• Pre-reading: Ability to select appropriate texts and understand necessary reading strategies needed for the task.

  • Note-taking: Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

  • Organizing Notes: Ability to prioritize and narrow notes and other information.

  • Prereading, note-taking, and organizing notes are all part of active reading and can be overlapping aspects of an integrated process. Below are strategies for active reading.

Thinking Notes

Setting a Purpose for Reading:

For maximum effectiveness, setting a single purpose for reading, especially for struggling readers, helps avoid confusion from the overload of multiple purposes.

Setting A Purpose For Reading Using Informational Text-

Teach students how to create questions by looking at the headings of informational texts

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Figure Previewing and Thieves Strategy

Two strategies for getting students to preview text and think about what they are about to read.

Reciprocal Teaching

Students learn to predict, clarify, question, and summarize as they read.

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Poster 1

Poster 2

Survey-->Question----> Predict---->Read---->Respond---->Summarize

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Q-Cards-Middle School

Q-Cards- High School

Questions stems that reflect the variety of cognitive processes students need to process text.Q Card Pic.JPGQ Card Pic.JPG

Double Entry Journal

The Double-Entry Journal strategy enables students to record their responses to text as they read. Students write down phrases or sentences from their assigned reading and then write their own reaction to that passage. The purpose of this strategy is to give students the opportunity to express their thoughts and become actively involved with the material they read.

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SQ3R(Survey, Quesiton, Read, Review, Rephrase)


Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. As students become more adept at this technique they learn to generate their own questions to guide comprehension.

Annolighting a Text

"Annolighting" a text combines effective highlighting with marginal annotations that help to explain the highlighted words and phrases

Annotating Text

Labeling and interpreting a text actively on the document and in the margins.annotationmodel.gif

Checking out the Framework

Students learn how to look at the organization of a text to determine what information they can expect to gleam.

Collaborative Note-taking

This is a technique that is used after students have already completed their own individual annotations; it is a great strategy to stimulate a small or large group discussion that engages and honors different perspectives on the same text.

Key Concept Synthesis

The process involves identifying the key concepts as they read, putting those concepts in their own words and explaining why the concept is important and/or making connections to other concepts.Key Concept Organizer.JPG

Parallel Note-Taking

It requires students to first identify the organizational structure of an informational text and then take notes on essential ideas and information in the text using a structure that parallels the organization of the text.

Socratic Seminar

The Socratic seminar is a formal discussion, based on a text, in which the leader

asks open-ended questions. Within the context of the discussion, students listen

closely to the comments of others, thinking critically for themselves, and articulate

their own thoughts and their responses to the thoughts of others.

Various Discussion Techniques i

Word Document

  • Think Pair Share

  • Concept Map

  • Jigsaw Technique

  • Gallery

  • Simulation, Role-playing or Panel discussion

  • “Angel Card” Discussion Technique

  • Feedback or Scored Discussion

  • Nominal Group Technique

  • Pyramid Technique or Snowballing

  • Lineup or “Stand Where You Stand”

  • Fishbowl