Ways to use it in my class:

1.  Before  During  After  Before  During  After  X X X 4S Brainstorming Picture It Students read the text, focusing on picturing a setting or situation in their minds. Students list details from the text that help them create a mental picture. Students make a drawing from the list of details. • 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:

2.  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:

3.  Before  During  After  Before  During  After  X X X X What’s It All About? Catalog of Ideas Students write the topic in the center. Have students randomly pick four items from a catalog and write one in each space. After students reflect on the similarities & differences of the topic with each catalog item, have them write their comparisons in each box. Topic: Ways to use it in my class: Ways to use it in my class:

4.  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:

5.  Before  During  After  Before  During  After   X X X X Definition (in own words) Characteristics Frayer Vocab 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:

6.  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: BR_ _ _ _ Ways to use it in my class:

7.  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:

8.  Before  During  After  Before  During  After   X X X X X X Semantic Map KWL Help 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:

9.  Before  During  After  Before  During  After   X X X X X X SQ3R Language to Literacy (LtL) Chart Help 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:

10.  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:

11.  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:

12.  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, • Have students predict in writingwhat they think will happen next. Ways to use it in my class:

13.  Before  During  After  Before  During  After X X • List details for each sense in its column. Think-Alouds Sense Chart • Select a passage to read aloud. • Model good reading skills for the students & then have students do the same. • Unpacking Vocabulary: A few key vocabulary words in this reading & their meaning are…______________ ______________________________________________________________________________ • Connection to Prior Knowledge: A few things I already knew about his are…________________________ ______________________________________________________________________________ • Summary: One way of saying what has happened thus far is… _________________________________ ______________________________________________________________________________ • Mental Image: In my mind, I see…______________ ______________________________________________________________________________ • Prediction: In the next part of the reading, I predict that… __________________________________ ______________________________________________________________________________ • Question: In the next part of the reading, , a question I will try to answer is… _______________________ ______________________________________________________________________________ • Plan: As I approach the next part of the reading, I believe I will need to…_______________________ ______________________________________________________________________________ Ways to use it in my class: Ways to use it in my class:

14.  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:

15.  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.) • OPTION 1: Text: _____________________ Pages: _____ Chunk of Reading from _____ to _____. Partner A reads a paragraph out loud. Partner B summarizes what Partner A read. “What I think I heard you say was…” Partner B reads the next paragraph Partner A summarizes it. Continue this process until the whole article has been read and all questions have been answered. • VARIATION: Text: ______________________ Pages: _____ Chunk of Reading from _____ to _____. Person A—Summary: Person B—Question or Confusion: Person A—Answer, Solution, or Clarification: Person B—Prediction: Chunk of Reading from _____ to _____. Person B—Summary: Person A—Question or Confusion: Person B—Answer, Solution, or Clarification: Person A—Prediction: Ways to use it in my class: Ways to use it in my class:

16.  Before  During  After  Before  During  After X X X X • Students record the most important ideas about the event in the graphic organizer. Final Reduction Getting Into Character Map Ways to use it in my class: Ways to use it in my class:

17.  Before  During  After  Before  During  After X X X X Book or chapter title: ___________________________________ Compare/Contrast Diagram Identify threecauses (actions that produce a result) and three effects (results) that occur because of these actions. Cause & Effect Effect Cause Effect Cause Effect Cause Ways to use it in my class: Ways to use it in my class:

18.  Before  During  After  Before  During  After X X X X QAR Capturing Context Clues Students use clues from the passage to help them figure out two unfamiliar words. Then they write a definition in their own words. 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:

19.  Before  During  After  Before  During  After X X X X Main Idea Students make a “movie” in their mind as they read by thinking about 4-6 important parts of the text. In each clip, they sketch the scene that shows the important aspect (include details you see, feel, taste, & hear.) Students write a short title for each scene on the top of each clip. Making Movies Ways to use it in my class: Ways to use it in my class:

20.  Before  During  After  Before  During  After X X X X • Students complete the reading assignment & then select words to complete the graphic organizer. • Students use the graphic organizer to record important ideas about the event. • List at least one idea in each of the puzzle pieces. Reading: ______________________________________ Summary Pyramid Puzzling Reading: ______________________________________ One word to describe the topic Two words to describe subheadings of the topic Three words to describe what you already knew about the topic Four words to describe what you learned Five words to describe other knowledge that connects to this new knowledge Ways to use it in my class: Ways to use it in my class:

21.  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:

22.  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:

23.  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:

24.  Before  During  After  Before  During  After X X X X • Students fill in the chart, describing the setting using details from the text. • Then they summarize an event & explain how the setting influenced the characters’ actions. • Use post-it notes to mark stopping points • Forces students to minimize thoughts 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:

25.  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:

26.  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:

27.  Before  During  After  Before  During  After X X • Students choose a character that interests them & complete the steps below to write a character diamante poem • 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 Diamante Read, Cover, Remember, Retell Ways to use it in my class: Ways to use it in my class:

28.  Before  During  After  Before  During  After X X • Students choose an important character & select three traits that fit him/her. • Give evidence from the text (character’s words, thoughts, actions) to justify the choices. Character Sketch Compare Chart Ways to use it in my class: Ways to use it in my class:

29.  Before  During  After  Before  During  After X X • Students select 2 items to compare. • In each box labeled Similar, write one point of comparison & in each box labeled Different, write one point of contrast. • In the support column, list evidence from the text that support the similarities or differences. • Summarize 2 important passages from the text: explain how the information would be different if the passages were written from another point of view. Similarities & Differences Point of View Ways to use it in my class: Ways to use it in my class:

30.  Before  During  After  Before  During  After X X X Students identify the “5 Ws & H” of the text. • Explain to students that a theme is a generalization about life, the world, or the universe. Themes focus on big, important ideas; they are often inspirational. Ex. Treat all people fairly & kindly. • Students create a bumper sticker that depicts the theme of the text. Reporting the Story Identifying the Theme Ways to use it in my class: Ways to use it in my class:

31.  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:

32.  Before  During  After  Before  During  After X X • … • Students draw what they visualize is happening at a certain point in the text. • Then, they write two to three sentences about what is happening in the picture, describing any important action or setting details, and explaining how the characters are feeling. ? Picture Perfect Ways to use it in my class: Ways to use it in my class:

33.  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:

34.  Before  During  After  Before  During  After X X X X • Present students with a statement about a controversial topic. Write the statement in the diamond in the center of the graphic. • Instruct students to use facts & information from the reading, as well as their own knowledge base, to list the reasons that a person with each perspective might give for his/her opinion. Have them note these reasons in the appropriate box. Main Idea Detail Prioritize It (Z) Agree/Disagree Transition Words Detail Detail Strongly Agree Support/Reasons Agree Support/Reasons Summary Words Statement: Disagree Support/Reasons Strongly Disagree Support/Reasons Ways to use it in my class: Ways to use it in my class:

35.  Before  During  After  Before  During  After X X X X • Identify a topic for the activity. • Using Scrabble tiles, have students draw up to 10 letters (it’s ok to have duplicates.) • Do this individually, in small groups, or as a whole-class • Each student writes the letters in the column 1 boxes (1 letter in each box.) • During and after they read, students create sentences that summarize a main idea. Each sentence must begin with the letter in the box. • Select several items, concepts, or people to compare (students write these in column 1) • Student select the characteristics (most important aspects) that will be used to compare the items (students write these under “Characteristics.”) • Students complete the chart as they read. Alphabet Soup Comparison Matrix Ways to use it in my class: Ways to use it in my class:

36.  Before  During  After  Before  During  After X X X X Summarize an event by identifying each piece of the graphic. • Select a topic that can be viewed differently by various people or groups. • Select (or students can do this) people/groups. • Students make notes in the eyes of the different groups. Where? How long? Episodic Summary From the Way I See It Person/Group 2: Person/Group 1: When? Sequence Cause: Reflect: Event: Topic: Person/Group 3: Who? Who? Who? Person/Group 4: Ways to use it in my class: Ways to use it in my class:

37.  Before  During  After  Before  During  After X X • On the left side of the diagram, students list events that lead to a climax/majordecision point (in chronological order.) • The top layer are the events that are the most critical turning points in the conflict. • On the right side, students list events or results of how the conflict was resolved. • Students create a T-chart: • On the right side, they record notes in words • On the left side, they draw a picture or write an important word to cue their understanding. Topic: noTes for Both Sides of the Brain Height of the Action In Words In Pictures Climax/Turning Point Summary: Event: Ways to use it in my class: Ways to use it in my class:

38.  Before  During  After X  Before  During  After X • Provide students with a word or phrase, explain it using student-friendly language, & provide a picture/non-linguistic representation. • Students write their own definitions & draw their own pictures to represent their understanding. • Students add examples or info that helps them extend their understanding. • Introduce the new Greek or Latin root, prefix, or suffix. Share the meaning as well as examples of words that use it. Talk about words students use in their everyday lives. • Students collect words with the new root/prefix/suffix & define them. 5-Step Process Getting to the Root of it Teacher explanation: Teacher picture: ___________________ Root/prefix/suffix ___________________________ ___________________________ meaning My own explanation: My own picture: Additional examples or information that increases my understanding: Ways to use it in my class: Ways to use it in my class:

39.  Before  During  After  Before  During  After X X X X • Student scan the reading, looking for unfamiliar words. List them in the left-hand column. • Students make a prediction about the meaning of the word. • Students read the entire selection & then rewrite the definitions based on context clues…if they still don’t know the meaning, they can use the glossary or dictionary. • Identify the resource & page #s of the material to be read. • Students identify the main idea of the reading. • Students select examples & support for the main idea & then write a summary based on the information in the graphic organizer. Main Idea & Support Personal Vocab List Text: ___________________________________ Pages: ___________ Main Idea: Example: Example: Example: Ways to use it in my class: Ways to use it in my class:

40.  Before  During  After  Before  During  After X X X X X • Students predict what they believe they will learn in the reading based on text features. • Students read the material & write the key learning based on each of the features. • Students develop a question & the answer for each DOK level, focusing on the objective. • Student can exchange questions with a classmate for practice. • Knowledge & Recall: (Who? What? When? Where?) • Question: • Answer: • Comprehension: (paraphrase, explain, summarize, discuss) • Question: • Answer: • Application: (classify, solve, use, or put together?) • Question: • Answer: • Analysis: (compare, analyze, simplify, or contrast?) • Question: • Answer: • Synthesis: (imagine, develop, hypothesize, or design?) • Question: • Answer: • Evaluation: (conclude, justify, evaluate, or generalize?) • Question: • Answer: Predictions Questions & Answers Ways to use it in my class: Ways to use it in my class:

41.  Before  During  After  Before  During  After X X X X X • Students scan the reading for headings & subheadings & write them at the top of each column. • Students frame the 4 types of questions for each subheading after they read each section. • Share. • Students list major historical figures or characters from the text in the left-hand column. • Students focus their reading on information about those people, with the goal of identifying an original nickname or motto for each (that reflect their most prominent characteristics) • Students support the nickname/motto by listing reasons from the text in the right-hand column. Question Matrix Nicknames/Mottos Ways to use it in my class: Ways to use it in my class:

42.  Before  During  After  Before  During  After X X X • Give students a list of 3-12 critical vocab terms or phrases for the upcoming unit. • Students mark an X in the appropriate column. (Check for a clear understanding of those that marked column 2.) • Teach the terms, focusing on the ones they do not understand. • Students pick 3 resources that provide information about the assigned topic (Internet, text, primary/secondary sources, etc.) • Students read, then summarize key information (& vocab) from each source. • Emphasize reflection/questioning & making connections between sources. So, That’s a Word? Multiple Resources Highlight Ways to use it in my class: Ways to use it in my class:

43.  Before  During  After  Before  During  After X X X X • Students find terms, phrases, titles, or idioms that might be misinterpreted if the reader didn’t clearly understand them. • Student write the term & the page #, then explain how the term might be misinterpreted, & finally what it actually means. • Model: Identify a critical word & determine a student-friendly definition or description. • Practice: Students work through chart with feedback from teacher &/or peers. Sound Like, Looks Like, Feels Like? Figurative Language Word: Definition/Description: Ways to use it in my class: Ways to use it in my class:

44.  Before  During  After  Before  During  After X X X X • Students identify the most important points from the reading assignment. • Students combine the first 2 points into one statement, then the next 2 points, and so on. • Students then combine the those statements until they arrive at a single summary statement. • Explain the kind of thinking that students should do as they answer each question in each of the quadrants. • Students make notes to answer the questions. Four Quadrants Putting it Together Important Points Summary Statement Topic: Ways to use it in my class: Ways to use it in my class:

45.  Before  During  After  Before  During  After X X X • Individual students identify the 3 most important things they learned from the text. • Pair students to share their most important info & agree on their 3 most important pieces of learning. • Have two pairs meet to share their learning & agree on their 3 most important pieces…provide reasons for their choices. • Students list important information that needs to be remembered for later use. • For each piece of info, students identify a tool or method to remember it (mnemonics, visuals, graphic organizer, rhyming, senses, muscle memory/action, linking tools, emotions, etc.) Remember This! 2 x 2 Thinking Ways to use it in my class: Ways to use it in my class:

46.  Before  During  After  Before  During  After X X X • … • … ? ? Ways to use it in my class: Ways to use it in my class: