Special Needs students and ELL can participate in this activity but provided with a different story from special book for ELL.

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1 Word Puzzles writing Comprehension Grade Level Uses: 2-20 Special Population: na Cognitive Process: defining/matching reflection Researched, Field Tested: yes na 1. Find puzzle maker website and construct puzzle based on covered material. 2. Have blank puzzle to hand out. OR 1. Construct a puzzle yourself if you don t have the resources. It can be drawn on the board or copied as handouts. 1. This will be used at the end of the lesson. 2. Pass out the puzzle or have the students copy it from the board. 3. Students are to then figure out the vocabulary term that matches the definition and fits in the puzzle boxes. 4. Students can work individually or with a partner to fill in the puzzle. 5. You can then go over the puzzle as a class. Puzzle maker websites let you create your own puzzle therefore you can make it to your students ability and match it to the content area being taught. Remind them that this material should be a refresher. They should already know it. Advanced students may finish quickly. Have a more challenging puzzle to offer them. Make sure there is one word for each definition. Word puzzles are reflection strategies that can be used to ensure that your students understood the material that was taught. They can be used for matching, vocabulary, and defining which helps the learning and memory process of students.

2 Jigsaw Reading Comprehension Comprehension Grade Level Uses: 3-20 Special Population: No Cognitive Process: Summarization Assistance Researched, Field Tested: 1. Divide up the chapter that needs to be read or discussed into enough portions for each group to have one. 2. Get poster board, construction paper and markers for the students 1. Divide students into groups of 4 or 5 students. 2. Assign the students the roles of A, B, C, D, E in the group A: Reader B: Writer C: Presenter D: Timer E: Encourager 3. Assign each group with a different section of reading 4. Give the students 15 minutes to read and discuss how they will present their material in a skit, commercial or poster. 5. After the 15 minutes have all the students come together and let each group teach the rest of the students about their section. 6. Each student should be taking notes about all the presentations. 7. After the presentations everyone should join in a class discussion about all the presentations or the selection that was to be read. No special accommodations are needed. Students use visual and oral skills to present their topic, which is accommodating to everyone. However you as the teacher may have to help some of the students, such as special needs, ESL or ELL students, with some of the vocabulary. Make sure the students are staying on task with the discussions and that all of the students are participating in the work. There usually tends to be some people who will take control and not always allow everyone to participate. This strategy should be a joint effort amongst all the students in the group. Jigsaw learning allows students to be introduced to material and yet maintain a high level of personal responsibility. The purpose of Jigsaw is to develop teamwork and cooperative learning skills within all students. In addition it helps develop a depth of knowledge not possible if the students were to try and learn all of the material on their own. Finally, because students are required to present their findings to the home group, Jigsaw learning will often disclose a student s own understanding of a concept as well as reveal any misunderstandings.

3 Name Literary Gift Exchange Type Literacy Skill Reading reflective thinking Domain Comprehension Grade Level 1 12 Cognitive Process Description PAR Use Assistance Researched/Field Tested Yes Author/Creator Preparation Steps Application Steps Differentiation : 1. Read a chapter from a book 2. Ask students to think about an object that related of character or action from the story 1. Assigned students to bring to class an object reminiscent to an action or of character from the story 2. Students have to exchange their objects with designated partner 3. They must be able to explain their gift Special Needs students and ELL can participate in this activity but provided with a different story from special book for ELL. In choosing a chapter from literature read, it is important for not choosing a complicated story that might needs an expensive or delicate objects for the students to bring to school as a gift to be exchanged. The Literary Gift Exchange is a way to enrich students in their reading skills and understanding the story. It is also motivate students to reread material after they initiated the exchange procedure.

4 Listen, Read, Discuss (LRD) Listening Retention Comprehension and comparison Grade Level Uses: K-12 and higher education Special Population: No, can be used for all populations Cognitive Process: Comprehension Preparation Before Reading, then Reflection After Reading Researched, Field Tested: Yes Alvermann, Pass around category sheets 2. Lecture on selected material 3. Have students read the selected material 1. While reading students will compare lecture and written material 2. Fill out category sheets with meaningful words from material read 3. Have the students pass sheets to their right 4. Ask each student to read one work from each sheet 5. Teacher writes down word from each student 6. Compare students list to teachers list 7. Discuss any differences between lists 8. * Define any new vocabulary For instance in a foreign language for elementary or high school pictures and synonyms can be helpful to non-native speakers. In higher educational levels of a foreign language ask students to dissect word into its root form. Have dual language dictionaries and thesaurus available for students to Physically look up words. The teacher must hold the urge to define a word for students so that their vocabulary can expand and break lazy habits of not using the resources available. Along with looking up the words the student will learn the proper use of the word and the trend of using words incorrectly can be reduced. Listen-Read-Discuss (LRD) is a constructive way to: (a) reinforce audio and visual coordination; (b) ability to categorize vocabulary words; (c) establish a stronger community within classroom. LRD is a useful strategy for any and all courses across all educational aspects. LRD can be manipulated for any course and amended with multiple categories to fit within course. For instance LRD can be used for history to list the main participants of any historical event.

5 Grade Level Uses: Special Population: Cognitive Process: P: Researched, Field Tested: Mapping Mapping can be used with any subject. Comprehension-Inference K-12 and Higher Education Can be used by Special needs, ELL, and Regular Education. Helps organize and helps comprehension on the subject matter. Builds a background of what you know and you can build a map from that to what you want to know or facts about the subject. A: assists on organizing thoughts and concepts to maintain a purpose of the map. R: The map lets the student look back on what you know to what you need to know or learn. Yes 1. She/he needs to draw the map out and explain how this strategy works, in detail. She/he needs to label all the circles and tell them what goes where. 2. The only materials she/he needs would be a chalkboard, chalk and an idea for the strategy. Paper is fine also but she/he will want all the students to see. 3. The students should face the board with no seeing limitations, example: if the teacher needs to move the desks so be it. 1. Greet the class with what they are learning today. 2. Explain to the students what mapping is, definitions and an easy example on the board. 3. Ask them what they could use mapping for, what subjects. Tell them why mapping is important and how it works again. 4. Ask them ideas of what their first map should be as a demonstration. 5. Write down some examples and pick the one that would demonstrate the best in that subject area. 6. Demonstrate with their feedback and ask them where things go, do not just put it down unless they can tell you where the write it. 7. Go over the concept of the map again. 8. Ask for any questions they may have. The only difference that would hinder the ability for special needs groups as an individual, it may take more time but in those classrooms you have more aids and more time to work with the students one on one. Age groups will not be different except things have to be simpler for the younger students and more complex for the older students. All subjects would work the same way. This strategy can get confusing so they only thing is the teacher will have to explain t and show how it works. Asking the students questions will help with the comprehension of the mapping of your choice. Also, there are as many maps as you can think of so pick one or two ways to do it, do not confuse them with more than two.

6 The overall purpose of mapping is to organize what you are doing. There are so many ways of mapping, the student and/or teacher needs to find the best fit for the class. Mapping is writing down one main idea and building from that main idea.

7 Massed Study student label Reading Comprehension Grade Level Uses: K-20 Cognitive Process: Paraphrasing, Interpreting Reflection Researched, Field Tested: Yes 1. Don t learn the material little-by-little (essentially none, wait till the last minute to do everything). 1. In a frantic hurry, students start to study and prepare for every single piece of material to be covered on a test at the last minute. 2. Explain to the students that massed study isn t a good way to learn material to be tested. 3. Let them know that learning material little-by-little enhances retention. None. It is human nature to wait until the last minute, and no matter what you re learning ability, your age, or your home language, your instinct will be to put something off to the last minute. Massed studying!!!! Don t let it happen. Teach the importance of studying little-by-little. Massed studying is never a good idea. As stated repeatedly, it is the teacher s responsibility to help students learn how to manage time and learn things a little bit at a time.

8 Mystery Clue Game Reading Understanding text organization sequence of events Assisting Comprehension Grade Level: 5 12 Cognitive Process: Categorization Assistance and Reflection Researched, Field Tested: Yes 1. Find one material. 2. Study the sequence of events in the material 3. Write clear, specific clue cards for each event. More than one card maybe made for each clue. 1. Divide the class into small groups, and give each group member at least one clue card. Each group can have one complete set of cards, but each Group member is responsible for his or her own cards within that set. 2. No student may show a card to another in the group, but cards can be read aloud or paraphrased so that all group members know what is on each card. 3. Each group of students must use the clues that is given to solve the mystery. For example, they must find the murderer, the weapon, the time and place of the murder, the movie, and the victim 4. Give the student a time limit. 5. A group scribe reports the group s solution to the whole class 6. Students are instructed to read the material to find out which group came closest to solving the mystery. For Slow Reader, make sure they are grouped with compassionate reader, and for ELL students, group them with at least one other student who speaks their language. Make sure that the time given is enough for the students to solve the problem, but not excessively long. The teacher maybe tempted to give a longer time than it is necessary which can drag the students to have a free conversation out of the context with their peer in the group. Mystery Clue Game is a cooperative activity that promotes oral language as well as reading, and it works well in most content areas. The goal of the activity is for students to approximate the sequence of events before reading and then read with the purpose of checking their predictions. It is not necessary for students to memorize specific details. As they read, they will think back to their clues and construct meaning.

9 Paired Reading Reading Comprehension and communication Grade Level Uses: 6-12 Special Population: n/a Cognitive Process: Elaboration Assistance Researched, Field Tested: described by Larson and Dansereau, Select multiple or singular reading assignments. 1. Divide students into pairs, or partners. 2. Pass out reading material. 3. Assign rolls the listener and the recaller. 4. Allow time for students to read short assignments. 5. Call time. 6. The recaller retells the passage from memory while the listener listens, only interrupting to ask for clarification. 7. The listener corrects ideas summarized incorrectly and adds important ideas from the text material the recaller did not mention. 8. During that time the listener is clarifying, the recaller may add clarification. 9. Students alternate roles of recaller and listener after each reading segment. Struggling students or ESL students might need more time to read. Allowing the students to draw, not just say, what they found or noticed in the passage can help those who have difficulties with expressing their thoughts in words. It could be good to pair stronger students with those who are needing help. Watch for students who are not staying on topic or who are being disrespectful and interrupting. The material should also be short enough that the students can regurgitate things from memory. This strategy is one that works well with middle and secondary students. It promotes close reading, reading for comprehension as well as being the ability to communicate ones understanding of text. Students can use drawings, pictures, and diagrams to facilitate understanding material. Wood notes that paired reading succeeds because it is based on recent research in metacognition, which suggests that without sufficient reinforcement and practice, some students have difficulty monitoring their own comprehension (1987, p. 13). Paired reading is also based on elaboration strategy, which helps students learn new concepts by drawing on their prior experiences.

10 Grade Level Uses: Special Population: Cognitive Process: Researched, Field Tested: Partnered Reading Reading Comprehension- 2 nd -4 th N/A Cognitive Assistance Yes 1. Have many books pre-selected for your students. Make sure there are enough to go around the room for the paired up students. 2. Have the students move their desks close together to form pairs. This will make it easier to move around the classroom and have the students in stationed seats. 1. To start the teacher needs to pick the books to be read with the students. 2. Teach the children how to do the strategy. Tell them the purpose of partnered reading and demonstrate how to help each other, correct each other nicely and how to ask good questions about the readings. 3. Pair the students up and have them move desks to be close to their partners. 4. Set a time limit for the reading. 5. Have something else to work on for the students who finish early. This works best for the older grades, and can be used in any subject area. You may use this with the younger grades, but more coaching and watchfulness may be needed. For children that are ELL you might want to take turns pair them up with children that are also ELL students and with children that have English as their native language. Pairing ELL students up with other ELL gives them the chance to be helped by being able to have passages that are not understood translated. This also helps them gain more self-confidence in reading aloud. Later pair the ELL students with children that have English as a primary language. This will help the children be able to hear the words spoken and work on fluency. For students with disabilities, make sure you pick out books that are highly interesting and appropriate. This will make it much easier for the child to stay focused. Give the children small breaks during the readings if they feel overwhelmed. Try to partner these children up with model students in the classroom that will help support them and help them in this strategy. You may want to pick quieter spots in the classroom for these partners. The students may be prone to getting off track if you are not circulating around the room. Make sure that the books are interesting and ageappropriate for the children so that they will be more engaged in the assignment. Also make sure that you pair the children up in compatible pairs.

11 This can be a very positive experience for children who do not like reading or need more self-confidence. You must teach the children a nice way to correct each other. You want to be able to hear the children reading to each other but also keep the volume at a comfortable level for the other partners. Have the children pair up and move close to each other so that they can read short passages to each other. You could make it a selfselected reading time or passages that were pre-selected by you. Have the children ask each other questions about the readings and help each other with unknown words. The hardest part is to make this a fun and exciting assignment for the children. This is much easier if the reading is interesting and engaging.

12 Grade Level Uses: Special Population: Cognitive Process: Researched, Field Tested: PQ3R Reading Comprehension Reading and Writing 1-12 grades Could be accommodated for ESL and special needs students. Preparation- Before Reading, Assistance- During Reading Yes Francis P. Robinson 1. Preview: Read the title of the book. Read the introduction or summary. View each headlines and subhead lines. Also view charts, graphs and any visual pictures the chapter might have 2. Question: One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning. 3. Read: Read each section one at a time with your questions in mind. Look for the answers and if you need to make up new questions feel free to do so. 4. Recite: After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again as many times as necessary. Don't go on to the next section until you can recite. 5. Review: Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue. This strategy could work for any subject. reading This strategy was designed to help people become more active in their by increasing their comprehension of what they have read to improve their ability to recall the information.

13 QAR Comprehension Knowledge and Comprehension Grade Level Uses: K-20 Special Population: No Cognitive Process: Comprehension Assistance Researched, Field Tested: Yes Raphael,1984, Develop a visual aid to help introduce the strategy 2. Choose a reading for your self to demonstrate each level to the class 3. Choose a reading for the class to practice each level with 1. Explain the concept using your visual aid 2. Demonstrate each level using your selected reading 3. Have the students read their selection 4. Demonstrate each level with the students 5. Have the students demonstrate each level on their own. This strategy is great for all levels of education. For younger students be sure to keep the subjects on a more simple level Make sure that the students completely understand the concept before them on their own. Even after turning the students on their own it would still be a good idea to monitor their progress. QAR is a four level taxonomy: right there, think and search, the author and you, and you on your own. QAR is a great way to increase student s comprehension level. QAR fosters listening, speaking, and reading skills. If students write out their own questions it also works on writing skills.

14 REAP Annotating System Comprehension Comprehension Grade Level Uses: 6-20 Special Population: No Cognitive Process: N/A Assistance Researched, Field Tested: Yes Eanet and Manzo, 1976 N/A 1. Have students select a reading or choose one for them 2. Have the students read the selection 3. Have the students decide what their own thoughts of the author s writing is 4. Have the students write down their interpretation of the Author s ideas 5. Have the students decide whether the text is significant to their needs This assistance technique is mainly focused on the middle to older crowd of students. It will be to complex for a younger child to comprehend. When using this with middle education the reading needs to adhere to the level of the student. Students might interpret things wrong so it might be a good idea for the teacher to monitor the decisions, especially at the younger age. Also make sure the student is relating the reading to whatever they are using it for REAP is designed to improve comprehension skills by helping students summarize material in their own words and develop writing as well as reading ability. Reap is made up of four steps. These include: Reading to discover the author s ideas, Encoding into your own language, Annotating your interpretation of the author s ideas, and pondering whether the text information is significant. Creating annotations will help students develop maturity and independence in their reading.

15 ReQuest questioning Prediction Grade Level Uses: K-20 Special Population: No Cognitive Process: Discussion Preparation-Before reading, then Reflection-After reading Researched, Field Tested: 1. Prepare the students to read a section of the article. 2. The teacher leads students to predict areas of information the author will provide. 3. If student s predictions are reasonable, they will be directed to silently read the remainder of the article and complete responses. 4. If predictions are not appropriate, repeat steps on preparation with the next segment of the article before having students read independently. 1.The students can divided into teams of three or four students and play this game with each other or individually by the teacher. 2. Both students and the teacher will silently read a section of the article. 3. The teacher closes his or her book and the students question the teacher. 4. The teacher answers the questions. 5. The teacher reinforces student s questioning skills by seeking clarification of unclear questions. 6. Roles are reversed. This strategy uses for any content classroom area. Teachers should accept all plausible answers. This strategy is designed to help students develop their own questions about a text, acquire a purpose for learning, develop a inquiring attitude toward reading, and develop independent comprehension techniques. The ReQuest strategy is a way for students to learn to independently question text and each other as they read. Discussion of questions allows students to develop a purpose for reading and help them expand their knowledge of concepts. The teacher can also use the ReQuest strategy as a way to preview students belies and knowledge about a subject.

16 Text Lookbacks Reading Assisting Comprehension and Reflecting on Learning Grade Level Uses: 1-12 Special Population: n/a Cognitive Process: Knowledge Assistance Researched, Field Tested: Yes 1. Select a portion of text for students to read. 2. Make sure there is plenty of time to have students look back in the text. 1. Have students read selected text. 2. Have them look back in the text stressing the following: 3. Some ideas are more important than others. 4. Some ideas can (and must) be ignored. 5. Piecemeal reading that focuses on comprehending one sentence at a time is not conducive to summarizing or gaining ideas from text. 6. These strategies cannot be adequately accomplished in a hurried classroom atmosphere and environment. Students with lower reading abilities need to have more time to look back into the text. Despite the fact that research has shown that repeated readings and reinspection of text make a significant difference both students and adults fail to do so. The overall purpose of text lookbacks is to help overcome memory difficulties.

17 Think Pair Share All Comprehension Grade Level Uses: 5-12 Special Population: Regular education Cognitive Process: cooperative discussion All Researched, Field Tested: yes Lyman 1. Prepare a prompt 2. Decide how to pair off 1. Give students prompt 2. Students take few moments to think about question 3. Students get into partners 4. Students compare thoughts 5. Students identify what answers are best 6. Students share with the rest of class 7. Teacher can designate a recorder The only differentiation might be the time frames that the students discuss; more for older, less for younger. Watch for students off task during discussion time. Aids students in cooperation and collaboration skills

18 Trip Cards N/A Knowledge and comprehension Grade Level Uses: K-20 Special Population: No, Works for all areas of instruction Cognitive Process: Comprehension Reflection Researched, Field Tested: Yes Ronda Clancy 1. Decide the important information that students should concentrate on 2. Develop a set of questions and answers that adhere to the important information 3. Take a set of index cards and write the questions and answers on the opposite sides of the cards. 4. Make sure you have multiple sets for each group of children 5. Set the cards out among the class 1. Divide the students into pairs or groups which ever you decide 2. Explain the function of the cards 3. Have the students call the cards out to one another so that every student gets a chance to participate 4. You can also choose to do it as a class if you like This strategy works well with all age groups. When using it for a younger crowd be sure to have the questions adhere to the age level. For example, you might use pictures or symbols for primary education. The teacher should be aware that he or she does not give the answers away in the question. The format of the questions should be to challenge the student. Also the teacher should enforce the fact that the students need to continue the exercise until they can answer all the questions correctly. The trip card activity is designed to help the student comprehend information. It allows the student to spot check themselves and automatically correct their mistake. It is very useful for the knowledge and comprehension level. It also allows the student to work in groups and partake in cooperative learning.