Reading and Writing Workshop
By Carolyn Wilhelm
Wise Owl Factory
and DigiWebStudio.com
Table of Contents:
2. Balloons teacher and student writing rubrics
4. . Fall Writing Workshop Student and Teacher Rubrics a
6. Teacher and student writing rubrics b
8. . Winter teacher and student writing rubrics
10. Inferring teacher rubric
11. Inferring student rubric
12. Interesting Words
13. Lined writing paper no dashes
14. Mental images when reading and after book discussion
15. Metacognition Student work page #1
16. Metacognition Student work page #2
17. Nonfiction graphic organizer self-assessment
18. Nonfiction graphic organizer
19. Nonfiction teacher rubric
20. Story mapping page
21, Primary writing page with space for drawing
22. Primary writing paper with no drawing space
23. Schema page a
24. Schema page b
25. Story web teacher assessment
26. Story star graphic organizer
27. Story star self-evaluation
28. Story star teacher assessment
29. Story web self-assessment
30. Story web teacher assessment
31. Story mapping writing and drawing page
32. Story mapping with some ideas
33. Thinking about my thinking: Metacognition rubric
34. Synthesizing layers page
35. Synthesis Wheel
36. Synthesizing and reading student page
37. Teacher assessment synthesizing rubric
38. Student synthesizing rubric
39. Text to self drawing page
40. Text to self writing page
41. Text to self student evaluation rubric a
42. Text to self student evaluation rubric b
43. Text to self teacher evaluation
44. Text to text connections drawing page a
45. Text to text connections drawing page b
46. Text to self connections writing page
47. Text to text connections student evaluation page
48. Text to text connection teacher evaluation form
49. Text to text connections teacher evaluation
50. Text to world connections student evaluation form
51. Text to world connections drawing page
52. Text to world connections teacher evaluation form
53. Text to world connections writing page
54. Visualizing student rubric
55. Visualizing teacher rubric
56. Visualizing after hearing text
57. Visualizing story planning page
59. Changing mental images while reading drawing page
60. Expanding connections (self, text, and world on one page)
My Writing Self-Evaluation Rubric
Writing Workshop
Name ____________________________
OK
Good
My Best
I write and work all the
time during Writers’
Workshop.
I write using temporary
spelling on the rough
draft.
I fix up and fancy up
spelling for the
diamond draft.
I try my best.
I do my best on the
illustrations.
Comments: _____________________________________________________________
Writing Workshop
Teacher Evaluation
Name ____________________________
OK
Good
The Best!
Writes and works all
the time during
Writers’ Workshop.
Writes using
temporary spelling on
the rough draft.
Fixes up and fancies
up spelling for the
diamond draft.
Work effort.
Best work on
illustrations?
Comments: _____________________________________________________________
_______________________________________________________________________
My Writing Self-Evaluation Rubric
Fall Writing Workshop
Name ____________________________
OK
Good
My Best
I write and work all the time
during Writing Workshop.
I write using temporary spelling
on the rough draft.
I fix up and fancy up spelling
for the diamond draft.
I try my best.
Best work on illustrations?
Comment:
________________________________________________________
Writing Teacher Evaluation Rubric
Fall Writing Workshop
Name ____________________________
OK
Good
The Best
I write and work all the time
during Writing Workshop.
I write using temporary
spelling on the rough draft.
Fixes up and fancies up
spelling for the diamond
draft.
Work effort.
Best work on illustrations?
Comment:
________________________________________________________
My Writing Self-Evaluation Rubric
Writing Workshop
Name ____________________________
OK
Good
My Best
I write and work all the
time during Writers’
Workshop.
I write using temporary
spelling on the rough draft.
I fix up and fancy up
spelling for the diamond
draft.
I try my best.
I do my best on the
illustrations.
Comments: _____________________________________________________________
Writing Workshop
Teacher Evaluation
Name ____________________________
OK
Good
The Best!
Writes and works all
the time during
Writers’ Workshop.
Writes using
temporary spelling on
the rough draft.
Fixes up and fancies
up spelling for the
diamond draft.
Work effort.
Best work on
illustrations?
Comments: _____________________________________________________________
_______________________________________________________________________
My Writing Self-Evaluation Rubric
Writing Workshop
Name ____________________________
OK
Good
My Best
I write and work all the
time during Writers’
Workshop.
I write using temporary
spelling on the rough draft.
Dictionary
I fix up and fancy up
spelling for the diamond
draft.
I try my best.
I do my best on the
illustrations.
Comments: _____________________________________________________________
First Grade Writing Workshop
Teacher Evaluation
Name ____________________________
OK
Good
The Best!
Writes and works all
the time during
Writers’ Workshop.
Writes using
temporary spelling on
the rough draft.
Dictionary
Fixes up and fancies
up spelling for the
diamond draft.
Work effort.
Best work on
illustrations?
Comments: _____________________________________________________________
_______________________________________________________________________
Inferring and Reading, Teacher Rubric
I know generally
what
inferring is. . .
(the text plus the
reader's
thoughts)
Name ____________________ Date _________
Good
Very good
Excellent
hazy and unclear
crystal clear
clear
I use inference when confused
reading . . .
(student thinks
about what is
being read)
I am comfortable
reading between
the lines when
reading to
understand the
story.
uncertain
able to use
inference
able to use
inference and can
explain it to
someone else
confident
excited to make
inferences and
readily shares
Inferring and Reading, Teacher Rubric
Student knows
generally what
inferring is. . .
(the text plus the
reader's
thoughts)
Name ____________________ Date _________
Good
Very good
Excellent
hazy and unclear
crystal clear
clear
Student uses
inference when
reading . . .
(student thinks
about what is
being read)
confused
able to use
inference
able to use
inference and can
explain it to
someone else
Student is
comfortable
reading between
the lines when
reading to
understand the
story.
uncertain
confident
excited to make
inferences and
readily shares
Name_________________________
Interesting Words
Word
Drawing or Meaning
Name ___________________________
Page _________
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Mental images from:__________________________
Author: ___________________
Name_______________________ Date _________________
My image after reading:
My image after having a
conversation with ____________:
Real Reading: Thinking plus Text
Name _________________________ Metacognition, Think While Reading
THINKING
What’s going on in my head while I read. . .
I’m noticing ___________________________
TEXT
What the book
says:____________
Real
Reading
I’m thinking ____________________________
I’m feeling __________________________
___________________________________
Real Reading: Thinking plus Text
Name _________________________Real Reading:
Metacognition, Think While Reading
TEXT
What the book
says:_________
I’m reading:
What I’m thinking as
Non-Fiction Graphic Organizer Self-Assessment
Name _________________________
Date _____________
Put a check in the box that tells if your graphic organizer has the following:
My web has:
Title and Author
Main Idea 1
Supporting Details 1
Main Idea 2
Supporting Details 2
More Main Ideas
Details to support
more main ideas
Big Idea of Book
Comments:
I can do this
myself and
explain how
to do this.
I can do this
myself.
I can do this
with help.
Non-Fiction Graphic Organizer
Name _____________________
Date _______________
Book Title:
Author:
_____________________________
A Main Idea:
A Main Idea:
Detail:
Detail:
___________________
___________________
A Main Idea:
A Main Idea:
Detail:
Detail:
___________________
___________________
Non-Fiction Graphic Organizer Teacher-Assessment
Name _________________________
Date _____________
Put a check in the box that tells if the graphic organizer has the following:
Web contains:
Title and Author
Main Idea 1
Supporting Details 1
Main Idea 2
Supporting Details 2
More Main Ideas
Details to support
more main ideas
Big Idea of Book
Comments:
Student
understands
and explains
Student knows this
independently
Student needs
help in this area
Story Mapping
Name: ___________________
Book title: __________________________
setting
characters
theme
problem
__________________
__________________
__________________
__________________
__________________
__________________
solution
Name ___________________________________________ Page Number _____________________
Name ___________________________
Page _________
Date _____________
Readers Activate prior knowledge
it reminded me of
Thinking About Connections
Name _____________________
When I heard the part about
Schema
Readers Activate prior knowledge
Name _____________________ Date _____________
Thinking About Connections
When I heard the part about____________________________________
I remembered or it made me think about
__________________________________________________________
Story Web Teacher Assessment
Name ______________________________
Put a check in the box that tells how story was retold:
Web contains:
Student
understands
and explains
Student knows this
independently
Student needs
help in this area
Names of characters
Character traits
Setting
Goal of Story
Problem and Solution
Comments: ____________________________________________
Story Star Graphic Organizer
Name _____________________
Date _______________
Setting:
Characters and traits:
___________________________
______________
___________________________
______________
___________________________
______________
___________________________
___________________________
___________________________
______________
______________
Problem Solution:
Story Goal:
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Story Star Self-Evaluation
Name ______________________________
This is how I evaluate my Story Star:
My star contains:
I understand
and explain
I knows this
independently
I need help in
this area
Names of characters
and or character traits
Setting
Goal of Story
Problem and Solution
Comments: ____________________________________________
Story Star Teacher Assessment
Name ______________________________
Put a check in the box that tells how story was retold:
Story star contains:
Student
understands
and explains
Student knows this
independently
Student needs
help in this area
Names of characters
Character traits
Setting
Goal of Story
Problem and Solution
Comments: ____________________________________________
Story Web Self-Assessment
Name ______________________________
Put a check in the box that tells how you retold your story:
My Web contains:
I can do
this myself
and explain
how to do
this.
I can do this
myself.
I can do this
with help.
Names of characters
Character traits
Setting
Goal of Story
Problem and Solution
Sequence of Events
Conclusion (ending)
Comments: ____________________________________________
Story Web Teacher Assessment
Name ______________________________
Put a check in the box that tells how story was retold:
Web contains:
Student
understands
and explains
Student knows this
independently
Student needs
help in this area
Names of characters
Character traits
Setting
Goal of Story
Problem and Solution
Sequence of Events
Conclusion (ending)
Comments: ____________________________________________
Story Mapping
Name: ___________________
Writing piece or book title:
_________________________________________________________
Settings: _________________ Characters: _________________
__________________________ _____________________________ Problem: _________________ Story Goal: _________________ ___________________________ _____________________________ Story Mapping
Name: ___________________
Title: _________________________
Check one: _____my own story _____ a book I read
Settings: town, country,
house, apartment, school,
park or where?
Characters: people, animals,
family
Problem: What do the
characters want?
Story Goal: What the characters
wanted and did!
Thinking About My Thinking:
Metacognition
Name ____________________ Date _________
Good
Very good
Excellent
How to read and
think. . .
It is hazy and unclear.
It is clear.
It is crystal clear!
Metacognition
I am confused.
I can do this.
I can do this and explain
it to someone else.
How I feel about
thinking while
reading.
Uncertain
I feel confident.
I am excited to think
when I am reading.
Thinking when I am reading helps me read because _______________________________________
_________________________________________________________________________________
Synthesizing:
Author: ________________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
Name __________________________________
Synthesis Wheel
Name: _____________________________
Synthesis of: _________________________
Thinking
Thinking
about:
about:
_________
________
_________
________
_________
________
Synthesizing and Reading
Name ____________________ Date _________
I know what
synthesizing when
reading is . . .
I can use
synthesizing when I
read . . .
How I feel about
synthesizing when
I’m reading to help
me understand the
story.
Good
Very good
Excellent
It is hazy and unclear.
It is clear.
It is crystal clear!
I am confused.
I can do this.
I can do this and
explain it to someone
else.
Uncertain.
I feel confident.
I am excited to think
when I am reading.
Teacher Assessment Synthesizing Rubric
Synthesizing is like pealing the layers of an onion.
Try to read and comprehend the layers in the text.
Name _______________________ Date ____________
Synthesis helps
comprehension of text.
Tells how thinking and
understanding the story
improved through reading.
Gives detailed examples.
Synthesizes from the
beginning of the story by
remembering what was read
and connecting it to the
whole text. Discusses
learning or understanding
while reading and figures out
the story.
Tells the story in a
random fashion. Does
not see how
understanding
sequence helps
comprehension.
WOW!
Very good!
Keep working at
it!
Student Synthesizing Rubric
Synthesizing is like pealing the layers of an onion.
I try to read and comprehend the layers in the text.
Name __________________ Date _______________
I can tell my thinking
I paid attention and
changed from the beginning remembered what I read
until the end of the story or from the very beginning
book, and give many
of the text. I can explain
examples.
how I figured out the
story while I was reading.
WOW!
Very good!
I can tell something
about the story, but
not that much.
Keep working at
it!
Text-to-Self Connections
Title
Name _________________________
When I read: ________________________________
By: _______________________________________
These are the things I connected with that helped me understand and learn from the reading:
Text-to-Self Connections
Name _________________________
When I read: ________________________________
By: _______________________________________
These are the things I connected with that helped me understand and learn from the reading:
My Text-to-Self CONNECTION
Student Evaluation Form
Name _________________ Date __________
OK
1
Good
a little
yes
it was
meaningful and
I could explain
why
a little
yes
yes, and I
could explain
how
a little
yes
it really helped
me and I could
explain what I
learned
one
2 or 3 valid
connections
4 or more or
one excellent
connection
Is my
connection
meaningful?
2
Did it help me
understand the
story?
3
Did it help me
learn more
about the story?
4
Very Good
How many
connections did
I make?
How does thinking about your own life help you to read?
_________________________________
_________________________________
_________________________________
_________________________________
Text-to-Self CONNECTIONS
Student Self-Evaluation Form
Name _________________ Date __________
OK
Good
Very Good
1
meaningful
connection
2
a little
understanding
I had
connections
Yes, and I
explained why
a little
yes
Yes, and I
explained why
a little
yes
Yes, and I
explained why
1
2 or 3
4 or more
or
connection
helped
comprehension
3
connection
furthered
learning
4
number of
connections
Notes:
_________________________________
_________________________________
_________________________________
_________________________________
Graphics licensed from: www.digiwebstudio.com which has www.countrylifegraphics.com
Text-to-Self CONNECTION
Teacher Evaluation Form
Name _________________ Date __________
OK
1
Good
Very Good
a little
yes
meaningful
a little
yes
Yes, and the
student
explained why
a little
yes
Yes, and the
student
explained what
was learned
one
2 or 3 valid
connections
4 or more or
one excellent
connection
Meaningful
Connection?
2
Did the student
understand the
story better
because of the
connection?
3
Did the student
learn something
from the story
because of
connections
made?
4
Number of
connections
How does thinking about your own life help you to read?
_________________________________
_________________________________
_________________________________
_________________________________
Text-to-Text
Connections
Name
_________________________
These are the things I connected:
When I read these stories:
1) ________________________________
2) ________________________________
Text-to-Text
Connections
When I read the story
________________________________
Name _________________________
I connected it to other stories.
Text-to-Self Connections
Name _________________________
When I read: ________________________________
These are the things I connected with that helped me understand and learn from the reading:
Text-to-Text Connections
Student Evaluation Form
Name _________________ Date __________
OK
1
Is my
connection
valid?
2
Good
somewhat
of a connection
clear and
helpful
connection
connection(s) very
clearly related and
helps me
understand the
story and I can tell
why it helped me
read
messy
a little messy
very neat and
complete
pointed out
words or
pictures in story
that led to
connections
one detail
only a few
supporting
reasons
discussed
great thinking
beyond the
words in the
book
2 or 3 details
four or more
details noted
Clear written
work that is
easy to read
and
understand?
3
Point-and Talk
4
Very Good
Details
How does thinking help you to read?
_________________________________
_________________________________
_________________________________
_________________________________
Text-to-Text CONNECTION
Teacher Evaluation Form
Name _________________ Date __________
OK
1
Good
a little
yes
a little
yes
a little
yes
yes, and there
was an
explanation of
what was
learned
one OK
connection
2 or 3 valid
connections
4 or more
or
one excellent
connection
Was there a
meaningful
connection?
2
Did it help with
understanding?
3
Did it help with
learning more
from the story or
passage read?
4
How many
connections
were made?
Comments:
Very Good
it was
meaningful and
an explanation
was given of
why
yes, and an
explanation was
given of how
_________________________________
_________________________________
_________________________________
_________________________________
Text-to-Text CONNECTIONS
Teacher Evaluation Form
Name _________________ Date __________
OK
Good
Very Good
1
a little
yes
meaningful and
explained
a little
yes
Yes,
explanation
given
a little
yes
Yes,
explanation
given
one
2 or 3
4 or more
or
meaningful
connection
2
connection
helped
comprehension
3
connection
furthered
learning
4
number of
connections
Notes:
_________________________________
_________________________________
_________________________________
_________________________________
My Text-to-World CONNECTIONS
Student Evaluation Form
Name _________________ Date __________
OK
1
Good
a little
yes
it was meaningful
and I could explain
why
a little
yes
yes, and I could
explain how
a little
yes
it really helped me
and I could explain
what I learned
one
2 or 3 valid
connections
4 or more or one
excellent
connection
Is my
connection
meaningful?
2
Did it help me
understand the
story?
3
Did it help me
learn more
about the
story?
4
Very Good
How many
connections did
I make?
How does thinking about events and things in the world help you to
read?
_________________________________
_________________________________
_________________________________
_________________________________
Text-to-World Connections
Name _________________________
Story ________________________________
These are the things I connected to things I know about the world:
Text-to-World CONNECTIONS
Teacher Evaluation Form
Name _________________ Date __________
OK
1
Good
Very Good
a little
yes
meaningful
a little
yes
Yes, and the
student explained
why
a little
yes
Yes, and the
student explained
what was learned
one
2 or 3 valid
connections
4 or more or one
excellent
connection
Meaningful
Connection?
2
Did the student
understand the
story better
because of the
connection?
3
Did the student
learn
something
from the story
because of
connections
made?
4
Number of
connections
Comments, if any:
_________________________________
_________________________________
_________________________________
_________________________________
Text-to-World Connections
Name _________________________
When I read: ________________________________
These are the things I connected with that helped me understand and learn from the reading:
Visualizing
Student Evaluation Form
Name _________________ Date __________
OK
1
a little
Do the pictures
and words
match the story?
2
Good
2 or 3 words
sketch is
colored
Point-and Talk
4
4 or more
words and a
beautiful
picture!
a little messy
neat
Very neat and
complete!
Didn’t stay on
the story all the
time, talked
about other
things.
One detail
Only a few
details
discussed
Great thinking
beyond the
words in the
book!
2 or 3 details
Four or more
details noted!
Clear work that
is easy to read
and understand?
3
Very Good
Details
How visualizing helps me read:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Visualizing
Teacher Evaluation Form
Name _________________ Date __________
OK
1
a little
Do the pictures
and words
match the story?
2
Point-and Talk
4
2 or 3 words
sketch is
colored
Very Good
4 or more
words and a
beautiful
picture!
a little messy
neat, maybe not Very neat and
complete
complete!
Didn’t stay on
the story all the
time, talked
about other
things.
One detail
Only a few
details
discussed
Great thinking
beyond the
words in the
book!
2 or 3 details
Four or more
details noted!
Clear work that
is easy to read
and understand?
3
Good
Details
Comments or notes:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Visualizing and Using My Senses
Name _________________________
When I read just the text of the story: ________________________________
These are the things I see . . .
These are the things I hear . . .
These are the words from the story that
These are the feelings I get. . .
stick . . .
Visualizing and Using My Senses
Name _________________________
Pre-writing: MY STORY WRITING PLAN
These are the things I want people to see in
These are the things I want people to hear
in my story . . .
my story . . .
These are the feelings I want people to have
These are the words from the story that will
stick with the readers. . .
__________________________________ __________________________________ __________________________________
when they read my story . . .
1
Page | 1
Characters:
___________________________________________
Problem:
__________________________________________________
Solution:
__________________________________________________
Beginning:
__________________________________________________
Middle:
__________________________________________________
End:
__________________________________________________
2
Page | 2
Changing Mental Images While Reading
Title: __________________________ by __________________________
Name_________________________ Date ______________________
1) My image after about 1/4 of the story
2) My image after about 1/2 of the story
2) My image after about 3/4 of the story
4) My image after all of the story
Expanding Connections
Name
_________________________
These are the things I
connected to myself:
Text-to-Self Connections
When I read the story
________________________________
These are the things I connected to
other books:
Text-to-Text Connections
These are the connections I made
to the world:
Text-to-World Connections
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Reading Strategies Teacher Quick-View Sheets
Reading Strategies Teacher Information Pages
Real reading uses
metacognition and is the
umbrella term to cover all of
the other reading strategies
working together.
Metacognition
Text plus thinking equals real reading.
Possible books to use in minilessons:
Scarecrow by Cynthia Rylant
Thinking stems
for metacognition
include:
I’m thinking . . .
I’m noticing . . .
I’m feeling . . .
Object: Umbrella, metacognition
(thinking while reading) covers all of the
reading strategies
Long Night Moon by Cynthia
Rylant
Elmer and the Dragon
by Ruth Stiles Gannett
1
Reading Strategies Teacher Quick-View Sheets
Using schema (background
knowledge) to read helps you
because . . . Makes your
thinking go deeper and faster,
and you learn so much more
because you are ready to
learn.
Thinking stems for
schema include …
That reminds me
of...
I’m remembering...
One time ...
When I was little ...
Schema
Which object helps you remember to use
schema (background knowledge)? A
mirror! Only you know your background
knowledge.
Possible books to use in minilessons:
The Berenstain Bears and the
Trouble with Chores
by Stan and Jan Berenstain
Alexander and the Terrible,
Horrible, No Good, Very Bad Day
by Judith Viorst
Ira Sleeps Over by Bernard Waber 2
Reading Strategies Teacher Quick-View Sheets
Inferring
Inferring is the thinking skill
that helps readers and
thinkers . . . read between
Which object helps you remember to use
the lines of a story to
inferring when reading?
understand what the author is
OBJECT: An old stuffed animal or toy,
trying to convey.
obviously well loved.
Possible books to use in minilessons:Knuffle Bunny : A
Cautionary Tale
by Mo Willems
(any Knuffle Bunny Book, really)
The Author + Me = Inferring
The Rainbow Fish
by Marcus Pfister
Thinking stems for
inferring include ...
Maybe ...
Perhaps ...
Who loved this stuffed animal? Did the
child own it very long? Where do you
think it slept? Why do you think that?
Seven Blind Mice
by Ed Young
That could mean ...
I hope this
means...
3
Reading Strategies Teacher Quick-View Sheets
Using the thinking skill of
questioning helps readers and
thinkers because . . .
Questions help propel you
through a book . . . you have
to read and find out answers.
Questioning
The object that reminds us to use
questioning in our reading and thinking is
a . . . raised hand!
Possible books to use in minilessons:
The Stranger
by Chris Van Allsburg
Just a Dream
by Chris Van Allsburg
Thinking stems
for questioning
include:
What if?
Why?
How could . . .?
Jumanji
by Chris Van Allsburg
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Reading Strategies Teacher Quick-View Sheets
Using the thinking skill of
determining importance helps
readers and thinkers because
. . . it helps you single out
and process what is
meaningful and how to set
aside distractions.
Determining
Importance
The object that reminds us to use
determining importance in our reading
and thinking is a . . . A child's overnight
bag. What would be important to
include? Would it be the same for
everyone in the class? What special
items would you want to have?
Possible books to use in minilessons:
(non-fiction titles work the best)
The non-fiction companions to the
Magic Treehouse Series have
wonderfully excellent information, and
students will be interested enough to
pay attention and sort through what is
most important to small portions of the
books at a time.
Sample title:
Thinking stems for
determining
importance include:
The thing I want
to remember is ….
What is important
here is ...
One thing we
should notice is ...
Dolphins and Sharks: A Nonfiction
Companion to Dolphins at Daybreak
(Magic Tree House Research Guide
Series)
by Natalie Pope Boyce, Mary Pope
Osborne, Sal Murdocca (Illustrator)
Photo from Wikipedia Commons
*Note: Pre-read to avoid accidently
telling too gross of or too scary
information.
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Reading Strategies Teacher Quick-View Sheets
Visualizing
Using the thinking skill of
visualizing helps readers and
thinkers because . . . It
The object that reminds us to use
deepens our engagement with
visualizing in our reading and thinking is
what we are learning.
glasses. Who do you visualize when you
see a pair of glasses? Does the person
seem to be thinking? How do the words
visual and visualizing relate to each
other?
Thinking stems for
visualizing include:
I’m imagining...
I can feel ...
I can see ...
I can taste ...
I can touch ...
I can hear ...
My mental images
include ...
Possible books to use in minilessons:
Use the same stories by different
authors and or illustrators and discuss
how they all visualized the stories
differently, such as Cinderella:
Visualizing includes using all the
senses, so food titles are good anchors:
Eating the Alphabet : Fruits &
Vegetables from A to Z
by Lois Ehlert
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Reading Strategies Teacher Quick-View Sheets
Using the thinking skill of
synthesizing helps readers
and thinkers because . . . Our
information expands as we
read or learn more during a
story.
Synthesizing
Possible books to use in minilessons:
Object: Agate with many layers.
The layers remind us to use synthesizing
in our reading and thinking.
Agate, What Good is a Moose?
Thinking stems for
synthesizing include:
I used to think
____ but now I
think ...
I’m beginning to
think …
Now I understand
why ...
By Joy Morgan Dey and Nikki
Johnson
Photo from Wikipedia Commons
The Greedy Triangle
by Marilyn Burns
Graphics licensed through from www.graphicsfactory.com & from Wikipedia Commons
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