Learning+and+Literacy+Strategies


 * Literacy Strategies Packet **



20 Literacy Strategies to Meet the Common Core: From Solution Tree

**Task Engagement Strategies ** Northeast Texas Consortium || An Advance Organizer helps to organize new material by outlining, arranging and sequencing the main idea of the new material based on what the learner already knows. || Guilford, NC [|Anticipation Guide:] Greece Central School District || Using the Anticipation/Reaction Guide, students will make predictions based upon prior knowledge and evaluate those predictions after exposure to new information. || Saskatoon #|Schools || Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. || Guilford, NC || To activate students' prior knowledge of a topic or topics through movement and conversation. || Northwest Regional #|Education Research Laboratory || Across content areas and grade levels, inquiry in the classroom turns native curiosity to the learner's advantage || Guilford, NC || in this activity, several students will be asked to sit in the "Hot Seat" and answer questions related to the topic of study. || <span style="font-family: Arial,Helvetica,sans-serif;">Guilford, NC Schools || <span style="font-family: Arial,Helvetica,sans-serif;">Possible Sentences takes what students know of a topic and their familiarity with the English language sentence structure to activate prior knowledge of a topic. After new information is introduced through the use of cognitive teaching strategies, possible sentences are re-evaluated for accuracy. || <span style="font-family: Arial,Helvetica,sans-serif;">Guilford, NC #|Schools || <span style="font-family: Arial,Helvetica,sans-serif;">In this activity, students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawing say to them about what they learned. || <span style="font-family: Arial,Helvetica,sans-serif;">Saskatoon Public Schools || <span style="font-family: Arial,Helvetica,sans-serif;">In this activity, students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawing say to them about what they learned. || <span style="font-family: Arial,Helvetica,sans-serif;">Guilford, NC #|Schools || <span style="font-family: Arial,Helvetica,sans-serif;">During Two Minute Talks, students will share with a partner by brainstorming everything they already know (prior knowledge) about a skill, topic, or concept. In doing so, they are establishing a foundation of knowledge in preparation for learning new information about the skill, topic, or concept. || <span style="font-family: Arial,Helvetica,sans-serif;">Guilford, NC #|Schools || <span style="font-family: Arial,Helvetica,sans-serif;">In this activity, students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned. Teachers can also repeat this activity as a transition to writing to help students evaluate what they have learned from #|reading. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Advance Organizers]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Anticipation Guide:]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Brainstorming]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Carousel Brainstorming]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Generating & Testing Hypotheses]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Hot Seat*]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Possible Sentences]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Talking Drawings]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Think-Pair-Write-Share]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Two Minute Talks]*
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Walk Around Survey*]

**<span style="color: #be0c0c; font-family: Georgia,serif; font-size: 130%;">Active Reading and Note-Taking **

<span style="font-family: Arial,Helvetica,sans-serif;">Organizing Notes: Ability to prioritize and narrow notes and other information.
====<span style="font-family: Arial,Helvetica,sans-serif;">Pre-reading, note-taking, and organizing notes are all part of active reading and can be overlapping aspects of an integrated process. Below are strategies for active reading. ====

<span style="font-family: Arial,Helvetica,sans-serif;">Ohio Resource Center || <span style="font-family: Arial,Helvetica,sans-serif;">For maximum effectiveness, setting a #|single purpose for reading, especially for struggling readers, helps avoid confusion from the overload of multiple purposes. || <span style="font-family: Arial,Helvetica,sans-serif;">#|Utah Education Network || <span style="font-family: Arial,Helvetica,sans-serif;">Teach students how to create questions by looking at the headings of informational texts || <span style="font-family: Arial,Helvetica,sans-serif;">Reading Quests <span style="font-family: Arial,Helvetica,sans-serif;">Reading Rockets <span style="font-family: Arial,Helvetica,sans-serif;">[|Poster 1] <span style="font-family: Arial,Helvetica,sans-serif;">[|Poster 2] <span style="font-family: Arial,Helvetica,sans-serif;">Worksheet for SQUEEPERS <span style="font-family: Arial,Helvetica,sans-serif;">Pearson Publishing || <span style="font-family: Arial,Helvetica,sans-serif;">#|Survey <span style="font-family: Arial,Helvetica,sans-serif;">Question <span style="font-family: Arial,Helvetica,sans-serif;">Predict <span style="font-family: Arial,Helvetica,sans-serif;">Read <span style="font-family: Arial,Helvetica,sans-serif;">Respond <span style="font-family: Arial,Helvetica,sans-serif;">Summarize ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Setting a Purpose for Reading:]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Setting A Purpose For Reading Using Informational Text]-
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Figure Previewing and Thieves Strategy] || <span style="font-family: Arial,Helvetica,sans-serif;">Two strategies for getting students to preview text and think about what they are about to read. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Reciprocal Teaching]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Worksheet 1]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Worksheet 2]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Bookmarks] || <span style="font-family: Arial,Helvetica,sans-serif;">Students learn to predict, clarify, question, and summarize as they read. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">SQUEEPERS
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Q-Cards]

<span style="font-family: Arial,Helvetica,sans-serif;">Putnum Public Schools || <span style="font-family: Arial,Helvetica,sans-serif;">Questions stems that reflect the variety of #|cognitive processes students need to process text. || <span style="font-family: Arial,Helvetica,sans-serif;">[|AdLit.org] || <span style="font-family: Arial,Helvetica,sans-serif;">The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read. || <span style="font-family: Arial,Helvetica,sans-serif;">[|AdLit.org] || <span style="font-family: Arial,Helvetica,sans-serif;">Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension. || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">"Annolighting" a text combines effective highlighting with marginal annotations that help to explain the highlighted words and phrases || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">Labeling and interpreting a text actively on the document and in the margins. || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">Students learn how to look at the organization of a text to determine what information they can expect to gleam. || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">This is a technique that is used after students have already completed their own individual annotations; it is a great strategy to stimulate a small or large group discussion that engages and honors different perspectives on the same text. || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">The process involves identifying the key concepts as they read, putting those concepts in their own words and explaining why the concept is important and/or making connections to other concepts. || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">It requires students to first identify the organizational structure of an informational text and then take notes on essential ideas and information in the text using a structure that parallels the organization of the text. || <span style="font-family: Arial,Helvetica,sans-serif;">[|ReadWriteThink.org] || <span style="font-family: Arial,Helvetica,sans-serif;">The Socratic seminar is a formal discussion, based on a text, in which the leader <span style="font-family: Arial,Helvetica,sans-serif;">asks open-ended questions. Within the context of the discussion, students listen <span style="font-family: Arial,Helvetica,sans-serif;">closely to the comments of others, thinking critically for themselves, and articulate <span style="font-family: Arial,Helvetica,sans-serif;">their own thoughts and their responses to the thoughts of others. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Double Entry Journal]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Think-Alouds]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Annolighting a Text]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Annotating Text]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Checking out the Framework]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Collaborative Note-taking]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Key Concept Synthesis]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Parallel Note-Taking]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Socratic Seminar]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Various Discussion Techniques]i || * <span style="font-family: Arial,Helvetica,sans-serif;">Think Pair Share
 * <span style="font-family: Arial,Helvetica,sans-serif;">Concept Map
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jigsaw Technique
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gallery
 * <span style="font-family: Arial,Helvetica,sans-serif;">Simulation, Role-playing or Panel discussion
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Angel Card” Discussion Technique
 * <span style="font-family: Arial,Helvetica,sans-serif;">Feedback or Scored Discussion
 * <span style="font-family: Arial,Helvetica,sans-serif;">Nominal Group Technique
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pyramid Technique or Snowballing
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lineup or “Stand Where You Stand”
 * Fishbowl ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|After Reading Strategies] || <span style="font-family: Arial,Helvetica,sans-serif;">Seminole County Public Schools ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Jigsaw Activities] || <span style="font-family: Arial,Helvetica,sans-serif;">Students read different texts, become "experts," and teach it to their home groups. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Read Aloud/Think Aloud] || <span style="font-family: Arial,Helvetica,sans-serif;">A critical modeling technique so students see the teacher model how good readers read. Makes thinking visible. ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Before/During/After Reading Strategies] || <span style="font-family: Arial,Helvetica,sans-serif;">AdLit.org || <span style="font-family: Arial,Helvetica,sans-serif;">More strategies that can be used before during and after reading ||

**<span style="color: #be0c0c; font-family: Georgia,serif; font-size: 130%;">Writing Strategies **

<span style="font-family: Arial,Helvetica,sans-serif;">Development: Ability to construct an initial draft with an emerging line of thought and structure.
====<span style="font-family: Arial,Helvetica,sans-serif;">Revision & Editing: Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and presentation. ==== <span style="font-family: Arial,Helvetica,sans-serif;">A& M || <span style="font-family: Arial,Helvetica,sans-serif;">Texas A & M provides clear definitions of keys words from prompts. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|TAP Workshee]t ||  || <span style="font-family: Arial,Helvetica,sans-serif;">TAP (Topic, Audience, Purpose) -Students look at the prompt to determine what their essay’s main topic is (topic), to whom they are writing (audience), and the main idea/thesis (purpose). ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|OWL Purdue Lesson on Understanding the Prompt] ||  || <span style="font-family: Arial,Helvetica,sans-serif;">This resource covers responding to the writing prompt, beginning with understanding the prompt and what it is asking you to do. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Understanding Key Words in Essay Prompts] || <span style="font-family: Arial,Helvetica,sans-serif;">Texas
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|National Writing Project] ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Writing Fix] || <span style="font-family: Arial,Helvetica,sans-serif;">Northern Nevada Writing Project || <span style="font-family: Arial,Helvetica,sans-serif;">Writing prompts, lessons, and ideas for teachers and students ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Meacham Writer's Workshop] ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Writing mini-lessons for primary grades ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|RAFT] || <span style="font-family: Arial,Helvetica,sans-serif;">Greece Central School District || <span style="font-family: Arial,Helvetica,sans-serif;">A great way to integrate reading and writing ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Reading and Writing Project] ||  ||   ||

=<span style="font-family: Arial,Helvetica,sans-serif;">OTHER RESOURCES =
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Giggle Poetry] ||  || <span style="font-family: Arial,Helvetica,sans-serif;">Games, books, lesson plans all centered around writing, reading, and studying poetry ||