FOR-PD’s Reading Strategy of the Month
Rationale:
Cubing is a strategy designed to prepare students in reading and writing (Cowan & Cowan, 1980, Vaughan &
Estes, 1986). In writing it can be used as a pre-writing activity to stimulate students' thinking about a topic. In
reading, cubing can be used to strengthen students' comprehension of a topic or concept and help expand
students' understanding of a topic, concept, character, and/or text from various perspectives. Many teachers
create a visual (cube) prop so students have something tangible to work with. Teachers can use the cubing as a
post-reading strategy to discuss issues that lead students to think critically about the topic under study. A
teacher can use the strategy with the whole class, as small group work, and/or on a one-on-one basis. Almost
any topic can be cubed. Cubing requires students to apply information they have been studying in new ways.
The cubing method can also be modified to allow the teacher to create his or her own parameters or
perspectives.
This strategy allows students to explore a topic from six different points of view. The name cube comes from
the fact that cubes have six sides and students explore a topic from the following six perspectives:
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Describe it: How would you describe this topic/issue/event/person? Describe key
characteristics/points/and/or attributes including size, shape, and colors.
Compare it: What is it similar to?
Associate it: What does it make you think of? How does the topic connect to other
topics/issues/subjects? How does this decision/event connect to other decisions/events? How does this
person/character relate to other people/characters?
Analyze it: Tell how it is made or what it is composed of. How would you break the
topic/problem/issue/event/decision into smaller parts?
Apply it: What can you do with it? How is it used? How does it help you understand other
topics/issues/decisions/events?
Argue for or against it: Take a stand and list reasons for supporting or not supporting it.
o I am for this because. . . .
o I am not for this because. . . .
o This works because. . . .
o This does not work because. . . .
o I agree because. . . .
o I disagree because. . . .
How to Use the Strategy:
Begin by selecting the topic to be cubed. This is a good end of unit activity since students need to be very
familiar with the topic prior to beginning this activity. Next, divide students into six small groups; assign one of
the six perspectives to each group. Then have each group of students brainstorm ideas about the topic from their
assigned perspective. Following the brainstorming and discussion within their group, each group chooses a
scribe and collaboratively writes a paragraph exploring that perspective. Afterwards, each group reads its
paragraph to the class. Other students react to connections the group has made and may pose ideas for revisions
and make new connections. Finally, after each group has shared its paragraph with the class and made any
needed revisions, each paragraph is taped to a side of a cardboard cube and displayed in the classroom.
(Check file for Cubing worksheet.)
Make sure you first model how to use the strategy to your students and explain why you chose Cubing.
Ideas for Assessment:
In terms of informal assessment, teachers can look for students' strengths and challenges either in pre-writing or
in having a well-developed knowledge of a concept, topic, or text. Each side of the cube refers to a set of
cognitive skills and can be used to informally assess students' writing skills, vocabulary, and comprehension.
For example, teachers will be able to informally assess their students' understanding of democracy by collecting
data from the following: "Describe the concept of democracy."; "Compare it with other forms of government
we have learned about."; "What does US democracy make you think of?"; "Tell how one would be able to
recognize democracy in a society - what should one look for?"; "How do you use elements of democracy in
your everyday life?"; "Take a stand for or against the benefits of democracy." Informal assessment of
knowledge, association, application, and evaluation will allow the teacher to know how to adjust his/her
instruction and provide any additional knowledge and experiences that will help students develop a solid
understanding of the topic under study.
(Check file for an example of the Theme of Friendship in Holes worksheet.)
(Check file for an example of the McCarthyism worksheet.)
For more informative links on the Cubing strategy:
Examples on various topics (e.g., energy sources, numbers, bear stories, trigonometry, questioning)
http://www.bsu.edu/teachers/services/ctr/javits/Instruction/Cubing.htm
References
Cowan, G. & Cowan, E. (1980). Writing. New York, NY: Wiley.
Vaughan, J. & Estes, T. (1986). Reading and reasoning beyond the primary grades. Boston, MA: Allyn and
Bacon.
F
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P
D
Name:
Topic:
Cubing
Associate It
Apply It
Compare It
Topic:
Describe It
Argue For or Against
Analyze It
F
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R
P
D
Name:
Topic: McCarthyism—Secondary Grades
Cubing
Associate It
People within the Hollywood community
were blacklisted.
Apply It
It shows us how fear can be a powerful tool.
It allows us to see that we should not blindly
follow. We need to question.
Compare It
The Salem witch trials of 1692.
Topic:
McCarthyism
Describe It
Accusations
Distrust
Attacking
Fear
Argue For or Against
The communist trials were wrong. Senator
McCarthy accused both guilty and
innocent people. Innocent people like Ethel
Rosenberg were put to death.
Analyze It
This was a period of intense anticommunism that occurred in the United
States from 1948 to 1956 and caused fear
and even death.
F
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P
D
Name:
Topic: Friendship in Holes by Louis Sachar—Intermediate Grades
Cubing
Associate It
Stanley was new to the group and that
reminded me of my first day at my new
school. I didn’t know anyone and wasn’t
sure how to start making friends.
Compare It
This book is similar to another book I
read, Freak the Mighty. Both books dealt
with new friendship and standing up for
your friend.
Apply It
This made me see how sometimes you don’t
think you’ll have anything in common
with someone so you can’t be friends, but
friendship can sometimes be earned by
deeds.
Topic:
The Theme of Friendship
in Holes by Louis Sachar
Describe It
Stanley, who is somewhat of a misfit,
finds friendship and gains respect from
the kids at the detention camp.
Argue For or Against
I thought this was a great book because the
characters were funny and the style was easy
to understand. I like how being a good friend
paid off in the end for Stanley and Zero.
Analyze It
I thought about how Stanley made friends.
He taught Zero how to read and saved his
life. He also gave X-ray the things he found
so he could have the day off. I wonder if
that was friendship or a bribe.