Pre-Reading Strategy:

APA Citation:
All About Adolescent Literacy. (n.d.). Retrieved December 02, 2017, from
http://www.adlit.org/strategies/22091/
Name: Double Entry Journals
Steps:

1. Students will fold a sheet of paper inn half lengthwise.

2. On the left side the students will write a phrase or quote that was meaningful to the
lecture, make sure the student also include the page number.
3. On the right side, the student will write down a response to the quote. This could mean a
picture, drawing, comment, or a question.
4. Finally, students could either share their information to the class or in a small group of
students.

Strengths to Double Entry Journals:

This strategy inproves the students vocabulary and is a great way to help the grasp the
information and comprehend the information. This strategy will allow the student to use their
prior knowledge and encourages them too use their instings and collaborate with their peers. It
also connect reading and writing together.
Double Entry Journals Example:
Pre-reading strategy
APA Citation:
K-W-L Charts. (n.d.). Retrieved November 30, 2017, from
https://www.facinghistory.org/resource-library/teaching-strategies/k-w-l-charts
Name: KWL reading method
Steps:
K Column

1. Before reading, brainstorm! Before thinking of keywords, terms, or go through the topic,
think.
2. Record whatever was brainstormed under the letter K column.
3. Engage in a discussion either with your group or as a classroom on what was wrote on
column K.
4. Organize ideas that were shared.
W Column

5. Overview the lecture, such as the pictures, contents, headings, picture and discuss what
was viewed.
6. List below the W column on what you would like to learn or what you will be learning.
7. List these ideas as question before writing them down.
8. List by importance.
L Column
9. Finally, Answer the questions that were asked and write down what new information was
learned, either while reading or after.
Strengths of KWL strategy:
It allows students to be active thinkers during lecture. It helps them organize there thoughts
before, during, and after the lecture. It helps the student to think outside the box and share
objectives with the class while also helping the teacher monitor their progress.
K-W-L Chart example:

What do you Know about the What do you Want to know? What did you Learn?
topic?
Pre-reading strategies:
APA Citation:
G. (n.d.). Vocabulary Knowledge Rating Sheet. Retrieved November 30, 2017, from
https://goalbookapp.com/toolkit/strategy/vocabulary-knowledge-rating-sheet
Name: Knowledge Rating Scale

Steps:
1. Explain the strategy and that this will prepare them on what they will be learning. The
paper will have key words/vocabulary and columns with “know it well”, “have seen or
heard it” and “No clue” or on a rating scale from 1-4 with 1 being words you know well
and 4 word you know the least..
2. Provide students with a list of vocabulary and have each student rate them (with an X)
before the lecture is taught. In addition, they can write a small definition besides the word
that they may know.
3. Discuss with the class about the words that they know and do not know. Have them make
an estimated guess on words they may not know. Make studnets aware of the words that
are not known so that they could keep an eye out while going through the lesson.
4. The paper will be picked up and could also be used for the teachers benefit.

Strengths:

This strategy helps students to keep a look out for those key words that they do not know well as
well as activate prior knowledge. Also, this will assist the professors to get to know what the
studnets are lacking.
Knowledge Rating Scale Example:
Content/During Reading strategies:
APA Citation:

Name: Inquire Charts

Steps:

1. The student will have a black I-chart and will provide topic selections.
2. The students will write down questions about the topic at the top of each column. (This
will get the students thinking).
3. The top row will be for any information that they already know about the topic and key
ideas and at the end of the chart, a blank column will be provided so that they can
summarize and put ideas together from the lecture.
4. At the end teacher will ask students to share their information and compare with peers
about new ideas that were brought up. This will help students to dig deep into the subject
and finally report it to the class.

Strengths of Inquire Charts:

Inquiry charts are great to use because it helps the students think before even lecture starts. It
helps with critical thinking and reading skills. It teaches students the importance of meaningful
questions and to dig a little deeper to figure out the answers. It also helps students engage and
share past information that could help other students learn the topic. This is also great is teachers
want to evaluate the knowledge that the student has progressed in.
Inquire Example:

TOPIC Question #1 Question #2 Question #3 What questions

do I have?

What do we (I)
already know?

Source 1

Source 2

Source 3

Source 4

Other Sources
During Reading strategies:
APA Citation:
 Steps for Using Venn Diagrams. (2006). Retrieved 2006, from
http://www.learnalberta.ca/content/kes/pdf/or_cf_ela_rep_a_02_stepvenn.pdf
 Venn diagram -. (2016, November 19). Retrieved December 01, 2017, from
http://www.venndiagram.net/
Name: Venn diagram

Steps:
1. Label each side of the diagram with the two items that are being compared.
2. Write down in each side of the diagrams unique features or important information.
3. Repeat the process to the other side of the diagram.
4. Students will write down feature that they both have a like or share in the middle of the
diagram.

Strengths:
It helps students communicate information with their peers in which it could also be shared in
different forms. This strategy helps students understand better and they can use this in an
educational or business environment. It helps students visualize concepts and process
information easier and faster. It helps the students separate the concepts with similarities and the
differences from each other. They can also customize the diagrams with colors for special
meanings.

Venn diagram Example:

During Reading strategy:
APA Citation:
Council of Chief State School Officers (August 2007) / Common Core State Standards -
http://www.education.ky.gov/nr/rdonlyres/2d670309- 9a31-427e-a85e-
Name: Quick Write, Quick Draw

Steps:
1. First, explain to students that this strategy will assist them to think before, during, and
after reading. Students will write down on the right side og the right side of the organizer.
2. On the left side of the organizer, students will draw an illustration of whatever makes
them think about this topic.
3. With this assignment being timed, the students will then share quickly with the class the
meaning towards their drawing and the explanation.

Strength of Quick Write, Quick Draw:

This strategy helps students with writing fluency, building habit of reflection, and to get them
thinking in their own pace. This support ELL, studying strategies and re-reading and after.
Reasons to use this strategy is to activat prior knowledge, help them make personal conection,
and assisting them to come up with clues to help them remember important information from the
lecture.
Quick Write/Quick Draw example:
Learning/After Reading Strategy:
APA Citation:

Name: Word Sort

Steps:
1. Select from 10-20 words or vocabulary from the lecture. Write those words on a
notecard, powerpoint, board, or overhead.
2. Divide the class into groups and explain to them that they will be sorting words into their
correct category.
3. Explain that they must group the words with other words that share the same
characteristics or traits among each other’s.
4. Give student 10-15 minutes to sort and discuss. Remember, they are categorizing with
unique traits.
5. After it is done, ask a student from each group their final product and how/why they
sorted the words the way they did.

Strengths of Word Sort:

Word Sort helps students organize words by using their prior knowledge. This is also a good
activity to help other student collab with each other and learn from others. This will
Learning/After Reading Strategy:
APA Citation:
Possible Sentences | Classroon Strategy. (2017, October 31). Retrieved December 02, 2017, from
http://www.readingrockets.org/strategies/possible_sentences

Name: Possible Sentences

Steps:
1. Choose an even number of vocabulary words from the chapter.
2. Students then will define the words and pair the word to crat a sentence. The paired
words must have something in common to be paired together.
3. After they have picked the two words they will write down the sentence with the 2 words
in it.
4. Finally, have the students read the sentence and explain why they chose those two words.
5. If the words are used inaccurately, ask them to rewrite the sentence.

Strengths of Possible Sentences:

Possible sentences helps the students to use their prior knowledge from the chapter and put it to
work. This will also help the students pay close attention when going through the lecture and will
improve their reading comprehension skills. It will also allow the student to question their
reading and teaches them how to use vocabulary words in a sentence.
Possible Sentence Example:
After Reading Strategy:
APA Citation:

Anticipation Guide | Classroon Strategy. (2017, October 30). Retrieved December 02, 2017,
from http://www.readingrockets.org/strategies/anticipation_guide
Name: Anticipation Guide
Steps:

1. First, students will make the anticipation guide; With 3 columns, statement column, true
column, and false cplumn (Also, the teacher ca make this guide and she can choose the
statements). Write as many important statements from the chapter or lecture on the first
column; some true and some false. Have space available on the true and false column.
*Teacher could also create an extra column to come back to it once the lecture is done.
2. Once the Guide is prepared the teacher will present her lecture, this will get the student to
pay attention during the lecture.
3. Once lecture is over, have the student go through their statements and mark them as true
or false statements. If it is false, the student can also write the correct statement.
4. Finally, the student could either share their statements with the class or with groups.
Make sure the teacher is walking around to correct any incorrect information.
Strength to Anticipation Guide:

A positive thing about this strategy iss that it makes the student interested even before going
through the lecture. This strategy could be used before, during and after the lecture. It allows the
student to make educated guesses and at the end, correct themselves. The connect information
from the past with the present which will trigger curiosity on the subject.
Anticipated Guide Example:
Vocabulary Strategy:
APA Citation:

Connecting Word Meanings Through Semantic Mapping. (2017, August 23). Retrieved
December 02, 2017, from http://www.readingrockets.org/article/connecting-word-
meanings-through-semantic-mapping

Name: Semantic Map

Steps:

1. Pick a vocabulary or a word that the student is unaware of from the lecture.
2. Begin to draw a map or a web with the main word on the middle. The student can
capitalize the letter, highlight it, or circle it; this word will go right on the middle.
3. The student will read the text and write down clues or important information and draught
them down arouf the main word.
4. In one of the web, the student will then write down the definition to it.
5. On aother wed, the student can then use an illustration that helps the student remember
that main word.
6. On the rest of the webs, studne tcan write down important short fact or phrases that helps
the student remember the word/vocabulary.
7. Finally, the student can go over this by himself, with a group, or with the class.

Strengths to Semantic Map:

Semantic maps are a great visual display for students to study with. It allows the student to fully
understand a vocabulary and have different ways of remembering the vocabulary, while they can
use the definition, a illustration, key words, or phrases. This strategy assists students who
struggle and those with disabilities such as dyslexia, ADHD, and etc., to identify and fully
understand the definition of a vocabulary.
Semantic Map Example:
Vocabulary Strategy:
APA Citation:

Y. (2017, October 02). Vocabulary Flashcards. Retrieved December 03, 2017, from
http://grammar.yourdictionary.com/for-students-and-parents/vocabulary-flashcards.html
Name: Vocabulary Flash Cards
Steps:

1. Students or teacher will have vocabulary words listed.

2. One the front side of the notecard, student will write the vocabulary word.
3. One the back of that notecard, student will write the definion on the top section
4. After that, student will write a sentence using the word.
5. Lastly, the student will illustrate a picture that reminds them of the word. (If it is a
mathamatecs topic, they can write down the formula to it.)
6. For organization purposes, students can whole punch the top right corner of the notecards
and put them in a ring, or simpy place them around the table and choose randomly.

Strengths for Vocabulary Flash Cards:

Flash cards are an easy way to get the students to remember the definition in their own way. It is
also proven that it gets the students brains to process information and which gets their neurons
running. Also, it helps the student to memorize it and helps it memorized longer. Also, it allows
the student and teacher to point out what words or topics they are struggling with and the ones
they are not.

Examples of Vocabulary Flash Cards:

Vocabulary Strategy:
APA Citation:

Name: KIM
Steps:

1. Assign the students an amount of vocabulary words to work with.

2. The students will have 3 columns “K”, “I”, and “M”. The vocabulary wors will go under
“K” which stands for Key Idea.
3. The student will then go through the lecture and the important information or definition
will go under the “I” column, which stands for Information.
4. Lastly, the students will illustrate a drawing under the “M” column, which stands for
memory clue.

Strengths to KIM:

This strategy allows students to review new information. This strategy can be usded in any grade
level and is versatile for any ages as well. It provides the student a variety of ways to remember
vocabulary with either the definition, the word, or an illustration. It allows a variety of learner to
memorize the words and applicable to ELL students and students with disabilities.

KIM Example: