Reading
Strategies
Before
Reading
APA Citation:
Reading strategies: Anticipation guide. Retrieved from
http://www.readingrockets.org/strategies/anticipation_guide/
Name: Anticipation
Guide
Steps:
1. Construct the anticipation guide before class begins. Write four to six statements about key
ideas in the text; some true and some false. Include columns following each statement. An extra
column can be added to revisits the text and assess the predictions.
2. Model the process. Introduce the text or reading material and share the guide with the
students. Model the process of responding to the statements and marking the columns by
completing and answering the first question as a class.
3. Read each of the statements and ask the students if they agree or disagree with it. Provide the
opportunity for discussion. There are no right or wrong answers, making predictions is the key.
4. Read the text aloud or have students read the selection individually.
5. Revisit each of the statements and discuss if the student’s predictions were correct or incorrect.
Strengths/Weaknesses:
This strategy allows the students to make predictions and inferences about the text based on the titles,
front cover, or the concept. I like this strategy because it gives topics and questions for discussions while
reading the story or working through a text. The anticipation guide gets the students excited about what
they are about to read and sets the foundation for learning. This guide also allows for discussion of the
statements after the story has been read or the lesson has been learned, this allows students to talk
about the story or lesson and explain their predictions and their reasoning behind them.
Graphic Organizer or Example:
Anticipation Guide
Book Title/Lesson
Before
Agree Disagree
After
Agree Disagree
APA Citation:
Classroom strategies: First lines. Retrieved from http://www.readingrockets.org/strategies/first_lines/
Name: First
Lines
Steps:
1. Choose the assigned reading and introduce the text. Ask students to read only the first line of
the assigned text.
2. Ask students to make predictions for the reading based on the first sentence.
3. Engage the class in discussion about the predictions.
4. After reading return to the original predictions and evaluate what they predicted. Students can
create new conclusions as well.
Strengths/Weaknesses:
This strategy helps students make predictions about what they are about to read and gets them ready to
learn. As they read the student will be able to revisit the prediction and decide what made their
prediction true or untrue. This strategy does not check for comprehension and doesn’t help students
organize what they learn as they are reading, I would have to incorporate other strategies for the during
and after reading processes.
Graphic Organizer or Example:
N/A
APA Citation:
Instructional strategies: In the hot seat. Retrieved from
http://its.guilford.k12.nc.us/act/strategies/hot_seat.htm
Name: In
the Hot Seat
Steps:
1. Before class begins, prepare questions related to the topic of study or the book being read.
Write four to five questions on separate sticky notes.
2. Place the sticky notes underneath student desks/chairs so that they are hidden from view.
3. When class begins tell the students that several of them are sitting on "Hot Seats" and will be
asked to answer questions related to the topic of study or book of the day.
4. Have students check their desks/chairs for the sticky notes.
5. Students who have questions on sticky notes will then take turns reading the question and
attempting to provide an answer. These questions should be ones that do not have a right or
wrong answer, they should be questions that get the student involved in learning and thinking
about the topic or book that is about to be studied.
Strengths/Weaknesses:
This strategy gets the students thinking about the topic or book that is about to be covered. There are
no right or wrong answers to the questions, the questions are simply there to prime the student to learn
and to help them begin the thought process to get ready to learn. This activity cannot be used during
the reading so I would have to implement another strategy. This activity could also be adapted to be
used after the reading with questions to check the student’s comprehension.
Graphic Organizer or Example:
N/A
APA Citation:
Before-during-after reading strategies . Retrieved from
http://www.portal.state.pa.us/portal/portal/server.pt/community/before-duringafter_reading_strategies/7540/kwl_chart
Name: Know/Want
to Know/Learned Chart
Steps:
1.
2.
3.
4.
5.
Draw a KWL chart as a class or have students draw a chart individually.
Create three columns labeled K, W and L.
Explain the process of KWL to the students and how they will fill in the chart.
Introduce a topic by the name only.
Before reading the text or beginning the lesson students complete the K column, listing
everything they know about the given topic or title. This can be done individually, in groups, or
as a class.
6. Students are then to complete the W column, listing everything they might want to know about
the given subject.
7. After reading the given text or being taught a specific lesson, have students complete the L
column, listing everything they learned from their reading or from the lesson.
Strengths/Weaknesses:
The strength of this strategy is that it allows students to activate prior knowledge with the K column,
prepares the student for learning with the W column, and checks for understanding with the L column.
This strategy does not involve a column that would help the student during reading so I would have to
implement another strategy to help the student as he/she reads.
Graphic Organizer or Example:
Following Page
APA Citation:
Activating strategies: Think-pair-share. Retrieved from
http://its.guilford.k12.nc.us/act/strategies/thinkpairshare.htm
Name: Think-Pair-Share
Steps:
1.
2.
3.
4.
Come up with a general question that involves what is about to be studied.
Group students into pairs.
Pass out a Think-Pair-Share worksheet to each student or have them draw one.
Give students a few minutes to write down their own thoughts/ideas of the question or topic in
the “Think” section of the worksheet. This strategy can also be done during the reading and
without worksheets by simply instructing the students to think about it, pair up and share
verbally.
5. The students pair up and share their individual thoughts with their partner. Pairs should
summarize their common thoughts in the "Pair" section of their worksheet and add new ideas
that they learned from their partner.
6. Finally, pairs choose one main idea about the topic to share with the entire class. This should be
written in the "Share" section of their worksheet.
Strengths/Weaknesses:
This strategy helps activate prior knowledge and gets the students thinking about the topic individually,
with a partner, and opens the floor for a class discussion. This strategy gets the student ready to learn
about a new topic and allows them to activate prior knowledge. Think-Pair-Share can also be used
during reading, I can ask a question about the book or lesson and give the students a couple minutes to
think about the answer, pair up with a partner and discuss, then talk about it as a class. A paper version
with the students writing down the responses does not always have to be used. Think-pair-share can be
used at any time or whenever a question arises that I want the students to think critically about. This
strategy could also be used after reading by discussing the main ideas and what the students learned
overall.
Graphic Organizer or Example:
Following Page
Think
Question:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Pair
Pair up with a partner. Start a discussion with your partner by asking him/her about ________. Ask your
partner to explain their ideas in detail. Combine your ideas and summarize your discussion below:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Share
Share with the whole class the most important points from your "Paired" discussion. To prepare for
sharing, decide with your partner the three most important points and list them below, you will share
these three ideas with the entire class.:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
During
Reading
APA Citation:
Classroom strategies: Concept maps. Retrieved from
http://www.readingrockets.org/strategies/concept_maps/
Name: Concept Map
Steps:
1. Explain how to identify the major ideas presented in a selection of text as you read.
2. Organize the ideas into categories.
3. Use lines on the map to represent how ideas are connected to a particular category or main
idea. Limit the amount of information on the map to a workable amount.
4. After students have finished the map allow them to share how they organized and made
connections.
Strengths/Weaknesses:
This strategy helps the children organize new information and helps them understand why the
information is important and how it is connected. These maps help the student make connections in the
text and can be referred back to when they need to revisit the topic. This strategy does not involve any
before reading strategies so I would have to do another activity to make sure the student is ready to
learn.
Graphic Organizer or Example:
Following Page
Main Concept
APA Citation:
Classroom strategies: Inquiry chart. Retrieved from
http://www.readingrockets.org/strategies/inquiry_chart/
Name: Inquiry
Chart
Steps:
1. The teacher gives each student a blank I-chart or an I-chart with pre-determined topics.
2. The questions that either the student or teacher generates are places at the top of each
column.
3. The first row is for recording any information students already know. The following rows are
for information about the question that students have learned from different sources. The
last row is to create a general summary of what has been learned from all the sources
combined.
4. Students may develop new questions about the topic after finishing the chart due to
incomplete or conflicting information.
Strengths/Weaknesses:
This strategy allows the student to activate prior knowledge and then find information from a variety of
sources. This strategy strengthens reading skills and allows students to research the information. The
students are actively reading and researching to find the information that they need. This chart also
allows the teacher to evaluate what the student has learned
Graphic Organizer or Example:
Following Page
APA Citation:
Classroom strategies: Jigsaw. Retrieved from http://www.readingrockets.org/strategies/jigsaw/
Name: Jigsaw
Steps:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduce the strategy and the topic that will be studied.
Assign each student to a "home group" of 3-5 students.
Choose a set of reading selections and assign one selection to each student.
Then, create "expert groups" that contain students from each "home group" who have been
assigned the same readings.
Provide questions that will enable the "expert groups" to gather information from their reading
selection.
Provide materials and resources necessary so the students can become “experts” in their area.
Inform the students of the rules of the “expert” and “home” groups. Make sure the students
understand that they will have to “teach” their “home group” the information that they became
an “expert” on.
Prepare a graphic organizer for each "home group" as a guide for organizing each of the experts'
information.
Remind students that "home group" members must learn the information from one another.
Strengths/Weaknesses:
This strategy allows the student to work cooperatively to learn the information that they need to know.
Instead of having to read and become an expert over all the readings, the students work as a team and
learn from one another. This strategy allows the students to focus and incorporates a chart that the
students can refer back to at a later date. This strategy does not address the pre-reading process so I
would have to use another strategy.
Graphic Organizer or Example:
N/A
APA Citation:
During reading strategies: Pre-write questions. Retrieved from
http://www.portal.state.pa.us/portal/portal/server.pt/community/before-duringafter_reading_strategies/7540/prewrite_questions
Name: Pre-Write
Questions
Steps:
1. Prior to reading the student comes up with questions based on the heading of the text.
2. While reading the student should be actively looking for the answers to the questions that they
made up.
3. Have students write a brief summary or the answer to the question that they came up with on a
sheet of paper.
Strengths/Weaknesses:
This strategy gives reading a purpose and makes sure that the student is actively reading. The questions
allow the student to make sure they comprehend what they are reading and that they understand the
main idea of the passage they are reading. This strategy gets the reader thinking about what the text will
be about before they begin and allows them to check their comprehension.
Graphic Organizer or Example:
N/A
APA Citation:
Classroom strategies: Reading guide. Retrieved from
http://www.readingrockets.org/strategies/reading_guide/
Name: Reading Guide
Steps:
1. Determine main ideas of assigned reading or book.
2. Write questions or statements that will guide readers through the major ideas and supporting
details of the text.
3. Discuss the statements or ask the questions on the Reading Guide.
4. Read the aloud or students read the assigned text individually.
5. Work as a class or individually to answer the questions on the guide.
Strengths/Weaknesses:
This strategy allows the student to monitor their comprehension and allows the teacher to see if the
student understood what they read. Reading guides help students understand that reading has a
purpose and helps them think actively as they read. This strategy does not help the students before
reading so I would have to implement another strategy to get the students ready to learn.
Graphic Organizer or Example:
List of questions that could be used on a Reading Guide:
What do you think this book is about?
Where did the story take place?
What was the story about?
Why did the author write this book?
The author discusses the differences between ____ and ____ .
What interesting information did you learn from the story?
After
Reading
APA Citation:
After reading strategy: 321 strategy. Retrieved from
http://www.readingrockets.org/strategies/concept_maps/
Name: 321
Card
Steps:
1. Create a 321 card and have them readily available in the classroom.
2. Pass out the cards prior to finishing a story or completing a lesson.
3. Have the students fill in the card by writing down 3 things they learned, 2 things they found
interesting, and 1 question they still have.
Strengths/Weaknesses:
This strategy allows the teacher to check for comprehension and allows the student to reflect on what
they learned. The teacher can judge their teaching effectiveness by what questions the students still
have, if many of the students have the same questions then the teacher probably needs to revisit that
idea.
Graphic Organizer or Example:
Following Page
3-2-1 EXIT CARD
Name:__________________________________________________________________
THINGS YOU FOUND OUT:
3
INTERESTING THINGS
2
QUESTION YOU STILL HAVE
1
APA Citation:
After reading strategy: Character map. Retrieved from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReadi
ng/AfterReading.aspx
Name: Character
Map
Steps:
1. Create a character map that includes boxes to create a summary for the character.
2. The map should have spaces to answer questions such as; the character’s name, what he/she
did/said, how he/she looked/felt, what others thought about him/her, and the reader’s feelings
towards him or her.
3. After reading the student should fill out the chart for the main character.
Strengths/Weaknesses:
This strategy allows the student to reflect on what they have read and get a better understanding of the
characters in the story. I like this strategy because it allows the student to create a clear picture of a
character on one sheet of paper. This activity makes sure that the student understands a character and
allows them to reflect on the reading.
Graphic Organizer or Example:
Following Page
Character Map
student name________________________
The key events in the person’s life can tell a lot about that person. Your job as a reader
is to determine which events were important. The Character Map below can help.
Consider what you know about the person and fill in the chart accordingly.
What he/she did and said
How he/she looked and felt
Person’s Name
What others thought of him/her
How I feel about him/her
APA Citation:
Class
Name: Data
Chart
Steps:
1. Construct a data chart that the students can fill in based on what they have read or learned.
2. The rows should consist of different subtopics that relate to the lesson or reading and the
columns should be characteristics or questions that can be answered about each subtopic.
3. Have the students fill in the chart and keep the chart in a journal or their notes.
Strengths/Weaknesses:
This strategy allows students to reflect on what they have learned and organize it in a clear and concise
way. Data charts can be used while reading or be completed after the student has finished reading or
has learned a specific topic. This strategy does not have a before strategy so I would have to implement
one.
Graphic Organizer or Example:
Number of sides
Triangle
Square
Circle
Number of points
Real-world example
APA Citation:
Classroom strategies: Exit slips. Retrieved from http://www.readingrockets.org/strategies/exit_slips/
Name: Exit
Slips
Steps:
1. At the end of a lesson have the students answer a specific question about what they have
learned.
2. Distribute cards or post-it’s for the students to answer the questions on.
3. Review the exit slips to gather a better understanding of the student’s comprehension and what
areas need to be focused on.
Strengths/Weaknesses:
This strategy helps the student reflect on what he/she has learned. The strategy is an informal
assessment and allows the teacher to understand what needs to be worked on. This strategy does not
involve any before or during strategies so I would have to implement another activity to make sure the
students are reading to learn and comprehend as they are reading.
Graphic Organizer or Example:
Write one thing you learned today
Write one question you have about today's lesson
Multiply 5 by 3
Name the 1st President
APA Citation:
Classroom strategies: RAFT writing. Retrieved from http://www.adlit.org/strategies/19783/
Name: RAFT Writing
Steps:
1. Explain to your students what RAFT means.
a. Role of the Writer: Who are you as the writer? An Indian? A solider? The President?
b. Audience: Who are you writing to? An employer? Citizens of a state?
c. Format: In what format are you writing? A letter? A speech?
d. Topic: What are you writing about?
2. Create a RAFT topic that relates to the topic that is being studied. Tell the students that their
writing must include facts that they have learned about the given topic.
3. Have students react to the prompt and allow them to share so they can hear the varied
responses.
4. As students become more comfortable with RAFT writing allow for different prompts. Varied
prompts allow students to compare and contrast different perspectives, strengthening their
understanding of the content.
Strengths/Weaknesses:
This strategy allows the student to show what they have learned in a creative and fun way. This strategy
can be used to write a paragraph, draw an informational advertisement, or create a dialogue. This
strategy is a fun way to allow students to show off what they have learned and learn from different
perspectives. This strategy can only be used after reading or after a topic has been learned, so I would
have to have other strategies for the before and during reading stages.
Graphic Organizer or Example:
R: Citizen
A: The President
F: Letter
T: Taxes
APA Citation:
Summarizing strategies: Shaping up review. Retrieved from
http://its.guilford.k12.nc.us/act/strategies/Shaping_up.htm
Name: Shaping
Up Review
Steps:
1. Create a Shape Up worksheet and pass it out to the students.
2. In the upper left-hand corner, "The Heart," have students write one thing that they loved
learning about the topic of study.
3. In the upper right-hand corner, "The Square," have students write four things that they feel are
important from the lesson being reviewed. One concept is written in each corner.
4. In the lower left-hand corner, "The Triangle," have students write the three most important
facts they learned. One fact goes in each corner of the triangle.
5. In the lower right-hand corner, "The Circle," have students write one statement that
summarizes all of the important concepts and facts learned in the lesson.
Strengths/Weaknesses:
This strategy allows the student to wrap up what they have learned and include a few facts about what
they learned. This strategy is a less boring way for students to write out what they know and what they
learned. This strategy does not help the student before or while reading so I would need to implement
another strategy.
Graphic Organizer or Example:
Following Page
Shape Up Review
APA Citation:
Classroom strategies: Summarizing. Retrieved from
http://www.readingrockets.org/strategies/summarizing/
Name: Sum
It Up
Steps:
1. Create a sum it up sheet for the students to fill out.
2. As the student reads the selection ask them to write the main idea words in the provided area.
3. Have the students write a brief summary using the main idea words. Tell the students to
imagine that they only have $2.00 and each letter costs them .10 cents, they must sum the
selection up using about 20 words!
Strengths/Weaknesses:
This strategy allows the student to think about what they have read and concisely summarize it. The
student must think critically and create a sentence that gives the overall main idea. This strategy may
cause the student to want to put too much information in their summary sentence and not focus only
on the main idea.
Graphic Organizer or Example:
N/A
Vocabulary
APA Citation:
Vocabulary activities. Retrieved from
http://www.cobbk12.org/cheathamhill/lfs%20update/vocabulary%20and%20word%20walls.ht
m
Name: Four-Fold Vocabulary
Steps:
1. Students fold their papers into rows of four sections. In the first section, the student writes the
word. The second section is where the students writes a definition in their own words. In the
third section the student draws a picture or symbol to write the word. In the fourth section, the
student uses the word in a sentence.
2. After completing this for all the of the assigned vocabulary words, the students cuts the sections
a part and puts them in an envelope.
3. Words are reviewed by having students reassemble the row.
Strengths/Weaknesses:
This strategy allows the student to learn the definition of the word and connect it to a sentence and a
picture. It also allows the student to review and practice using the meaning. This strategy would be used
after reading and learning the definitions because you would want the student to understand the
correct definition of the word. This strategy does not work prior or during reading so I would have to
find another strategy to cover those areas.
Graphic Organizer or Example:
Word
Definition
Thermometer
An instrument
that measures
temperature
Picture
Sentence
I checked the
thermometer to
see if I needed a
jacket.
APA Citation:
Classroom strategies: Frayer model. Retrieved from http://www.adlit.org/strategies/22369/
Name: Frayer
Model
Steps:
1. Pre-select a list of key vocabulary words from the text.
2. Review vocabulary words with the class before students read.
3. Have students read the selection, make sure they understand the meaning of the words and
then have them fill out all four parts of the Frayer model.
4. Ask the students to share their ideas with the class.
Strengths/Weaknesses:
This strategy helps students remember and clearly understand new vocabulary words. This strategy
gives the student a variety of ways to understand the word and connect it to the real world. This
strategy can be used after reading, but it does not help the student before or while the selection is being
read.
Graphic Organizer or Example:
Following Page
APA Citation:
Classroom strategies: List-group-label. Retrieved from
http://www.readingrockets.org/strategies/list_group_label/
Name: List-Group-Label
Steps:
1. Select a main idea in a reading selection.
2. List: Have students brainstorm all the words they believe relate to the main idea. Write the
words where all the students can see it.
3. Group: Split the class into small groups. Each group will work to cluster the list of words into
categories. As groups of words form ask the students their reasoning for their grouping.
4. Label: Ask students to come up for a title/label of the groups of words they formed. The labels
and titles should reflect their reasoning.
Strengths/Weaknesses:
This strategy activates prior knowledge about vocabulary and helps organize their understanding. This
activity engages students in using vocabulary and determining the meanings of words. Students can
revisit their groups after reading and decide if their subcategories and titles were correct.
Graphic Organizer or Example:
N/A
APA Citation:
Classroom strategies: Possible sentences. Retrieved from
http://www.readingrockets.org/strategies/possible_sentences/
Name: Possible
Sentences
Steps:
1. Choose and display the vocabulary words from the text.
2. Ask students to write down possible sentences that they believe will appear in the text using the
vocabulary words.
3. Read the text and have the students compare their predictions to the actual sentences.
4. If the sentences are inaccurate ask the students to rewrite them.
Strengths/Weaknesses:
This strategy activates prior knowledge and gets the student excited about what they will be reading.
After reading the student is able to compare their original sentences to the actual sentences and
determine if they are correct or not.
Graphic Organizer or Example:
Following Page
Possible Sentences for
______________
Name of Topic
Word Box
_____ 1. ____________________________________________________
____________________________________________________
____________________________________________________
_____ 2. ____________________________________________________
____________________________________________________
____________________________________________________
_____ 3. ____________________________________________________
____________________________________________________
____________________________________________________
_____ 4. ____________________________________________________
____________________________________________________
____________________________________________________
_____ 5. ____________________________________________________
____________________________________________________
____________________________________________________
APA Citation:
Classroom strategies: Semantic gradients. Retrieved from
http://www.readingrockets.org/strategies/semanticc_gradients/
Name: Semantic Gradients
Steps:
1. Select two words that are complete opposites.
2. Produce at least five synonyms for each of the words.
3. Have the students place the words in a way that makes a link from one opposite word to the
other.
4. Have students share their reasoning for placing specific words in certain locations. Talk about
the small differences in these words and explain that there isn’t always a right answer.
Strengths/Weaknesses:
This strategy helps students deepen their meaning of words because they can understand them in
relationship to similar words. This strategy enhances their vocabulary and helps them think critically.
This strategy can be used both before and after reading, to either activate prior vocabulary knowledge
or to let the students think critically about the words they just read about.
Graphic Organizer or Example:
N/A
ELL
APA Citation:
Classroom strategies: Partner reading. Retrieved from http://www.adlit.org/strategies/23274/
Name: Partner
Reading
Steps:
1. Group students into pair, each student in the pair will take turns being "Coach" and "Player." It
is important to monitor and provide support for the students.
2. The stronger reader begins this activity as the "Player" and reads out loud to the “Coach” for 5
minutes. The "Coach" follows along and corrects any errors when needed.
3. The pair switches roles and the weaker reader becomes the "Player." The "Player" rereads the
same passage for the next 5 minutes and the "Coach" provides feedback.
4. After each person has read the selection, additional activities can be included such as story
retelling or a short summarization.
Strengths/Weaknesses:
This activity allows the students to work together and learn from each other. Reading out loud is a great
way to improve reading skills. ELL students may be nervous to read in front of an entire class so this
strategy allows students to practice with a student that is near the same reading level as them. This
strategy does not activate any prior knowledge for the text, so I would have to include incorporate
another strategy.
Graphic Organizer or Example:
N/A
APA Citation:
Classroom strategies: Think alouds. Retrieved from
http://www.readingrockets.org/strategies/think_aloud/
Name: Think-Alouds
Steps:
1. Start by modeling the strategy. Talk about your thinking as you read. Do this at parts in the text
that may be unclear for the children.
2. Introduce the text and talk about why we use Think-Alouds. Develop questions to support
thinking aloud.
3. Allow student to practice thinking aloud and give them feedback on their answers. O 4. Read
aloud as the students read the same text themselves. At certain points stop and "think aloud"
the answers to some of the pre-selected questions.
4. Model how good readers make sure they understand a story by rereading a sentence, reading
ahead to clarify, and looking for context clues. Students answer the questions the teacher asks
to the think-aloud.
Strengths/Weaknesses:
This strategy insures that the student comprehends what they are reading; it teaches them to reread
and clarify what they do not understand in a story. This strategy is great for ELL’s because it teaches
them to stop and think about what they are reading and to make sure they really understand what the
story is about.
Graphic Organizer or Example:
What do I know about this topic?
Do I understand what I just read?
What were the most important points in this reading?
What new information did I learn?
How does it fit in with what I already know?
APA Citation:
Vocabulary instruction for english language learners. Retrieved from
http://www.everythingesl.net/inservices/vocabulary_instructi_language__80932.php
Name: Visual
Aids
Steps:
1. Elementary aged ELLS often have little understanding of what is being taught. When introducing
new topics it is beneficial to use pictures, maps, examples, gestures, and photographs.
2. Write key words on the board; add gestures, and show examples and pictures to make sure the
student understands.
3. Have students create their own visuals to aid their learning. Have them write simple definitions
and draw a simple picture to help them remember the word.
Strengths/Weaknesses:
This strategy ensures that the student understand the word. A word is a just a jumble of letters until the
student connects it something. It is important to show students different pictures, maps, and examples
so that they have a full understanding of what the word actually means.
Graphic Organizer or Example:
N/A
APA Citation:
Free esl flsahcards. Retrieved from http://www.eslflashcards.com/
Name: Flash
Cards
Steps:
1. Create flash cards that are related to the topic of study or that include words that need to be
learned.
2. The flash cards should have a picture that clearly represents the word and then the word on the
back of the card.
3. These cards should be used for reviewing and studying. The cards can also be used in games and
in a variety of activities and quizzing for understanding.
Strengths/Weaknesses:
This strategy allows the student to review what they have learned and go over new vocabulary terms
that they are unfamiliar with, the cards help the students review and have a visual with the word they
are learning. This strategy can be used in a variety of different ways and could be incorporated before,
during, and after reading.
Graphic Organizer or Example:
N/A
APA Citation:
Classroom strategies: Word wall. Retrieved from http://www.readingrockets.org/strategies/word_wall/
Name: Word
Wall
Steps:
1. Place words on a wall that students can easily see. Teachers and students should work together
to decide what words go on the word wall.
2. Use the week’s words for the word wall in different games and activities. Allow the student to
practice the words.
3. Use words from the curriculum rather than random words.
4. The word wall should be revisited often.
Strengths/Weaknesses:
This strategy allows the student to practice and become familiar with new words. The word wall
provides reference support while the student is writing and is a permanent model. ELL students can
refer back to the wall when they need help with a word. This strategy does not help before or after
reading so I would have to utilize another strategy.
Graphic Organizer or Example:
N/A