After Strategies

Purposes:  (1) lift important information from text/lesson; (2) engage with lesson; (3) self-monitor comprehension 

 Procedure: 1. Teacher provides students with the graphic organizer (or shows students how to set up their papers in a T-chart).  They label the left side, “My Notes,” and the right side, “Teacher Notes”.

2. Students read chunked text taking notes on the left side of the graphic organizer.  They compare with a partner.

3. The teacher then gives his/her notes and discusses important ideas and adds information not in the text that he/she wants students to know.  Students write any corrections or additional information on the right side of the chart. 

Purposes: (1) provide a structure for conversing about a topic; (2) provide opportunities for critical thinking 

Procedure: 

1. After reading a text, provide or allow students to think of a two-sided question supported by the text. Write the question in the middle of the discussion web. 

2. Have students work in groups to find support in the text for the pro and con positions about the question. 

3. Encourage the students to discuss the question and answers, and then come to a consensus as a group, in pairs, or individually. Students will justify their thinking.

4. Write the conclusion at the bottom of the web.

 5. Write the reasoning students used to come to their conclusion in the space provided. 

6. Discuss the conclusions and reasoning as a whole class. Source: Alvermann, D. (1991). The discussion web: A graphic aid for learning across the curriculum. 

The Reading Teacher, 45, 92-99

Purposes: (1) reflect on the content of the lesson; (2) summarize the text; (3) differentiate between essential and non-essential information  

Procedure: The task is to write a summary of the text in 20 words or less. The words capture the “gist” of the text.  

1. Teacher models the process by drawing 20 blanks on the board. 

2. Teacher thinks aloud as (s)he begins to complete the 20-blank summary. This should be a true summary using one or two sentences, not just 20 words or phrases. 

3. Students work with a group or partner to complete a GIST for the next chunk of text.  

Students will eventually be asked to create independent GISTs. 

NOTE:  Some teachers use this with exactly twenty words, and some choose to have a competition to see who can summarize in twenty words or less.

Purposes:  (1) provide opportunities for reflection; (2) make connections between prior knowledge and text content 

Procedure: 

1. Engage in direct instruction and think aloud to teach the INSERT method. 

2. Introduce a topic and ask students to brainstorm lists of what they already know about it. 

3. Teach students the following modified notation system:

If an idea:     Put this notation in the margin:  

confirms what you thought         √   Insert a checkmark       

contradicts what you thought      --   Insert a minus sign             

 is new to you                                   +   Insert a plus sign  

confuses you                                   ?   Insert a question mark   

 4. Encourage students to use the notation system in the margins of the informational text or on sticky notes as they read various parts of the text. For example, students place a checkmark (√) in the margin if the information they are reading verifies what is on the brainstorm lists; they place a plus sign (+) if the information is new to them (not on their lists); they place a minus sign (--) if the information contradicts or disproves information on the brainstorm lists; they place a question mark (?) if the information is confusing. 

5. After the students finish reading and inserting symbols, use the information as the basis for discussion, to seek more information, to answer questions, or to raise new questions. 

Source: Vaughn, J. & Estes, T. (1986) Reading and reasoning beyond the primary grades. Boston: Allyn & Bacon.

Purposes: (1) respond in writing to the texts they are reading; (2) provide opportunities for reflection and critical thinking 

Procedure: 

1. Provide students with a journal or a system for keeping their responses. 

2. Show students examples of good responses to text. Help students identify aspects of thoughtful reading responses. 

3. Read a portion of text out loud and share a thoughtful response. Discuss with students why it was thoughtful and not shallow. 

4. Read another portion of text aloud and have students write a thoughtful response. Share in groups.

5. For independent reading, have students write the date and the title of the text or chapter at the top of the page or in the left margin. 

6. After reading a text, or listening to one, students use Journal Responses to respond to what was read. Journal Responses can include reactions, questions, wonderings, predictions, connections, or feelings. 

7. Encourage students to share responses in groups or with the whole class.      

Example:      Journal Response prompts:  What was important in the chapter? How do you know?  What is something new you learned? Explain.  What connection(s) did you make? Explain. 

Source: McLaughlin, M., & Allen, M. (2002). Guided comprehension: A teaching model for grades 3-8. Newark, DE: International Reading Association.

Purposes:  (1) identify key terms or concepts; (2) summarize lesson 

 Procedure: 

1. On the unlined side of an index card, the student writes 3 to 5 words that he/she is drawn to as he/she reads the text.

 2. The student turns to the lined side of the card and writes a summary of the entire text using the words he/she has chosen in the summary. The student underlines his/her words as he/she uses them in the summary.

Purpose: (1) reflect on the content of the lesson; (2) discuss vocabulary; (3) respond to text through writing; (4) summarize information  

Procedure:  

Step 1: Draw an image that represents something in the text (from your head).  

Step 2: Choose five key words from the text and place them anywhere around the picture.  

Step 3: Choose two statements from the text. Write these at the bottom of your work.   

Step 4: Look at the image, key words, and statements. Write a summarizing/theme statement that expresses the meaning on your page (from your head).

Purposes: provide a format for pairs to summarize expository text and articulate understandings and confusions

Procedure: 

1. Pairs of students read a selection and then each writes a retelling. They may refer back to the text to help cue their memories, but they should not write while they are looking back. 

2. When the retellings are completed, the partners trade papers and read each other’s work. Then each writes a summary of the other partner’s paper.

 3. The pairs of students compare or contrast their summaries. The discussion should focus on: articulating what each reader understands, identifying what they collectively cannot come to understand, and  formulating clarification questions for classmates and the teacher. 

4. Share understandings and questions in a whole-class or large group discussion. 

Source: Vaughn, J. & Estes, T. (1986) Reading and reasoning beyond the primary grades. Boston: Allyn & Bacon.

Purpose:  Receive feedback, concerns, and questions A place to record ideas, questions or agenda items. As a presentation strategy, it helps keep the instructor and participants on track. It also ensures items, questions, concerns and issues relevant to the topic are addressed. 

Purposes:  (1) provide feedback; (2) reflect on the content of text/presentation  

This strategy is for peer assessment of written work or presentations.  The following steps are recommended for conducting a PQP: 

1. Direct students to form groups of two-five students each and to distribute their writing to each group member. 

2. Have group members draw numbers to establish the order in which they will share their work. 

3. Provide students with the following PQP questions:  

• P (Praise):  What do you like about my paper/presentation/project?  

• Q (Question):  What questions do you have about my paper/presentation/project? 29  

• P (Polish):  What kinds of polishing do you think my paper needs in order to be complete? 

4. Students should take turns reading their work aloud to the group.  This gives students a chance to hear their own words spoken and perhaps identify errors before the peer assessment begins. 

5. Group members should listen, read their copies, and respond to the PQP questions.  Teachers might choose to have students read their work twice, with group members listening the first time and taking notes the second.  While Lyons (1981) describes the PQP review as a discussion that occurs within a group, Neubert and McNelis (1990) recommend that students comment in writing. 

Because peer assessment can be difficult, Lyons recommends introducing PQP in stages, with students focusing on “Praise” for at least a few sessions.  Focusing on a paper’s strengths gives writers confidence and makes them more receptive to later criticisms.  Building on this foundation, “Question” encourages students to think about the organization of their work and whether their writing clearly says what they want it to say.  Finally, “Polish” pushes students to reflect on the specific details of their work by identifying errors in need of correction.  As students continue practicing with this form of peer assessment, their critiquing skills improve.