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D79 Advanced Literacy Strategies
  • Home
  • Reading
    • Employ multiple texts that tackle the unit of study's topics
    • Use texts at a range of reading levels on topics aligned
    • Communicate the purpose for reading in light of the unit goals.
    • Create Opportunities for students to answer text-based questions
    • Build in intentional interactions with targeted vocabulary words from the u
    • Require that students use text-based evidence
    • Provide materials for explicit teaching of vocabulary that appears in texts
  • Writing
    • Utilize graphic organizers to support students in producing writing aligned
    • Assign writing related to texts students are reading in class.
    • Require students to use vocabulary from the unit of study and academic lang
    • Employ writing routines in the classroom.
    • Help students build toward an extended writing task that is part of the uni
    • Use writing as a method for supporting thinking
  • Discussion
    • Utilize unit vocabulary and academic language when speaking to the class.
    • Encourage student attempts to use academic language and unit vocabulary
    • Build in "talk routines" to facilitate student discussion in the lesson.
    • Create opportunities for students to have discussions with their peers.
    • Provide materials that support oral language activities
D79 Advanced Literacy Strategies
  • Home
  • Reading
    • Employ multiple texts that tackle the unit of study's topics
    • Use texts at a range of reading levels on topics aligned
    • Communicate the purpose for reading in light of the unit goals.
    • Create Opportunities for students to answer text-based questions
    • Build in intentional interactions with targeted vocabulary words from the u
    • Require that students use text-based evidence
    • Provide materials for explicit teaching of vocabulary that appears in texts
  • Writing
    • Utilize graphic organizers to support students in producing writing aligned
    • Assign writing related to texts students are reading in class.
    • Require students to use vocabulary from the unit of study and academic lang
    • Employ writing routines in the classroom.
    • Help students build toward an extended writing task that is part of the uni
    • Use writing as a method for supporting thinking
  • Discussion
    • Utilize unit vocabulary and academic language when speaking to the class.
    • Encourage student attempts to use academic language and unit vocabulary
    • Build in "talk routines" to facilitate student discussion in the lesson.
    • Create opportunities for students to have discussions with their peers.
    • Provide materials that support oral language activities
  • More
    • Home
    • Reading
      • Employ multiple texts that tackle the unit of study's topics
      • Use texts at a range of reading levels on topics aligned
      • Communicate the purpose for reading in light of the unit goals.
      • Create Opportunities for students to answer text-based questions
      • Build in intentional interactions with targeted vocabulary words from the u
      • Require that students use text-based evidence
      • Provide materials for explicit teaching of vocabulary that appears in texts
    • Writing
      • Utilize graphic organizers to support students in producing writing aligned
      • Assign writing related to texts students are reading in class.
      • Require students to use vocabulary from the unit of study and academic lang
      • Employ writing routines in the classroom.
      • Help students build toward an extended writing task that is part of the uni
      • Use writing as a method for supporting thinking
    • Discussion
      • Utilize unit vocabulary and academic language when speaking to the class.
      • Encourage student attempts to use academic language and unit vocabulary
      • Build in "talk routines" to facilitate student discussion in the lesson.
      • Create opportunities for students to have discussions with their peers.
      • Provide materials that support oral language activities

Use writing as a method for supporting thinking before, during, and/or after reading.

A decorative image for why.

WHY: The research-based rationale in support of this Advanced Literacy strategy.

Explicit strategy instruction is at the core of good comprehension instruction. "Before" strategies activate students' prior knowledge and set a purpose for reading. "During" strategies help students make connections, monitor their understanding, generate questions, and stay focused. "After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.

Teachers should help students to understand why a strategy is useful, how it is used, and when it is appropriate. Teacher demonstration and modeling are critical factors for success, and student discussion following strategy instruction is also helpful.

The most frequently researched strategies can be applied across content areas.

HOW: Resources, materials, and support to implement this Advanced Literacy strategy.

Anticipation Guides (Before / During / After)

Anticipation Guides allow students to make predictions based on prior knowledge, and compare those predictions with what they find in the actual text. There is a description of how to do this with students and a graphic organizer to download in Word which you can customize for your class.

Anticipation Guide - How To.pdf
Anticipation Guide Template.doc

Collaborative Strategic Reading

Collaborative Strategic Reading is a strategy that allows students to work cooperatively to promote better comprehension before, during and after reading a text. There is a description for how to use the strategy and a graphic organizer to download in Word which you can customize for your class.

Collaborative Strategic Reading Learning Logs -How To.pdf
Collaborative Strategic Learning Log.doc

First Lines

First Lines is a strategy in which students read the beginning sentences from assigned readings and make predictions about the content of what they are about to read. There is a description for how to use the strategy and a graphic organizer to download in Word which you can customize for your class.

First Lines Strategy -How To.pdf
First Lines Strategy Template.doc

Jigsaw

Jigsaw is a strategy that emphasizes cooperative learning to help students comprehend text as they read it. There is a description for how to use the strategy and a graphic organizer to download in Word which you can customize for your class.

Jigsaw Protocol.pdf
Jigsaw Strategy Template.doc
Jigsaw How To.pdf

Give One, Get One, Move On

After reading, students write down an important idea they learned in Box 1. Next, the sheet is passed to another student who silently reads what is in Box 1 and adds their idea to Box 2 without repeating the idea already listed. The process continues until all boxes are filled with ideas.

Give One Get One Move On Protocol.pdf
Given One, Get One, Move On - Written Protocol.pdf
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