BDA+Reading+Strategies

**, ****,, , , ** || **Active Reading/ Comprehension ** || **X ** || **X** || **X** ||
 * **Before, During, and After Reading: Instructional Strategies That Will Foster Comprehension ** |||||||| [[image:tigerliteracy/school18.gif width="172" height="104" align="center"]] ||
 * = **Strategy ** ||= **Description of Strategy ** || **Reading Component ** || **Before Reading ** || **During Reading ** || **After Reading ** ||
 * **[[file:tigerliteracy/SQ3R.docx|SQ3R]] ** **[[file:tigerliteracy/SQ3R.pdf|Student Form]] ** || **SQ3R (Survey, Question, Read, Recite, Review) is used to preview texts, make predictions and generate questions. Students search for answers to their questions. After reading, they summarize and review their notes, thus monitoring and evaluating comprehension. ** || **Active Reading/ Comprehension ** || **X** || **X ** || **X** ||
 * = ** SQ4R **
 * [[file:tigerliteracy/SQ4R Strategy.docx|Student Form]] **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%;">[[file:tigerliteracy/SQ4R powerpoint.pptx|Powerpoint]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">SQ4R is the same as SQ3R but adds RELATE as the "4th R" to stress the importance of making personal connections with texts. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehnsion ** || **X** || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/KWL.docx|KWL]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">KWL is used to connect prior knowledge to what is being learned. Students discuss what they already know, want to know, and what they learned from a text. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** || **X** || **X** || **X** ||
 * **[[file:tigerliteracy/Reciprocal Teaching.docx|Reciprocal Teaching]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">RT uses the skills of predicting, questioning, clarifying, and summarizing to interact with challenging text. **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/DRTA.docx|DRTA]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">DRTA (Directed Reading Thinking Activity)- This strategy promotes active reading and comprehension. It involves three processes: predicting, reading, proving ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** || **X** || **X** || **X** ||
 * **[[file:tigerliteracy/Questioning the Author.docx|Questioning the Author]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">QtA enables students to construct meaning from text by figuring out what the author is trying to tell them. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** || **X** || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Graphic Organizers.docx|Graphic Organizers]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">GOs represent information visually in a clear, logical manner. Students use them to store and recall information while they read. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** || **X** || **X** || **X** ||
 * **[[file:tigerliteracy/Anticipation Guides.docx|Anticipation Guides]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">AGs are used to activate prior knowledge, establish a purpose for reading, and motivate students by stimulating their interest. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** || **X** ||  || **<span style="font-family: Arial,Helvetica,sans-serif;">X ** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Story Face.docx|Story Face]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">SF is a graphic organizer that aids in comprehension of narrative text. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ ****<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** ||  || **X** || **X** ||
 * **[[file:tigerliteracy/Literary Report Card.docx|Literary Report Card]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">LRCs help students analyze characters in narrative selections. Students assign grades based on specific criteria. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** ||  || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Sticky Notes.docx|Sticky Notes]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">SNs are used to mark sections in a text that students would like to return to, difficult sections that need clarification, sections they would like to share, or to mark questions they have while reading. "Making Tracks" ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** ||  || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Two Column Notes.docx|Two Column Notes]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">TCN helps students think critically about a text while organizing notes into main ideas and detail- includes other variations ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** ||  || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Think Alouds.docx|Think Alouds]] **  **[[file:tigerliteracy/Think aloud strategy.pdf|More on TAs]]**  || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">TAs help students understand mental processes readers engage in when constructing meaning. The teacher models strategy while reading to allow students to observe what skilled readers think about. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** ||  || **X** ||   ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Click or Clunk.docx|Click or Clunk]] ** || ** CorC has students stop after a sentence, paragraph, or page to check their understanding and use simple strategies to repair comprehension. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** ||  || **X** ||   ||
 * **[[file:tigerliteracy/Selective Underlining.docx|Selective Underlining]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">SU is a study strategy that enables students to understand what the author is trying to say and to organize information in texts. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ Comprehension ** ||  || **X** ||   ||
 * **[[file:tigerliteracy/QAR.docx|QAR]]** **[[file:tigerliteracy/QAR_2.docx|QAR]]** **[[file:tigerliteracy/QAR chart.pdf|QAR chart]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">QAR is a process of reading text and answering questions and helps students understand the need to consider both information in the text and information from their own background knowledge. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Active Reading/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** ||  ||   || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Think-Pair-Share.docx|Think-Pair-Share]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">TPS is a discussion strategy that can be used as a pre-reading strategy, problem solving strategy, or as a follow up activity. Every student is a participant ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Discussion/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Peer Support ** || **X** || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Partner Reading.docx|Partner Reading]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">In the PR strategy, students take turns reading with a partner to increase fluency. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Fluency ** || **X** || **X** || **X** ||
 * **[[file:tigerliteracy/Repeated Reading.docx|Repeated Reading]]** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">RR increases automaticity rate and words read per minute ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Fluency ** || **X** || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Word Splash.docx|Word Splash]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">WS asks students to sort words into categories and then make predictions about the topic based on their knowledge of the words ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Vocabulary/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** || **X** ||  ||   ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Concept Sorts.docx|Concept Sorts]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">CS allow students to sort pictures, objects, or words by concept or meaning. This helps student link to prior knowledge. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Vocabulary/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** || **X** || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Concept Definition Map.docx|Concept Definition Map]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">CDM is a graphic representation that helps students understand the attributes, qualities, or characteristics of a word's meaning. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Vocabulary/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** || **X** ||  ||   ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Semantic Feature Analysis.docx|Semantic Feature Analysis]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">SFA is a visual representation of how vocabulary terms are similiar or different. The chart compared terminology of a subject by its features and/or characteristics. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Vocabulary/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** || **X** || **X** || **X** ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/Frayer Model.docx|Frayer Model]] ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">FM is a word categorization activity that enables students to analyze words based on their attributes. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Vocabulary/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** || **X** || **X** || **X** ||
 * **List-Group-Label** **List-Group-Label** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">LGL is a grouping and labeling activity that helps students predict and clarify meanings of words and text. ** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Vocabulary/ **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Comprehension ** || **X** ||  ||   ||
 * <span style="color: #b60c0c; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">LINKS to other Comprehension and Instructional Strategy resources **


 * <span style="font-family: Arial,Helvetica,sans-serif;">[[file:tigerliteracy/before_reading.png|Before]], [[file:tigerliteracy/During_reading.png|During]], and [[file:tigerliteracy/After_reading.png|After]] Reading Posters **

<span style="font-family: Arial,Helvetica,sans-serif;">** [|Literacy Strategies Glossary] ** includes definitions of common terms surrounding literacy instruction and strategies that can be used in all content areas


 * [[file:tigerliteracy/Strategy Log.docx|Strategy Log]]** includes a list of strategies and brief summaries of how to implement them in a lesson