Ways to use it in my class:

 Before  During  After  Before  During  After   X X 4S Brainstorming Picture Prediction • Every student is given scraps of paper, or sticky notes. • Topic is announced. • Students write an idea related to the topic on a sticky note, say itout loud, then placeitin the middle of the table. • This continues until time is called. • Then students work together to categorize ideas. • Roles: Super supporter, Speed captain, Synergy guru (combine ideas), chief of Silly (encourages crazy ideas) Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X What’s Up? Book Look Give students 1-4 min. to survey the text Look at text in whole group, then in pairs Discuss pictures/captions Read bold faced words/definitions in margins Read charts, graphs, maps, diagrams Listen & discuss inner voice conversations Make connections to prior knowledge Discuss predictions Record questions Students choose graphic organizer (individually) Choose a during-reading strategy that fits Gather materials to apply that strategy If surveyed in pairs, share summaries whole group before reading • Pick a short text • Allow students time to scanthe reading • Ask students about genre(fiction or nonfiction) indirectly • Students begin by describing content; make them proveeach statement (by opening text & telling others where to go) • Continue proving “What’s up” for reading until students have surveyed all pictures, charts, graphs, maps, questions, indexes, & table of contents Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X What’s It All About? What’s In A Name? Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X Concept Definition Map Pre-Reading Organizer Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X X X Definition (in own words) Characteristics FrayerVocab Model Prediction Chart WORD Examples (from own life) Non-examples (from own life) Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X X X Everyone Read To… RIVET/Guess My Word Choose 3-4 key terms from the reading. In a “hang-man” fashion, write the word using dashes. One by one (or as blends), add a letter until the students can guess the word. Students guess & spell. Confirm or add more letters until the correct word is identified. Discuss its meaning. Continue until all key words are revealed. Students read to find these words in the passage. • Students look at the title, • pictures, &/or headings in • the reading. Then they • generate questions that they • have that might be answered • in the text. • Students read to find the • answers. Ways to use it in my class: Ways to use it in my class: BR_ _ _ _

 Before  During  After  Before  During  After   X X X X X X Anticipation Guide Word Sorts VOCABULARY Students copy vocabulary terms on 3 x 5 cards, one word per card. Students sort the words into categories (made by teacher or generated by themselves) PREREADING & SUMMARY Choose important & interesting words from the reading, write each word or phrase on a small piece of paper Give students a baggy full of these words/phrases & have them order themso that they make sense As they read the text, they check & correcttheir prediction Then, they can mix up the words & reorder them, using them as a basis for an oral or written summary • Identify major concepts you want students to learn from reading. • Determine ways they might support or challenge the students’ beliefs. • Create 4-6 statements that address important points of reading. • Ask students to react to each statement (true or false) • Students read to find evidence that supports or disconfirms their responses. Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X X X X X Semantic Map KWL Helps students predict & connect new information with prior knowledge. • Write the subject in the middle • Students think of as many words that relate (what they already know, then what they learn/infer from the reading) • Categorize words that relate after they read • Discuss map: students listen & share, becoming aware of new words, gather new meanings for familiar terms, & see relationships among numerous words associated with the lesson. Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X X X X X SQ3R Language to Literacy (LtL) Chart Helps students predict & connect new information with prior knowledge. • Survey what you are about to read (title, headings, illustrations, read first paragraph, read summary) • Question (turn the title into a question= major purpose for reading, write down questions that come to mind, turn headings into questions, turn illustrations into questions, write unfamiliar vocabulary) • Read actively (search for answers to your questions, generate additional questions) • Recite (look away from book to recall what you read, reread text for unanswered questions) • Review (answer the major purpose for reading, look over answers to organize information, create a graphic organizer or write a summary or have a discussion to summarize the information) Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After   X X X X X X PINE Chart Fix-Up Strategies Teach your students how to get “unstuck” when they come across text that they do not understand. Make a connection between the text and your life, your knowledge of the world, or another text. Make a prediction Ask a question and try to answer it. Visualize. Retell what you’ve read. Reread. Slow down (when confused) or speed up (when familiar or boring) Read aloud. Draw a picture or diagram of the information. Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X Think-Abouts Problem-Solution Chart Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X Ways to use it in my class: Crystal Ball Coding For Nonfiction: I already knew this  This is new information to me ? I have a question about this ! Wow…this is interesting For Fiction: Something that made me feel… ? I have a question ! This surprised me  Connection: this reminds me of... • Stop the lesson at a key juncture, • and have students predict in writing • what they think will happen next. Ways to use it in my class:

 Before  During  After  Before  During  After X X Think-Alouds Sense Chart • Select a passage to read aloud. • Model good reading skills for the students: • questioning • imagery • predicting • connecting • fix-up strategies • Have students work with partners to practice think-alouds when reading short passages of text. Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X Mark-It-Up Access My Knowledge/ Whip-Around Everyone in the room will stand up and share one thing he/she learned about (or already knows about)… You may sit as soon as you’ve contributed a new idea. Ways to use it in my class: • Use pencils, highlighters, highlight tape, sticky arrowsto mark text • Divide reading into manageable sections • Ask students to read silently & work as word watchers •  Students circle “sparkling” words •  Students box unknown words, & underline context cluesthat help them predict the meaning of the word (show which clue you used by numbering the boxes) 1 Appositives, 2 Synonyms, 3 Antonyms, 4 Greek & Latin roots, 5 Prefixes & suffixes, 6 Back track, 7 Forge ahead, 8 Restate, 9 Graphic clues • Share those words with their reading partner & aloud • Complete the entire text in this manner Ways to use it in my class:

 Before  During  After  Before  During  After X X X X Partner Reading/ “SURFING” Semantic Feature Map Helps students discern a term’s meaning by comparing its features to those of other terms that fall into the same category or class. • Set the tone (music, comfy seating, etc.) • Partner A reads a paragraph out loud. Partner B summarizes what Partner A read. “What I think I heard you say was…” • Then, Partner B reads the next paragraphand Partner A summarizes it. • Continue this process until the whole article has been read and all questions have been answered. • VARIATION: Pairs read a passage silently, then A summarizes & B asks clarifying questions. Read another passage silently, then B summarizes & A asks questions. Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X Final Reduction Getting Into Character Map Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X Compare/Contrast Diagram Cause & Effect Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X QAR Capturing Context Clues This is a way to help students realize that the answers they seek are related to the type of question that is asked; it encourages them to be strategic about their search for answers based on an awareness of what different types of questions look for. Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X Main Idea Making Movies Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X Connections & Reflections Puzzling Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X History Frame Event/Story Pyramid Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X Thesis-Proof Thesis-Proof-Refute Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X • Knowledge is not owned until new communication is synthesized with that knowledge, so write lists, charts, paragraphs, summaries, timelines, graphic organizers, new reports, scientific evidence summaries,etc. • Notes: Never assign the after reading activity before the reading if you want students to read the material. • If you want students to scan & skim for information, assign the after-reading activity before reading. Circle Organizer Write About It Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X X • Use post-it notes to mark stopping points • Forces students to minimizethoughts into post-it note sized summaries. • Use summary record to create graphic organizers, write summaries, & prioritize information. • Over time assign a specific #of sticky notes for longer reads. • Over time allow students to record their inner voicethoughts. • Require students to label the types of thought. • Acknowledge the use of sticky notes in reading where it is not assigned. Setting, Events, & Actions Sticky Notes Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X X • As students read a passage, each looks for two words in the passage that capture the “essence” of the reading. • Students then share their wordswith a partner and tell why they chose them. • Students may then share with the whole class. • Students write a paragraph explaining why they chose their words. • VARIATION: students choose 2 words that are NOT in the text that capture the “essence” of the reading. • Student One fans cards. • Student Two picks a card & reads it aloud to the team. • Student Three gives an answer after 5+ seconds of think time. • After another 5+ seconds of think time, student Four paraphrases, praises, or adds to the answer given. • Student rotate roles. 2 Word Strategy Fan N Pick Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X You have students imagine they are placing a classified ad or sending a telegram, for which every word used costs them money. Tell them each word costs 10 cents, and then tell them they can spend "so much." Sum it Up 3 - 2 - 1 Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X • Read: only as much as you can cover with one hand • Cover: the part of the text that you just read • Remember: take time to think about what you read • Retell: tell your partner what you just read Character Diamonte Read, Cover, Remember, Retell Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X Character Sketch Compare Chart Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X Similarities & Differences Visualizing Views Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X What’s the Message? Identifying the Theme Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X • Assign like-reading partners • Choose & use an appropriate before-reading strategy • Ask students to read silently to the end of the first section by saying “everyone stop here.” (Note: only needs to be a couple paragraphs) • Note: You may set a purpose for the reading: • “Find words that create a picture in your brain,” • “Find words that make you think of a question,” • “Find a passage that initiates a memory of yours.” • Students write down their thoughts on index cards/paper • Share thoughts with reading partners & then with class Setting Conflict Character(s) 4 important Junctures in the reading  - Summary Everybody Stop Here Summary (Wrap it up) Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X Power of Point of View Picture Perfect Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X X • Assign short reading piece & allow silent reading time (3 min) • Pose question (thick = use all steps, thin = use 1,2,3,6) • Allow “think” & “look-back” time for all • Allow quick writetime • Sharewith pair • Allow pairs to share with whole group& require their proof • From page ___, I inferred ______ because ________. • From page ___, I concluded_____ because ________. • From page ___, I found the explicit statement, ______. • From the passage on page ___, I envision _____. • Players take turns rolling the cube. • The player who rolls the cube begins by discussing the “thinking question” that is face up. • While the TQ is discussed by all members of the group, the person who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube. • Variation: Use Fan N Pick rules Share it Aloud Cubing Ways to use it in my class: Ways to use it in my class:

 Before  During  After  Before  During  After X Prioritize It (Z) __________________ Main Idea Detail Transition Words Detail Detail Ways to use it in my class: Ways to use it in my class: Summary Words

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