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Literacy and Learning Strategies
Skills Cluster 1 -Preparing for The Task
Skills Cluster 2- The Reading Process
Skills Cluster 3-Transition to Writing
Skills Cluster 4- Writing
Social Studies Informational Text Resources
Science and CTAE Informational Texts
Useful Websites for Common Core
Workshop and Presentation Materials
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Skills Cluster 2- The Reading Process
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.
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
Figure Previewing and Thieves Strategy
Two strategies for getting students to preview text and think about what they are about to read.
Students learn to predict, clarify, question, and summarize as they read.
Q-Cards- High School
Questions stems that reflect the variety of cognitive processes students need to process text.
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.
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
Labeling and interpreting a text actively on the document and in the margins.
Checking out the Framework
Students learn how to look at the organization of a text to determine what information they can expect to gleam.
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.
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.
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
Think Pair Share
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”
help on how to format text
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