ACTIVATE: 
F-L-I-P Strategy

• SET UP PIECE OF CHART PAPER:  Set up a piece of chart paper or use a prepared poster with the letters F–L–I–P arranged vertically down the left side of a three-column format. Write the words Friendliness, Language, Interest, and Prior Knowledge in the second column. In the third column, ask students to consider the following tasks and questions: 

  • • • Friendliness: Are the text features helpful to the reader? Does it include highlighting, bold headings, pictures, charts, or graphs? If so, what do these features communicate to the reader? 

      • Language: Are there many words in the reading that are difficult to understand? List some of those words and explore the meanings. 

      • Interest: How and why does the text grab your interest? 

      • Prior Knowledge: What do I already know about this topic? What connections can I make to my experience or other texts as I preview the reading?

• PRESENT AND MODEL STRATEGIES, RECORDING RESPONSES:  Present these strategies to the whole class by modeling the use of these questions and tasks, and recording your responses on a chart for students to view as you think aloud as the reader of a complex text. 

• STUDENTS COMPLETE CHART OR REFLECTION:  Allow students to complete either Student Handout: F–L–I–P Strategy Chart or Student Handout: F–L–I–P Strategy Chart With Reflection independently, and then compare notes with partners.  

• GET IDEAS FROM GROUP:  Ask students to improve on their work by getting ideas from partners or from discussion among the whole group.

To adapt this lesson for primary classes:

• The K–W–L strategy can be used with primary students for the same purpose as the F–L–I–P strategy and be introduced one element at a time. 

• The teacher can use the F-L-I-P strategy as a teaching tool when previewing or doing close reading of a complex piece of text.

• To increase rigor, ask students to take turns facilitating this discussion in their reading group as they approach a complex expository text. 

• To increase scaffolding, use the F–L–I–P strategy for a small-group discussion, led by the teacher, to allow for extensive conversation prior to writing.