ffff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 200%;">Helpful Resources

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">*[|Reading Quest] - This site lists many of the above mentioned strategies as well as others. It provides detailed instructions and blackline masters for some of the graphic organizers. <span style="color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">We would like to extend a special thanks to Raymond C. Jones, PhD for allowing us to link to his webpage.
 * <span style="color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;"><span style="color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;"><span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">﻿ ﻿ [|http://www.adlit.org] <span style="color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">-This site is a literacy resource for educators and parents.

<span style="background-color: #0000ff; color: #00ffff; font-family: Arial,Helvetica,sans-serif; font-size: 170%;">Teaching Tips provided by Daniels and Zemelman in //Subjects Matter//

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">The following are some ideas to insure a reading strategy works and becomes an effective, regular part of a student's repertoire <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">.


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Introduce just one strategy at a time. Then have students practice it repeatedly.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Model the activity yourself, as you explain to students how to use it.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Particularly for a strategy that will be used individually, practice the strategy first as a whole class, comparing various responses that students write (or draw, or talk through), so kids see the various ways it can work for them.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">As students make use of the strategy during in-class reading time, move around the room, observe what they are doing, and provide help when it's needed.

-Avi. (1981). //Who Stole the Wizard of Oz//. Atlanta, GA: Houghton Mifflin.

-Daniels, H., & Zemelman, S. (2004). //Subjects Matter Every Teacher's Guide to Content-Area Reading//. Portsmouth, NH: Heinemann

-Frank, C. B., Grossi, J. M., & Stanfield, D. J. (2006). //Applications of Reading Strategies within the Classroom//. Boston: Pearson.

-Pennypacker, S. (2008). //Clementine//. New York: Hyperion Books for Children.

-Schachner, J. (2003). //Skippyjon Jones//. New York: Dutton Children's Books.