Cues, Questions, and Advanced Organizers
Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance organizers are most useful for information that is not easily presented in a well-organized manner. For example, creating an advance organizer for a field trip can provide students with information about what they are about to see and do.
KWL
Strategy #: 50
Reading component: Comprehension
Related Standard(s) of Learning: K.8 1.9, 2.8, 3.6, 4.5, 5.6
Overview of the strategy
A KWL (Know, Want, Learn) was described by Ogle in 1986 as a framework that is used to connect a student’s prior knowledge to what they are actively learning. The student begins by thinking about what they already Know about the topic of study. Next, they think about what they Want to know, and
finally, they actively Learn something new about the topic. The students can do this activity independently, with minimal guidance from the teacher, or it can be a teacher directed activity.
Strategy procedure
1. Choose a subject of study.
2. Create a table with three columns and two rows — one row for the headings and one larger one in which to
write. Label the first column with a K for “What I Know,” the second with a W for “What I Want to know,”
and the third with an L for “What I Learned.”
3. Brainstorm ideas that the students think they know about the topic. Write those ideas under the K column.
4. Brainstorm things that the students want to know about the topic. Write those ideas under the W column.
5. Next, study the topic. The students can read a chapter, conduct research, or participate in any other active
learning strategy. The students then discuss and write down what they learned in the L column.
Variations
1. A KWHL is a framework similar to a KWL that explores what the students Know about a topic, what they Want to know about the topic, How they will explore the topic, and what they Learned about the topic. In this framework students include a fourth column in which they write down how they will explore the topic. The students may use an encyclopedia, read a book, or conduct research on the Internet.
See Lesson 4, Click here
Source
· D. M. Ogle, “A Teaching model that develops active reading of expository text,” The Reading Teacher 39, no. 5 (1986): 564-570.
Reading component: Comprehension
Related Standard(s) of Learning: K.8 1.9, 2.8, 3.6, 4.5, 5.6
Overview of the strategy
A KWL (Know, Want, Learn) was described by Ogle in 1986 as a framework that is used to connect a student’s prior knowledge to what they are actively learning. The student begins by thinking about what they already Know about the topic of study. Next, they think about what they Want to know, and
finally, they actively Learn something new about the topic. The students can do this activity independently, with minimal guidance from the teacher, or it can be a teacher directed activity.
Strategy procedure
1. Choose a subject of study.
2. Create a table with three columns and two rows — one row for the headings and one larger one in which to
write. Label the first column with a K for “What I Know,” the second with a W for “What I Want to know,”
and the third with an L for “What I Learned.”
3. Brainstorm ideas that the students think they know about the topic. Write those ideas under the K column.
4. Brainstorm things that the students want to know about the topic. Write those ideas under the W column.
5. Next, study the topic. The students can read a chapter, conduct research, or participate in any other active
learning strategy. The students then discuss and write down what they learned in the L column.
Variations
1. A KWHL is a framework similar to a KWL that explores what the students Know about a topic, what they Want to know about the topic, How they will explore the topic, and what they Learned about the topic. In this framework students include a fourth column in which they write down how they will explore the topic. The students may use an encyclopedia, read a book, or conduct research on the Internet.
See Lesson 4, Click here
Source
· D. M. Ogle, “A Teaching model that develops active reading of expository text,” The Reading Teacher 39, no. 5 (1986): 564-570.
Story Face
Strategy #: 51
Reading component: Comprehension
Related Standard(s) of Learning: 1.9, 2.8, 3.5, 4.4, 5.5
Overview of the strategy:
The Story Face is a graphic organizer that aids students’ comprehension of narrative text. It functions like a story map, allowing students to visualize the important components of a narrative text, including setting, main characters, problems, events, and a resolution.
Strategy procedure
1. Preview the Story Face with students prior to reading a narrative text.
2. Review the information (setting, main characters, problem, events, and resolution) that students are expected
to find.
3. Have students read the text and complete the Story Face, either individually, in pairs, or as a group. Some
teachers prefer to have students fill out the Story Face as they read, while others prefer that students fill it out after reading.
Source
· Staal, L.A. (2000). “The Story Face: An Adaptation of Story Mapping That Incorporates Visualization and Discovery Learning to Enhance Reading and Writing.” The Reading Teacher, 54 (1), 26-31.
Reading component: Comprehension
Related Standard(s) of Learning: 1.9, 2.8, 3.5, 4.4, 5.5
Overview of the strategy:
The Story Face is a graphic organizer that aids students’ comprehension of narrative text. It functions like a story map, allowing students to visualize the important components of a narrative text, including setting, main characters, problems, events, and a resolution.
Strategy procedure
1. Preview the Story Face with students prior to reading a narrative text.
2. Review the information (setting, main characters, problem, events, and resolution) that students are expected
to find.
3. Have students read the text and complete the Story Face, either individually, in pairs, or as a group. Some
teachers prefer to have students fill out the Story Face as they read, while others prefer that students fill it out after reading.
Source
· Staal, L.A. (2000). “The Story Face: An Adaptation of Story Mapping That Incorporates Visualization and Discovery Learning to Enhance Reading and Writing.” The Reading Teacher, 54 (1), 26-31.
Anticipation Guides
Strategy #: 52
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Anticipation Guides can be used to activate and assess students’ prior knowledge, to establish a purpose for reading, and to motivate students by stimulating their interest. They promote active reading and
critical thinking.
Strategy procedure
1. Identify the major concepts that you want students to learn from a reading.
2. Determine ways these concepts might support or challenge the students’ beliefs.
3. Create four to six statements about the topic for which students may have prior beliefs or experiences. Address important points, major concepts, controversial ideas, and misconceptions. Do not include simple, literal statements that can be easily answered.
4. Share the guide with the students. Have the students react to each statement, formulating a response to it and preparing to defend their opinions.
5. Discuss each statement with the class. Ask how many agreed or disagreed with each statement. Have students representing opposing viewpoints explain their reactions.
6. Have students read the selected text in order to find supporting or contradictory evidence for their responses. Students may confirm their original responses, revise original responses if necessary, and decide if any additional information may be required.
8. Discuss with the class what was learned from the reading.
Variations of the Strategy
1. Make a human continuum: line students up according to a Likert rating scale (i.e., strongly agree, agree, neutral, disagree, or strongly disagree). Have them justify their responses to each statement.
2. Rewrite any statement that was not true to make it correct.
Source
· H. Herber, Teaching Reading in Content Areas, 2nd ed. (Englewood Cliffs, N.J.: Prentice-Hall, 1978).
-Judy S. Richardson and Raymond F. Morgan, Reading to Learn in the Content Areas, 5th ed. (Stamford, Conn.: Wadsworth, 2002).
Reading component: Comprehension
Related Standard(s) of Learning: 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Anticipation Guides can be used to activate and assess students’ prior knowledge, to establish a purpose for reading, and to motivate students by stimulating their interest. They promote active reading and
critical thinking.
Strategy procedure
1. Identify the major concepts that you want students to learn from a reading.
2. Determine ways these concepts might support or challenge the students’ beliefs.
3. Create four to six statements about the topic for which students may have prior beliefs or experiences. Address important points, major concepts, controversial ideas, and misconceptions. Do not include simple, literal statements that can be easily answered.
4. Share the guide with the students. Have the students react to each statement, formulating a response to it and preparing to defend their opinions.
5. Discuss each statement with the class. Ask how many agreed or disagreed with each statement. Have students representing opposing viewpoints explain their reactions.
6. Have students read the selected text in order to find supporting or contradictory evidence for their responses. Students may confirm their original responses, revise original responses if necessary, and decide if any additional information may be required.
8. Discuss with the class what was learned from the reading.
Variations of the Strategy
1. Make a human continuum: line students up according to a Likert rating scale (i.e., strongly agree, agree, neutral, disagree, or strongly disagree). Have them justify their responses to each statement.
2. Rewrite any statement that was not true to make it correct.
Source
· H. Herber, Teaching Reading in Content Areas, 2nd ed. (Englewood Cliffs, N.J.: Prentice-Hall, 1978).
-Judy S. Richardson and Raymond F. Morgan, Reading to Learn in the Content Areas, 5th ed. (Stamford, Conn.: Wadsworth, 2002).
Graphic Organizers
Strategy #: 53
Reading component: Comprehension
Related Standard(s) of Learning: 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Graphic organizers represent information visually in a clear, logical manner. Not only do they represent content information, but also the relationships that link ideas together. Graphic organizers help students store and recall information that assists in understanding what is read.
Strategy procedure
1. Explain the purpose and benefits of using graphic organizers. Tell students that using a visual organizer can aid in retention, comprehension, and recall of information.
2. Introduce a specific graphic organizer by describing its purpose (e.g., mind map – for brainstorming ideas about a topic) and its form (e.g., center circle with straight lines extending from it).
3. Explain and model how to use the organizer with familiar information, then with new information.
4. Have the students complete a graphic organizer in a whole group setting with familiar information before applying the organizer to new information.
5. Have students express their ideas about what they like about using the organizer and how they might adapt it for use in other contexts.
6. Provide opportunities for students to use the graphic organizer.
7. Encourage students to construct their own graphic organizers.
Source
· R. Billmeyer and M.L. Barton, Teaching Reading in the Content Areas. (Aurora, Colorado: McREL, 1998).
Reading component: Comprehension
Related Standard(s) of Learning: 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Graphic organizers represent information visually in a clear, logical manner. Not only do they represent content information, but also the relationships that link ideas together. Graphic organizers help students store and recall information that assists in understanding what is read.
Strategy procedure
1. Explain the purpose and benefits of using graphic organizers. Tell students that using a visual organizer can aid in retention, comprehension, and recall of information.
2. Introduce a specific graphic organizer by describing its purpose (e.g., mind map – for brainstorming ideas about a topic) and its form (e.g., center circle with straight lines extending from it).
3. Explain and model how to use the organizer with familiar information, then with new information.
4. Have the students complete a graphic organizer in a whole group setting with familiar information before applying the organizer to new information.
5. Have students express their ideas about what they like about using the organizer and how they might adapt it for use in other contexts.
6. Provide opportunities for students to use the graphic organizer.
7. Encourage students to construct their own graphic organizers.
Source
· R. Billmeyer and M.L. Barton, Teaching Reading in the Content Areas. (Aurora, Colorado: McREL, 1998).
The Frayer Model
Strategy #: 54
Reading component: Vocabulary
Related Standard(s) of Learning: 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
The Frayer Model is a word categorization activity. Students analyze words based on their attributes. This is done by selecting examples and non-examples of the concept.
Strategy procedure
1. Select a concept or word to be analyzed.
2. Demonstrate/model an easy word with the class, for example, “polygon.”
3. Complete the entire four-block graphic organizer together. (See figure below.)
4. Have students practice the strategy in pairs or in small groups, with vocabulary from the unit of study.
5. Share comparison charts with the class.
Source: · D. A. Frayer, W. C. Frederick, and H. J. Klausmeier, A Schema for Testing the Level of Concept Mastery, Technical Report No. 16 (Madison, Wisc.: University of Wisconsin Research and Development Center for Cognitive Learning, 1969).
Reading component: Vocabulary
Related Standard(s) of Learning: 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
The Frayer Model is a word categorization activity. Students analyze words based on their attributes. This is done by selecting examples and non-examples of the concept.
Strategy procedure
1. Select a concept or word to be analyzed.
2. Demonstrate/model an easy word with the class, for example, “polygon.”
3. Complete the entire four-block graphic organizer together. (See figure below.)
4. Have students practice the strategy in pairs or in small groups, with vocabulary from the unit of study.
5. Share comparison charts with the class.
Source: · D. A. Frayer, W. C. Frederick, and H. J. Klausmeier, A Schema for Testing the Level of Concept Mastery, Technical Report No. 16 (Madison, Wisc.: University of Wisconsin Research and Development Center for Cognitive Learning, 1969).
Semantic Feature Analysis
Strategy #: 55
Reading component: Vocabulary/Comprehension
Related Standard(s) of Learning: 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Semantic Feature Analysis (SFA) uses a chart that compares the terminology of a subject by its features or characteristics. An SFA is a visual representation of how the terms students are studying are similar or different. An SFA can be used with any content subject area.
Strategy procedure
1. Choose a subject of study, e.g., pets.
2. Create a table. List the terminology of the subject in the left column, and list the features or characteristics common to the subject in the top row.
3. Ask students to place a plus sign (+) to indicate that the feature applies to the term, or place a minus sign (–) to indicate that the feature does not apply to the term.4. Discuss the similarities and differences among the terminology.
Variations
1. Place an X to indicate that the feature applies, or leave the space blank if the feature does not apply to the term. 2. This strategy can be used to assess prior knowledge before beginning a topic of study. If this is the case, the students may also put question marks if they are unsure if the feature applies to the term.3. This strategy can also be used to examine story elements.
Source: R. Billmeyer and M.L. Barton, Teaching Reading in the Content Areas (Aurora, Colorado: McREL, 1998).
Reading component: Vocabulary/Comprehension
Related Standard(s) of Learning: 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Semantic Feature Analysis (SFA) uses a chart that compares the terminology of a subject by its features or characteristics. An SFA is a visual representation of how the terms students are studying are similar or different. An SFA can be used with any content subject area.
Strategy procedure
1. Choose a subject of study, e.g., pets.
2. Create a table. List the terminology of the subject in the left column, and list the features or characteristics common to the subject in the top row.
3. Ask students to place a plus sign (+) to indicate that the feature applies to the term, or place a minus sign (–) to indicate that the feature does not apply to the term.4. Discuss the similarities and differences among the terminology.
Variations
1. Place an X to indicate that the feature applies, or leave the space blank if the feature does not apply to the term. 2. This strategy can be used to assess prior knowledge before beginning a topic of study. If this is the case, the students may also put question marks if they are unsure if the feature applies to the term.3. This strategy can also be used to examine story elements.
Source: R. Billmeyer and M.L. Barton, Teaching Reading in the Content Areas (Aurora, Colorado: McREL, 1998).
Concept Definition Map
Strategy #: 56
Reading component: Vocabulary
Related Standard(s) of Learning: 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
A Concept Definition Map is a graphic representation that helps students understand the essential attributes, qualities, or characteristics of a word’s meaning. It is also a strategy for teaching students the meaning of a key concept by having students describe the concept and cite examples of it.
Strategy procedure
1. Display an example of a concept definition map on a chart or transparency.
2. Discuss the parts of the concept definition map:
· Category – What is it?
· Properties – What is it like?
· Illustrations – What are some examples?
3. Model how to use the map by selecting a familiar vocabulary term from a previous unit and mapping its
features.
4. Provide guided practice by allowing students to map another familiar vocabulary word with a partner or in small groups.
5. Have students work in pairs to complete a map for a concept in their current unit of study.
6. Have students use the map to write sentences defining the concept.
7. As the unit progresses, encourage students to refine their maps as they learn additional characteristics and examples of the concept.
Source
· R. Schwarts and T. Raphael, “Concept of Definition: A Key to Improving Students’ Vocabulary.” The Reading Teacher 39, no. 2 (1985): 198-205.
Reading component: Vocabulary
Related Standard(s) of Learning: 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
A Concept Definition Map is a graphic representation that helps students understand the essential attributes, qualities, or characteristics of a word’s meaning. It is also a strategy for teaching students the meaning of a key concept by having students describe the concept and cite examples of it.
Strategy procedure
1. Display an example of a concept definition map on a chart or transparency.
2. Discuss the parts of the concept definition map:
· Category – What is it?
· Properties – What is it like?
· Illustrations – What are some examples?
3. Model how to use the map by selecting a familiar vocabulary term from a previous unit and mapping its
features.
4. Provide guided practice by allowing students to map another familiar vocabulary word with a partner or in small groups.
5. Have students work in pairs to complete a map for a concept in their current unit of study.
6. Have students use the map to write sentences defining the concept.
7. As the unit progresses, encourage students to refine their maps as they learn additional characteristics and examples of the concept.
Source
· R. Schwarts and T. Raphael, “Concept of Definition: A Key to Improving Students’ Vocabulary.” The Reading Teacher 39, no. 2 (1985): 198-205.
Pattern Guide
Strategy #: 57
Reading component: Comprehension
Related Standard(s) of Learning: 6.5, 7.6, 8.6
Overview of the strategy
The Pattern Guide strategy, developed by Herber, demonstrates the predominant pattern the author used to construct the text. Pattern guides can help readers recognize causal relationships as well as patterns of organization. These guides, also called graphic organizers, should be chosen or created by the teacher to match the text to help students recognize the relationship between main ideas and details as well as to facilitate note taking while reading.
Strategy procedure
1. Choose a text on the instructional reading level of the students that shows a strong organizational pattern.
2. Choose/create a Pattern Guide or graphic organizer to match the text. Examples of Pattern Guides for commonly used patterns of organization are shown on the next page. Fill in one or several parts of the guide to demonstrate completion of the guide.
3. Distribute the text and the pattern guide. Read aloud a portion of the text and pause to fill in a portion of the guide.
4. Have students read and complete the guide individually or with partners.
5. Repeat with different patterns of organization and with texts constructed with more subtle patterns of organization.
Source
· H. Herber, Teaching Reading in the Content Areas, 2nd ed. (Englewood Cliffs, N.J.: Prentice-Hall, 1978).
Reading component: Comprehension
Related Standard(s) of Learning: 6.5, 7.6, 8.6
Overview of the strategy
The Pattern Guide strategy, developed by Herber, demonstrates the predominant pattern the author used to construct the text. Pattern guides can help readers recognize causal relationships as well as patterns of organization. These guides, also called graphic organizers, should be chosen or created by the teacher to match the text to help students recognize the relationship between main ideas and details as well as to facilitate note taking while reading.
Strategy procedure
1. Choose a text on the instructional reading level of the students that shows a strong organizational pattern.
2. Choose/create a Pattern Guide or graphic organizer to match the text. Examples of Pattern Guides for commonly used patterns of organization are shown on the next page. Fill in one or several parts of the guide to demonstrate completion of the guide.
3. Distribute the text and the pattern guide. Read aloud a portion of the text and pause to fill in a portion of the guide.
4. Have students read and complete the guide individually or with partners.
5. Repeat with different patterns of organization and with texts constructed with more subtle patterns of organization.
Source
· H. Herber, Teaching Reading in the Content Areas, 2nd ed. (Englewood Cliffs, N.J.: Prentice-Hall, 1978).
Think-Alouds
Strategy #: 58
Basics:
Process:
When:
Source:
Davey, B. (1983). Thinkaloud: modeling the cognitive processes of reading comprehension. Journal of Reading 27, 44–47.
Basics:
- Enhances comprehension
- Length of time varies
Process:
- Choose a book or passage to read.
- Develop questions prior to reading it to the class.
- As you read, stop periodically and ask the class the questions pertaining to the story and share personal thoughts as well.
- Create questions that will have to do with predictions, what they see in the pictures, and/or what just happened in the story.
- After modeling this as the teacher and together as a whole class, give the students opportunities to do try this strategy in small groups.
When:
- I could use this strategy in any grade. If I were in kindergarten, I would read the story to them and stop to ask them questions about the pictures or about what just happened in the story. If I were in fourth grade or upper elementary, I would use this strategy with a chapter book and they could read it in small groups, stopping every few pages to reflect and discuss the context of the story and their thoughts and feelings.
Source:
Davey, B. (1983). Thinkaloud: modeling the cognitive processes of reading comprehension. Journal of Reading 27, 44–47.
Syntax Surgery
Strategy #: 59
Basics:
Process:
When:
Sources:
Herrell, A. (1998). Strategies for supporting English language learners as readers.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158-164.
Basics:
- Need: sentence strips
- This strategy can be used as a remediation and extra help or can be used to teach the structure of a sentence
Process:
- Write out simple sentences on strips.
- Cut it apart so that every word is its own part.
- Ask the students, what usually comes first in a sentence: the verb or noun?
- Discuss this and then have a student come up and find a noun in the group of words.
- Continue these conversations until a sentence is created by the class.
- Discuss the entire time why the students are choosing the words that they are so that they start to understand the structure of a sentence. Also, include punctuation marks and have the students place the correct marks where they need to be.
When:
- I would use this strategy weekly. I think that it is a fun, hands-on strategy that students will enjoy. I would also use this strategy if the students were struggling with a sentence. For example, if a character in a story we read said a sentence incorrectly, I would put that sentence on a strip and ask the students what is wrong with this sentence, why is this incorrect?
Sources:
Herrell, A. (1998). Strategies for supporting English language learners as readers.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158-164.
Brain Box
Strategy #: 60
Basics:
Process:
When:
Source:
Bratina, A., & Krudwig, K.M. (2003). Get it right and get it fast! Building automaticity to strengthen mathematical proficiency. Focus on Learning Problems in Mathematics, 47 (17).
Basics:
- Need: index cards
Process:
- Write any information students need to learn to an automatic recall level such as 1m=how many cm on the index cards. Write only one question per card.
- Place the cards in a pile.
- Individually ask a student to pick a card and read it out loud to the class.
- Have the students try to answer within 5 seconds. As fluency develops, the students should be able to answer within 2 seconds. If a student does not answer, the card goes to the bottom of the pile.
When:
- You could use this in many different ways, but I would use it at the beginning of a lesson, to introduce the students to the facts they will need to know. I would have a student draw the card and read it and then I would give them the answer while the students are taking notes. Then, at the end of the lessons or before a test, I would then use this strategy again as a review.
Source:
Bratina, A., & Krudwig, K.M. (2003). Get it right and get it fast! Building automaticity to strengthen mathematical proficiency. Focus on Learning Problems in Mathematics, 47 (17).
Cloze Reading
Strategy #: 61
Basics:
Process:
When:
Sources:
Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40 (1), 109-131.
Basics:
- There are many variations to this strategy
- Need: story
Process:
- Prepare a cloze paragraph by choosing a selection from a reading assignment and delete words.
- Copy the sentences from the selection onto sentence strips. Cut the words apart and leave some out as they are place into a pocket chart.
- Ask the students to read the selection silently.
- Have the students write down the words they think would be best to complete the selection.
- Call on a few students to read the selection with their chosen words inserted and have them explain how they decided which words to insert. Have them point to or read the parts of the selection that gave them clues.
- Discuss as a class what the correct answers are and why.
When:
- I would use this strategy in the younger grades when they are working on reading, specifically comprehension. This strategy really helps them think about the context of the story and look at the words around the missing word. I would use this strategy weekly in my classroom.
Sources:
Gibbons, P. (1993). Learning to learn in a second language. Portsmouth, NH: Heinemann.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40 (1), 109-131.