Research Based Reading Strategies

Strategy/Tool/Act. Standard (s) Time Required

Frequency How to Use

Analyzing questions- identifying standards that are assessed

All Class Period Once per year You could have a short cliff notes version created in students’ folders or notebooks, then refer to it often when going over questions. If they can identify the standard based on the question stem, they are much more likely to be able to identify the correct response to that question.Angela file on district website:3456 Reading Workshop Electronic Resources

2015-2016 Reading Project 5-8 Workshop 1. doc (pg 2)

Blitz- Support Act. Standards 1 and 3 – also could include others

1 or 2 class periods

There are blitz cards in the Angela folder that you would only use one time. You may repeat the strategy by creating your own cards based on your texts. Once per month

Using your own text, identify statements that the students could support or explain citing evidence from the text to support their answers. You may then have the students draw the statement out of hat, etc.. The students would then use the text to support the statement. (You could throw in a couple of false statements, and see if students could identify the statements that could not be supported using the text. At the end of the class, you could have students share their responses with their neighbors or table groups, then randomly call on a few to share and discuss with the class.

Angela Resource on district site:2015-16 Blitz Cards Lesson Learned.doc

Build an Answer Standard 9; others

10 minutes 8 times a year Develop an extended response question using your own text. Create a model answer to the question, then separate the answer onto different sheets of paper. Pass out the sheets of paper to students, then have them work together to build the model answer.Variations:*Throw in a few repeated information sheets so the students will understand the repeated information isn’t

necessary*You could print out on a couple of pages, then cut into strips to place into envelope. You could then have small groups or pairs work together then present their version to group for discussion.

Angela Resource:

2015 RW 456 Build An Answer Magic Spinach.docand3456 Reading Workshop Electronic Resources

Bundle-previewing, recalling while reading, and predicting

Any or all 45-55 min.- determined by length of passage and # of questions

At least once every two or three weeks

Please see “Bundle Steps” document located in Angela Reading folder on district website.

BUNDLE steps.doc

The district has developed several bundles to be completed by grade level.

Chunking Any or all 15-20 Base on student need; no more than once a week.

Citing Evidence to Justify Answers

Standard 1 and others

15 minutes At least once a month; some classes may need more practice.

Find a passage with MC questions (There are several in the Angela resources online)

1) Have students preview questions2) Have students read passage3) Give students a minute to predict answers to

questions4) Give students the correct answers to the

questions5) Have students go back and cite evidence to

prove the correct answers** You may have them highlight specific information that proves an answer is correct. For example, highlight question 1 and the evidence that proves the answer to question 1 yellow.** You could also have them underline, circle, box in, etc.. depending on the number of questions you have.

***It is important to always close with discussion and examples. Give students an opportunity to share out and discuss their findings with a partner, then randomly choose some to share with whole group. This helps make their work meaningful.

Comparison/Contrast- Hurricane Katrina

Standard 9 One class period

Depending on the needs of your class, you may repeat this strategy/activity up to four times during the year. You’ll want to customize it for your specific grade level.

Find two texts on same topic. (Usually a first person account and a second person account work well) Have students read both text. Identify topics that are addressed in both texts. Possibly an event, etc.. Then discuss the similarities and differences of how those events/topics are described within the text.

You may want students to highlight specific events in each text a particular color, this will help them to identify the similarities and differences in the way they are presented in the texts.

Angela Resource on district site:

2015-2016 O Reading Project WK 2 Morehead

Deconstructing Text `Any or all 10-30 minutes Only with classes who need this strategy; no more than once every two weeks.

1) Choose a passage to read with students2) Have students list 15-20 details they recall from

the passage ** You may want to give them subjects such as find six details about bears and five about wild hogs, etc..

3) Have students replace all pronouns with nouns. For example: “It is easier to write on with a pen” will become “Parchment is easier to write on with a pen.”

4) Students do not need to write entire sentences, but details should be complete.

5) Before students begin sharing, choose a “magic fact.” The student who shares your fact will get a prize after everyone has shared.

6) While students are sharing details, type their details or write them on the board.

7) **To add listening layer: Have student share detail, then ask another student to repeat as you type or write their response

8) You could then print out and have students

number or place in correct order9) Quick comprehension assessment.

Detail Detectives Standard 1; Any or all

15-20 minutes Once a month with students who need this level of practice.

Angela Resource on district site:

2015-2016 Reading Proj. Workshop 3 (begins on pg 43)

Have students work individually or in pairs to identify details in the text that will support the answer to the question.

One way to approach:

1) Put the passages in sheet protectors2) Give each student a copy of all passages3) Have each student work independently to mark

answers4) Then have students compare answers, adding or

deleting as needed5) Once students agree, have students hand in one

set of the passage to be scored6) **Prizes could be awarded for students with all

details correctly identified***eRase the Repetition Standard 9:

others10 minutes 4 times per year Angela Resource on district website:

2015-16 Reading Proj. eRase the Repetition Act. .doc

Using the Angela resource above, do the following:1) Give out the sheets to individual students2) Have one student stand3) Ask if anyone has a detail or example related to

the sheet of the first student. Students may struggle here if they’re not strong readers or if they have trouble classifying.

4) Work with your class to build the response. You will be eliminating some sheets altogether.

** It is important for students to understand the importance of not using valuable space repeating information. They need to elaborate and expand on thoughts, not simply continue repeating.

EWR-Here’s the Any or all; 10-15 min.- I No more than once Show students a completed extended response

Answer, What’s the Question

Standard 9 don’t recommend doing more than a couple of these on any given day.

a week; you have other EWR options.

answered, then have them evaluate the answer to determine the question that was asked.

*You could have them do this individually, in partners, or small groups.* Have students develop a justification as to why they believe their question was asked.*Have students share their thoughts and discuss as a whole group.* You could also discuss the responses and what was good or bad about them.* You could do this after reading a text, in place of the students completing an extended response question, then have them identify the question and improve the response.

Angela file on district website:3456 Reading Workshop Electronic Resources

2015-2016 Reading Proj. Workshop 3 (Pgs 14-20)

EWR- Make it a 4 Any or All; Standard 9

10 min. to a class period; on some days you’ll only analyze responses, not rewrite answers.

No more than once a week; you have other EWR options.

You develop a EWR question as well as response to that question (Make sure your response is not a 4!) After reading a text, have students evaluate the question and the response, then work to make it a 4.

One way:1) Put students in pairs2) Give students dry erase poster board, eraser and

copy of response that needs revised3) Give students a time limit to revise (depends

upon your group)4) When time is up, collect markers5) Have students share and justify their revisions6) Have group discussion about changes needed

and made

Angela file on district website:

3456 Reading Workshop Electronic Resources

2015-2016 Reading Proj. Workshop 3 (Pgs 21-25)Extended Written Response- acronym

Any or all; Standard 9

Teaching the acronym will probably take a class period; using the acronym will continue all year.

EWR practice- Aug.- Feb., - once a week; after Feb., probably twice a week; you have several variations you can use.

RACE and RACERS

Make sure you teach each part of the acronym, as well as what information needs to be included in that specific part.

Short Answer:R- Restate the questionA-Answer the QuestionC- Cite evidence supporting your answerE- Explain how your evidence supports your answer

EWRR- Restate the questionA-Answer the questionC- Cite evidence supporting your answerE-Explain how your evidence supports your answerR- Repeat evidence and explanation (C and E)S- Summarize your answer.

Angela file on district website:3456 Reading Workshop Electronic Resources

Finding Details for Specific Purposes

Any or all 15-20 minutes At least once every four weeks; possibly more often, if students need more practice.

Examples could be:*Finding details that support a character trait you have identified.*Finding details that support a given inference.*Finding details that support the author’s claim

** You could also turn this around and give them the details and have them identify the author’s claim, etc..

Fluency- Catch Standard 4 6-10 minutes. Try to include all students

No more than once a month; you may have to schedule this one outside the classroom.

You will need a ball with letter labels and a list of the questions (Beach balls work well because you can use a sharpie to add the letters)

1) Make up questions in at least five different categories.

A- Spell the wordB- Use the word in a sentenceC- Here’s a sentence. What part of speech is

_________?D- Use the plural form of the word in a sentence.

Call on someone to repeat your sentence.E- Use this word in a sentence of at least 12 words.2) Assign a letter to each category.3) Then place corresponding letters to ball4) The letter students will use is wherever the right

thumb is (or is close) when the ball is caught.5) As students catch the ball, give them a question

from that letter category.6) You’ll want to monitor the game to be sure that

everyone is involved. Sometimes you should establish a passing or throwing order before the game begins.

Fold, Look, Learn Standard 4 10-15 min. (first time only); after students understand the process, if they choose to use this strategy, they can use it independently.

Taught once You are going to create a foldable flip with 8 sections1) Take a sheet of unlined printer paper and fold in

half horizontally2) Fold the page again lengthwise3) Look at the halfway mark. Fold the paper

approximately ½ of the way to the half fold.4) Fold it over again and again until you get to the

end5) Unfold the paper. You should have 8 sections.6) Tear or cut the fold lines on one side just to eh

center lengthwise fold. You will have four sections that form flaps.

7) Close the flaps8) Have students write a word on the top flap9) Have students write a brief definition or a

sentence under the flap.10) Have students exchange charts and “test”

themselves. Read the word. Define it. Check answers by lifting the flap.

*** If the folding is just too much for your class or group, you can take a stack of about 8 pages and fold them all at once to do for the students, so they would be premade and ready to go!

Gist List All Class period Great for all; you Gist List – If you haven’t done an overview of the standards with your classes, before Christmas would be

may have to differentiate among classes. One time per year.

a wonderful time to do this.Show your students a standard; let students pick out the gist. For some standards, I have a magic word, and the student who guesses the word gets a prize. I also give small prizes to students who can give examples. For example, a student might say, “We talked about theme when we read “The Fox and the Grapes.”I’m not quite sure how to put this into words, but as you go through the standards and build the gist list, make your students think that learning and mastering these standards is a wonderful opportunity. You may also want to imply that they’re able to do much more now that they’re 3rd, or 4th, or 5th graders.

Angela Resource on district site:2015-2016 Reading Project 5-8 Workshop 1. doc (pg 2)

High-Low Standard 4 5 min. – Use only with two or three words at a time.

Use sparingly, only with classes that will benefit; may be useful for RTI

Hot Seat Any or all- Standard 1 questions work well.

Class period No more than once every four weeks.

Reading Version:

After reading a text, have students develop a question. (Usually how or why questions work well) Then have three or so students volunteer to come and be in the HOT SEAT, this is where students will ask their questions to the people or person in the hot seat.*You can turn this into a game with two HOT SEATS and split the class into two teams. Each question is asked to the other teams HOT SEAT person and you could keep the score.

Vocabulary Version:1) Choose 20-25 words2) Read a short scenario to students. Ask students

to select the word that fits.

3) You may need to share more than one scenario.4) Give students a character to write about. For

example, Ben is 16, a sophomore at Central High School He works part-time at Papa John’s Pizza and has an old green truck. He hopes to become an engineer.

5) Now put students in pairs and have them create a three-to-four sentence scenario that will “fit” one of the words.

6) Students may read their scenario to you, and you will guess the word.

Example scenario:1Ben worked until 11 p.m. on Tuesday night. Because it was really late, and he was tired, he decided to wait until Wednesday morning to stop for gas. When his ____ truck started to sputter, he wondered if he was nearly out of gas or if something else had gone wrong.2Ben didn’t always enjoy his job. The hours were long, and the work was hard. One ____, however, was the fact that the restaurant was close to school He could be at work approximately 15 minutes after the last bell.

Identifying main ideas/ writing headings

Standard 2 Class period 4 times a year; more if students need practice

Locate a text that has subheadings. *Be sure the information in each section is really centered or focused around a main idea. Then have students work together in partners to read and create subheadings that really highlight the main idea of each section of text.

You could make this more engaging by requiring alliteration.. ect.. in the created subheadings.

Angela Resource on district site;

2015-2016 Reading Project 5-8 Workshop 1. doc (pg 13)Inferencing- Why and How Questions

Standard 1 10-15 minutes At least once every four weeks

Variations:1. Develop how and why questions as well as

pieces of evidence that could support or not support each. Post the how and why questions around the room, then give the students a slip with evidence on it to see if they could match up

with the question they could best support.2. Have students draw a how or why question out

of hat, then have them identify the evidence that would best support it in the text.

3. Have students develop the how and why questions, post them around the room, then assign students randomly to one of the spots. They must then answer the question using evidence.

4. Play HOT SEAT (see above)Inferencing #3: Reaching a conclusion-reading descriptions

Standard 1 10 min. Twice a year Read some short paragraphs where the students can easily draw a conclusion, which they can support using the given information.

As you are reading the scenarios/paragraphs have students jot down a word that describes the individual or animal in each event.

Example:

Ben hit the winning shot, and the team won the game. His picture holding the game ball was on the front page of the paper. Ben bought 50 copies of the paper and gave them to all of his friends. He asked the principal to blow up his picture to poster size and put it in the front lobby of the school. After a couple of days, Ben quit sitting with his usual friends at lunch and started sitting with the older kids who played ball. On Friday, he offered to sign autographs if kids paid him a $1.

Students may say Ben is .. cocky, arrogant, conceited, etc..

You may then have a certain number of students stand and give you a detail that would support he was conceited, etc..

Angela Resource:

Beyond the Basal Grades 3-6 Needs to be uploaded to

websiteInteractive Reading- Last word in a sentence

can apply to all

4-5 min. only with students who need practice

As you are reading aloud a text, have students read the last word in each sentence with you.

Interactive Reading 2nd and last word

can apply to all

4-5 min. only with students who need practice

As you are reading aloud a text, have students read the second and last word of each sentence with you.

Interactive Reading Word of 3 or more syllables

can apply to all

4-5 min. only with students who need practice

As you are reading aloud a text, have students read the words of 3 or more syllables aloud with you. It is helpful to already have these words highlighted on your teacher copy.

Interactive Reading- Words beginning with _____--Check your passage to see that there is a reasonable number of words starting with the chosen letter.

can apply to all

4-5 min. only with students who need practice

As you are reading aloud a text, have students read the words beginning with a certain sound, etc..*It is helpful to already have the words highlighted on your teacher copy

Interactive Reading- replacing some words with synonyms

can apply to all

4-5 min. Great for all students, once every two or three weeks.

Using your selected text, replace some of the words in the text with their synonyms. While reading aloud have students try to identify the words you have replaced. After the reading take student responses for words they believe you have replaced, but they must also tell you what you replaced them with.

See if the kids can identify that the words listed on the board all are synonyms.

Variation- For advanced groups of students list the synonyms you have replaced on the board, then while they are reading silently have them identify which words you might have replaced using the synonyms you have listed on the board. Discuss this with whole group after reading.

Listening, focusing through questions

Any or all 10 min. for just this

At least once every six weeks

Prior to reading a text, teach students to preview questions and remember key words associated with

activity; it may be embedded as part of the bundle.

each question. You could place questions on the board before reading a text and go through as a whole group.*Remember to keep asking what was question 1, etc..*After you have gone through all of the questions as a whole group, see what the kids can remember by having them tell you what they think question 1, etc.. is about. List those on the board.* Have students read the text, then refer back to the questions on the board.*Make sure to check with original questions to ensure accuracy

Angela Resource to introduce strategy:

2015 Reading Workshop Multiple-Strategies Birth of the Blues.ppt

2015 Reading Workshop Tarantulas.ppt

MC Questions- Analyzing Quotes

Standards 2,5,8

10 min. At least once a month, briefly focus on this question type.

This is referring to the following question types:

Which detail(s) would be included in a summary of?What is the purpose of a specific sentence or detail?Which of the following best supports the idea that ___?

** Students should not need to memorize these types of questions when they are previewing and memorizing questions prior to reading***

Steps to complete this activity:

1) Choose questions (You do not necessarily need a passage to correspond to these questions because you are teaching the kids to analyze given information)

2) Work through the process of answering questions with students. Use Angela Resource located on district site:

2015-2016 Reading Proj. Workshop 3 (Pgs 10-13)3) Work through several of these as a whole group

4) Put students in pairs and work through a few more

5) After a few weeks use these questions as quick Bellringer type activities

6) Make sure you look at these question types at least once every couple of weeks

MC Response Strategy-Can you answer?

Any or all Should not require additional time

You can use this one any time you’re incorporating MC questions; I wouldn’t use it more than twice every two weeks.

After reading a text and having students respond to MC questions associated with the text, assign each student one of the letters associated with the MC questions. (A,B,C,D) Then go around the room, one by one, asking students if they can correctly answer the specific question. For example, if we are on question 1 and it has a correct answer of B, then a student assigned the letter A would have to say, “No, I cannot correctly answer the question.” Complete this process going around the room, until all questions have been answered.

MC Response Strategy Big Answer Sheet for Power Grading

Any or all Time needed should be embedded within instruction.

Once a month

MC Response Strategy Grid with class answers

Any or all 10-15 min. Once every three months

MC Response Strategy Working with partner, then small group, then larger group.

Any or all 10-15 min. Once every three months.

MC Response Strategy- Bowls

Any or all 15-25 min. In small groups, no more than once every two months.

Have students work together to respond to MC question using dry erase marker and plastic disposable bowls (the dry erase marker will wipe off, so you can keep the bowls)Students must discuss and all agree on an answer to a question, then teacher says “Bowls Up” and checks for correct answers.

*Make sure to address misconceptions while discussing responses.

Nifty Fifty Standard 2 Class period; the first time you try this, you may need 30 extra minutes the next day.

Once a month Have students create chart on their own paper by counting ten lines then creating 5 columns using those ten lines, which should give them 50 boxes.After reading a text, students could work in partners or small groups to develop a 50 word summary of the text.

Angela Resource on district website: (detailed description of activity)

2015-2016 Reading Workshop Nifty Fifty Grades 5-8.doc

Notetaking-pages around the room

Any or all Class period This strategy includes previewing questions, etc.Once every three months, unless your students really like it- then no more than once every month

For the first time, Angela resource is on district website. You may use this strategy with your own text by formatting your own reading passages to post around the room.

1) Tell students they will be learning to take valuable notes and will be tested at the end of the activity

2) The purpose of note taking is to only take down the important parts. They really want to learn to get the gist or summarize each small section of text.

3) Students move from section to section taking notes on what they feel is most important

4) At the conclusion, give students a few MC questions. They should see how easy the answers are to identify after taking the time to summarize and analyze each smaller section of text.

5) ** For a good variation, you could have the students exchange notes prior to the assessment

Angela resource on district site:2015 456 Reading Workshop Notetaking Act. Diana G..doc

Noun Summary Standards 1, 2, and others

10-15 min. At least once every two weeks

After reading a text, have students recall a noun from the text. List the student responses on the board. After all nouns have been listed, go around the room and have each student use one of the nouns to use in a sentence related to the text.

You could select only a few students to come up and erase one word off the board as it is used correctly in each sentence.

You could type the students’ sentences as they are saying them.

Ping-Pong Spelling Standard 4 and others

Embedded in instruction; use only for “big” words

You can use this one when introducing new vocabulary, not for every word.

Have a small object or ball available, then select a couple of students to come up front.Have students ping-pong spell the word.For example, if the word is perspective, Student 1 would say p then throw the ball to Student 2 to say e , and so on until the word has been correctly spelled.

You could involve more than two students.Poetry – Faces of Fog Standards 2

and 3Class period This specific topic

will be used only once; you may choose other topics and repeat the activity 3-4 times throughout the year

Place students in groups to complete the following chart. Give them a word to describe what scene they should focus on in regards to the fog, for example, one group may have creepy, while another group has peaceful. They will then use that to focus their description to complete the following;

Angela Resource on district site:2015-2016 O Reading Project WK 2 Morehead

Faces of FogListing____12-15 descriptive words ending in –ing____For 6 of the –ing words, put a noun either behind or in front of it.____at least 4 adjectives not ending in –ing____At least 2 similes____At least 2 colors____At least 4 prepositional phrases which can be part of your similes____At least two instances of alliteration within the

same line____At least two examples of assonance within one or two lines____Last line, summary, no more than 7 words

Have students then create their poem on chart paper, and do a museum walk, where the students could view all the poems.

You could assign each completed poem a number, then have the students number their papers and write one word describing the mood or tone of the poem as they walked around.

Discuss as a whole group, then have the groups share the word they were focusing on while writing their poem.

Poetry Analysis-TP-CASTT

Standard 9; others

Class period Probably at least once per month Use the following when analyzing poetry:

T Title Before reading the poem, make a prediction based on the title.

P Paraphrase Before considering the big picture, (What does the poem really mean?) look at the literal meaning. Try writing (or speaking) a sentence based on each sentence in the poem. What is happening?

C Connotation Next, go through the poem quickly and draw a box around any words or phrases that seem have been selected carefully. Look for sound devices and examples of figurative language.

A Attitude What is the speaker’s attitude?

S Shifts Look at specific stanzas. Can you explain why one stanza ending and another began?

Look at line length. Does the line length signal change?

Look at vocabulary. Does the vocabulary change as the

poem goes on?

Look at punctuation. Why has the author used commas, periods, colons, dashes, or ellipsis?

T Title Back to the title – Has your prediction changed?

T Theme What is the theme of the poem? Remember that a theme is general enough that it can apply to other pieces of text.Can you site evidence from the poem to support your analysis?

Angela Resource on school website:2015-2016 Reading Proj. Workshop 3

Complete a model as a whole group using TPCASTT

Then let students work in pairs or group to go through same process

Allow students time to analyze their own poems created during Faces of Fog activity

Be sure to assess their ability to analyze poetry individually

Poetry for Two or More Voices

Standard 3; others

2 class periods Once a year; possibly twice

Use the following or one of the other examples provided in Angela 2015/2016 Reading Workshop Packet 3 found on the district website to introduce the concept:

(Notice the Two Perspectives)

Conversation with a Cat

Here’s a delicious meal!Meow! Looks like turkey. I’d rather have tuna.

You’re so pretty!

Meow! I know my fur is muddy and matted.

You’re my favorite cat!Meow! I know that you love Calico more.

Here, let’s play fetch!Meow! I’m not a dog.

Where’s your toy mouse?Meow! I destroyed it last night.

Do you want a treat?Meow! I don’t like that kind.

I love you, Snuggles!Meow! If you really loved me, would you have named me Snuggles?

You may then have the students practice creating a two voice poem centered around a topic or event

Notice that the first line in each stanza is one person talking, the second is what is actually said by the second character, and the third italicized is what the second character is actually thinking.

Great spring board for evaluating different perspectives in writing, etc..

Poetry: Images Standard 3 and others

class period At least one time; twice would be better

Purpose: To capture a scene or event through images that can seen or heard.

Part 1:1) Choose an event or a scene: Creek2) Choose a main idea or purpose: Peaceful Creek

3) Talk about creeks with students4) Have students number paper 1-15, then list

nouns that can be seen or heard in or around a peaceful creek

5) Have students share nouns and record them by typing in a chart or writing on the board

6) Assign or allow students to choose the noun they would like and write them on a sentence strip.

Part 2:1) Brainstorm -ing verbs to accompany each noun

(remember a peaceful creek is what the students are trying to create) What would the nouns be doing at a peaceful creek? List these on the board as well

2) Students need to add one of the -ing verbs to their noun

3) Organize the nouns in some order- Maybe where they would be located, or in the order you would see them when walking onto the scene, possibly by senses, etc…

4) Remember the students have these already on sentence strips so you can tape them onto wall, board, etc.. then move up or down as needed

5) Work with students to decide what images would go on the same lines and at this time you could reinforce/teach/introduce poetry conventions.

6) You may allow students to add a couple of prepositional phrases

7) Once images are grouped together, you can discuss stanzas and verses

8) When you are ready to write the last line, tell students it needs to sum up or connect back to the main idea of a peaceful creek

9) Type up the poem and give all students a copy, have them perform it or display it in an interesting way.

Some possible poem ideas:Peaceful creek, first or last day of school, beautiful

snowstorm, bad snowstorm, exciting ballgame, terrible thunderstorm, crowded store, beautiful fall day in the woods, haunted house, scary night in the woods

Quickchecks Standard 1; any or all

20-25 min. Only with students who need this level of practice, no more than once every week

Angela Resource on district site:

2015-2016 Reading Proj. Workshop 3 (begins on pg 35)

To develop your own Quickcheck:1) Identify a passage you would like to use (grades

3-5 should have 400-900 word passages)2) Number the paragraphs or have the students

number them when you use them3) Depending on the group or how many times you

have completed the activity, you may want to give the students the number of the paragraph where they will be able to find specific answers.

4) When students are completing activity you will have them first preview questions, headings, and first and last paragraph.

5) You may have them initially work in pairs, then after they become more familiar with the process work individually. Likewise, you may initially provide them with paragraph numbers for specific questions, then complete all on their own after practice with the strategy.

6) Make sure you collect and grade or assess student progress with this strategy in some way.

Reasonable Defense- context clues

Standard 4 20-30 minutes, depending on number of sentences

Once a month; more if students need practice; with strong classes, use complex texts.

Take sentences from the text and delete a word, usually a more complex vocabulary word is best. It is great to select a word that you would like to highlight the meaning of in the lesson. Usually a list of five sentences works well for this activity. Have students get in partners and try to complete the sentences. This should just take a few minutes to complete. Then have partners stand around the room and share out their word. You may list on the board. Then you can discuss similarities between the listed words. They will likely be synonyms. Make sure you highlight why the students chose the words they did (context clues) *You can have

a magic word (the one you chose) and the students who matched yours would get a treat.

See example below:1.The algae ______________ food from the sun’s energy.

2.Like coral reefs, kelp forests provide homes for __________ kinds of sea life.

3.Another _________ to coral reefs is pollution.

4.Coral reefs are ________________ important.

5.We can help _______________ and protect our precious coral reefs.

Angela Resource on district site:2015-2016 Reading Project 5-8 Workshop 1. doc (pg 26)

Review/reinforcement – 15 ways of looking at a word

Standard 4 10-15 min. – The end of class will work best for this one. Choose CCRV words for this one.

No more than once every four weeks.

You will want to brainstorm different locations, then print or write in large font on a piece of paper, then post those pieces of paper in different locations around the room.

Examples: grocery, school, movie theater, gym, store, creek, bank, playground, etc…

1) Post setting sheets around the room2) Ask students to go to one of the locations- You

may need to set a limit of the number of students at a specific location

3) Give them a vocabulary word4) The group must develop at least three sentences

using the word appropriately in context.Example: If a group is located in the school setting and the word is crucial, “Getting to school on time every day is crucial.”5) You may choose to let students look up

definitions … or not.6) After completing this activity a few times, you

may choose to give the students three words at a time. The group must then use all three words in three sentences, but they must connect and make sense together.

Riddle Website Standard 1 15 min. One time only http://www.philtulga.com/Riddles.html

Preview the site before you use it.

The site gives clues one at a time and allows an opportunity to make an inference after each clue.

Say Back Any or all 10-30 min. Only with classes who need this strategy; no more than once every two weeks.

Students read a paragraph or section of text, then call on certain groups or take volunteers to stand up and say back a specific number of details in that section. *Make sure you have already gone over and have a number and specific details listed you would like the students to say back.

You may use this strategy with any text. This is teaching students to summarize chunks of text as they read, which will help them more easily answer questions associated with reading.

Angela Resource PowerPoint “Birth of Blues”2015 Reading Workshop Multiple-Strategies Birth of the Blues.ppt

2015 Reading Workshop Tarantulas.ppt

Trash Talker is a great passage with questions for this activity :2015-2016 Reading Proj. Workshop 3 (Pgs 39-41)

Sentence- Become the Word

Any or all 10 min. Once every four week; you can reuse your sentences.

Angela resource on district site:2015-16 CCR Become the Word Sentence.doc

You will need sheets of paper or word strips that contain a sentence using CCR words. Sentences of 20-25 words

work well.

1) Hand out sheets to students2) Have students build the sentence. You’ll want

to be very familiar with your sentences, so you can coach students along if necessary.

3) You can use the same sentences again and again.

***Variation: Print on one sheet and cut into pieces, then place in envelope and give small groups the envelope to complete. You could make it a race!

Spreeder Standard 2 and 1; could address others as well

10 min. Once a week is good www.spreeder.com

You must be able to highlight and copy text to paste into the box on the website for this to work. You may set the speed to your liking for specific groups.

A good activity to follow this is the noun summary. The students do not yet have the texts in front of them, they are recalling nouns from memory, then completing the noun summary from memory.

Summarizing with CCRV

Standard 2 10-15 min. Time will depend on the number of sentences, which probably will not be greater than 7 total.

Once every three weeks; you will need to prepare the starter summary statements using the CCRV.

Angela resource on district site:2015-16 CCR Voc. Synonyms Reading Project.ppt

Summary, A,B, C Standard 2 10-15 min. This strategy will be embedded with reading a text; the actual strategy shouldn’t take long.

Give students a letter, be careful with the letters you choose to assign. Letter such as Z would be difficult to begin a summary with for most texts.*you could have students draw a letter out of hat, bucket, etc.. (If you choose this method, make sure you have gone through and removed unwanted letters)

Encourage your stronger classes to write longer sentences, using complex vocabulary. Once a month.

*After each student has a letter, they will create a sentence related to the text beginning with that letter.*When students share out their sentence, you could type them on the board.** You could place sentences in alphabetical order as you go, or possibly sequence the events in appropriate order

Text Traits Chart All One class period to work with students to fill out the chart.

As part of instructional time, only once a year; you will refer to the chart almost daily.

Students are given a chart to check off the traits of various texts. It is important for kids to understand the features of the various texts they come into contact with because different genres require different strategies and thinking to enhance the students’ comprehension. Please find the chart in Angela materials on district website.

2015/2016 Reading Project WK 2 Morehead

Think-aloud, Miss One Any or all 45-55 min. – determined by the length of passage and # of questions

Students read and respond to MC questions on their own.Teacher goes over each question, sharing their thoughts and answer to the MC questions one by one.The teacher intentionally misses one question, then students have an opportunity to share which one they believe the teacher missed.*It is important to point out that MC questions are developed so that many answer choices are possible answers, this really helps the kids develop strategies for selecting the best possible answer.

Voc. – spelling every word wrong by one letter

Standard 4 10 min. The end of class works best for this activity. You could use CCRV words or academic words you

No more than once every three weeks

Ask students to spell a word wrong by only one letter. Ask students to think through the process to make the word still look good. For example, the word “attendance” may then be “attendence”

** You almost have to be able to spell a word correctly, in order to spell it wrong.

*** If using this strategy, ask 5-6 students at a time to come up front and hold their pages. Then ask a student

know students will need to use on EWR’s

or students to quickly scan each page, tell you which letter is wrong, and what it should be.

Voc. Adopting a Word Standard 4; could include others

This strategy shouldn’t consume time; it will be embedded in instruction

For this strategy, I would not assign more than one word to each student during the year; also, I would not assign words to all students at the same time.

Often you will hear teachers say “I like that word” or “Awesome vocabulary.” This strategy plays off of this.

1) When you notice a student using a great vocabulary word, ask them if they would be willing to adopt that word for the year.

2) When students adopt a word, they try to use the word frequently and meaningfully in their lessons, work, and activities.

3) Students should only adopt one word for the year, and extra credit may be given, but please use sparingly. If not used appropriately, the kids will end up constantly using the words inappropriately and want extra points for it.

What’s in the Bag? Standard 1 20-30 min. One time only In a brown paper bag place an object, such as a plastic animal figurine. Depending on how many bags/kids you have, each student may have a bag or each group may share just one bag.

Students feel the bag, without opening or peeking and infer what is in the bag. They come up with three reasons why they believe their inference is correct.

After ample time is given for the activity, students share their inference and get to open the bag to see if they were correct.

Word Hunt Any or all; Standard 4

15-20 min. Practice once with all classes; then use only with students who really need reinforcement.

Have students number the lines of their passages.Call out different words to see if students can quickly scan to find the word. The student will then tell the line the word is located in.

Words with Multiple Meanings

Standard 4 5 min. Great bellringers, once a week

Angela Resource on district site:

2015-2016 Reading Proj. Workshop 3 (begins on pg 29)Writing Marathon All 15 min. Twice a year Locate a “4” extended response question. It is a good

idea to use one of the KPREP released items, if you have already used that material for instruction.*Give students a copy of the 4 response as well as the template or writing space they would have to complete that response on the KPREP.*Set the timer for 10 minutes and let the students take off copying the model response.*At the conclusion of the 10 minutes, have students count up their words. (This will go much quicker if you have numbered the lines on the model response and have already did a word count of those lines)**It is important to emphasize the importance of penmanship because it doesn’t matter how many words you get on a page, if no one can read them!!*** You may make this some sort of contest for speed as well as penmanship!

Students must understand they must be able to not only write the responses quickly, and legibly, but they will also have to think of the answer on the real test, as well as go back and cite evidence!