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Description: An anchor chart activity for the students to have an easier understanding of cause and effect. Teacher will have one side of the anchor chart written with a prompt (either cause or effect,) and then have students use post it notes to complete the other side. The whole class gets to participate in this activity.
Advantages:
* Visually see the relationship between cause and effect
* Students are able to discuss and share ideas
Disadvantages:
* Students could post irrelevant ideas and become confused
* May struggle between the meaning of cause and effect
ELL:
* Have a list of phrases, such as because, due to, as a result to clarify the cause or effect.
* Provide examples of how to distinguish cause and effect.

**Look for the Cause and Effect anchor chart.**
http://indulgy.com/do/from/150238679316

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Indulgy - Everyone deserves a perfect world!

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Find parts of your perfect world on Indulgy, keep them for yourself, and share to others.

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Description: A graphic organizer used to help summarize story elements after reading a text. Works best with fiction or stories. Teacher could create a graphic organizer or have students make the organizer by folding a sheet of paper in fourths. Students will be working individually for this activity.
Advantages:
* Students work with key details and plot structures of the story without even realizing it
* Simple to use and understand for the students
* Visual representation of summarization
Disadvantages:
* May not benefit those outside of visual learners
* No explicit instruction written under each section, so teacher will have to give explicit instructions
ELL:
* Students could draw scenes from the text for each section of the graphic organizer.

http://www.readingrockets.org/content/pdfs/summarizing_Somebody.pdf

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Description: A strategy used to focus on significant details to develop a deep understanding of a text. This strategy could be used in small groups or as a whole class. Used for books with a lot of information to read.
Advantages:
* Students become familiar with the text
* Students learn strategies that will help them when they need to read more rigorous texts
* Allows to analyze texts in depth and question the author.
Disadvantages:
* Requires a lot of classroom time because it may take more than one day of instruction to introduce it.
ELL:
* Have students work together in groups and highlight words they do not understand. Groups can work together to figure out the vocabulary term by using resources available, such as internet and dictionary.

https://i.pinimg.com/originals/18/76/5c/18765cf3c4eb2514ebc18774b8400fc8.jpg

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Description: A strategy used after students have read a text. Four types of questions are examined in the QAR: Right There Questions, Think and Search Questions, Author and You, and On My Own.
Advantages:
* Allows students to think creatively about the text
* Could be used for individual or in small groups
*Understand the differences in each question and how the answer uses different types of thinking.
Disadvantages:
* Students may struggle the difference between what type of questions they are asking.
* Students may be stumped on questions about the Author and You
ELL:
* Provide visuals on how to find the questions and examples of each question.

http://www.adlit.org/strategies/19802/

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Background

Question-Answer relationship (QAR) is a strategy to be used after students have read. QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them. Four types of questions are examined in the QAR.

They include:

Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text.

Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.

Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.

On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

Benefits

QAR empowers students to think about the text they are reading and beyond it, too. It inspires them to think creatively and work cooperatively while challenging them to use literal and higher-level thinking skills.

Create and use the strategy

QAR is a simple strategy to teach students as long as you model, model, model.

1. Depending on your students, you may choose to teach each type of question individually or as a group. Explain to students that there are four types of questions they will encounter. Define each type of question and give an example.

2. Read a short passage aloud to your students.

3. Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer.

4. Next, show your students how find information to answer your question (i.e., in the text, from your own experiences, etc.).

5. After you have modeled your thinking process for each type of question, invite students to read another passage on their own, using a partner to determine the type of question and how to find the answer.

6. After students have practiced this process for several types of questions and over several lessons, you may invite students to read passages and try to create different types of questions for the reading.

Notes:

Students may work by themselves, in pairs or small groups. Remind students that they should be prepared to discuss and debate their reactions to the questions and how they figured out their answers.

QARs require students to activate both literal and critical thinking skills. For students who have a hard time thinking beyond the text, this will be a challenging task and will require a lot of time to apply to their own readings. These students will need consistent practice in determining the type of thinking the text is requiring them to do.

References

Fisher, D., and Frey, N, (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.

Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59, 206-221.

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Question-Answer relationship (QAR) is a strategy to be used after students have read. QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them. Four types of questions are examined in the QAR.

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Description: This site provides an example for using mentor texts for each comprehension strategies. Mentor texts are used as examples of good writing for writers by learning from a text and how it can inform the students' writing.
Advantages:
* Learn from examples from mentor texts
* Helps during the pre-write stage of writing
* Provide students with rich reading experiences
Disadvantages:
* Must model it several times for students who struggle with comprehension
* May be a new experience for students using mentor texts
ELL:
* Choose mentor texts that could easily relate or interest the student.
* Mentor texts should include pictures for the students to understand easier.

http://www.smekenseducation.com/Introduce-Each-Comprehension-St.html

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Consider introducing each comprehension strategy explicitly and deliberately. Establish common language and then build on concepts throughout the year.

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Description: There are 48 task cards that ask students to find evidence in the text and then prove it.
Advantages:
* Task cards have a detective background to get the students engaged in the activity.
* Allows the students to dig deeper into the text.
Disadvantages:
* Some cards in the deck are limited to certain genres of book.
* Students could flip through which cards they would rather answer instead of randomly answering the task card.
ELL:
* Have student draw picture of the answers

https://www.teacherspayteachers.com/Product/Prove-It-Finding-Evidence-Task-Cards-784734

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These task cards are the perfect way for students to "dig deeper" in the text! They will have lots of practice finding evidence and proving their answers! This product includes: * textual evidence "sentence starter" cards * two options for

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Description: A teacher-centered activity used for reading aloud. Before reading, teacher will activate students' prior knowledge. During reading, teacher and/or student will respond while reading. After reading is the time to think and discuss about the book, such as main idea and retelling key events. Students could also do this activity individually if they are up for the challenge during reading time.
Advantages:
* Student interaction and engagement
* Allows students to monitor their reading
Disadvantages:
* Students may not participate in the activity
* Students may lose interest if the book is not engaging
ELL:
* Provide books that the student could relate to and participate

http://www.classroomfreebies.com/2016/05/free-reading-strategies-printables.html

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What do your students do with their brains while they are reading? I hope the answer isn't "nothing!" LOL!!
For some great reading strategies over what your kiddos need to be thinking about...

Best wishes!

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What do your students do with their brains while they are reading? I hope the answer isn't "nothing!" LOL!! For some great reading strategies over what your kiddos need to be thinking about... Best wishes!

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Description: There are seven different reading strategies bookmarks: Make Connections, Ask Questions, Make Inferences, Visualize, Determine Important Information, Monitor Comprehension, and Understand Text Structure. These bookmarks are used to help support students use academic language who are speaking and writing about a text.
Advantages:
* Supports students' learning rather than teaching students the skill.
* Students who struggle with comprehension will be able to easily understand the use of the comprehension bookmarks.
* Accessible for students
Disadvantages:
* Students may start to rely on the bookmarks.
* Students may still struggle of what to write about
ELL:
* Have students practice by orally explaining a text using the bookmarks.

https://www.whatihavelearnedteaching.com/reading-comprehension-bookmarks-to-support-academic-language/

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I have worked with many English learners at a variety of levels over my teaching career. Most students I taught were not newcomers and were in my general education classroom, but received almost no outside support. I was the teacher responsible for helping them learn English and learn the content for the grade level.

Using sentence frames and giving students the language they need to be successful is so important. They don't know the words they need to use when speaking and writing about academic concepts unless we specifically teach them.

In an earlier blog post, I outline the components of academic language in depth. You can read the blog post for more details, but as a quick recap, the main components of academic language include functions (the purpose of using language) and forms (the sentence structure and vocabulary).

I designed these Reading Comprehension Bookmarks to support students who are speaking and writing about text using academic language.

Included are 24 reading comprehension bookmarks for both reading skills and reading strategies. These reading comprehension bookmarks will help your students practice all the good reading strategies and skills they've learned all year long. Use these reading bookmarks as references or to keep track of how to respond to the text.

Each reading bookmark has the name of the strategy, prompts that you might ask students, a sample graphic organizer, sample student responses with sentence frames (when applicable), and vocabulary. Also included are blank spaces for more vocabulary words as well as a "back page" where students can write down unknown words they come across as they read.

Comprehension Skills

Identify Main Idea & Details

Determine Author's Purpose

Identify Cause & Effect

Classify & Categorize

Compare & Contrast

Draw Conclusions

Determine Fact & Opinion

Describe Figurative Language (& Examples of Figurative Language)

Identify Genre (& List of Popular Genres)

Describe Plot

Identify the Point of View

Make Predictions

Sequence Events

Describe Story Structure

Identify Explicit Information in Non-Fiction Texts

Determine Theme

Summarize / Summarise*

7 Reading Strategies Bookmarks

Make Connections

Ask Questions

Make Inferences

Visualize / Visualise*

Determine Important Information

Monitor Comprehension

Understand Text Structure

* Visualize and Summarize are available in two spellings for English-speaking classrooms outside of the United States. The pages are exactly the same, but Summarise and Visualise are spelled with an "s" instead of a "z".

Here are some examples of the bookmarks included in this resource. The come four to a page and are black and white for easy printing on colored paper.

Each bookmark has the title, a question or prompt students can ask themselves and most bookmarks have sentence frames students can use when answering the question.

I have also included vocabulary on most bookmarks that support the comprehension skills or strategy. If there is room, there are extra lines to write additional vocabulary words. There is also a full page of lines specifically for vocabulary. Depending on the unit, I print this page on the back of the bookmark so students can add words as they work with the skill or strategy.

There are many ways to use the bookmarks. I generally teach the comprehension skill using an anchor chart, plenty of practice and good literature (fiction or nonfiction).

The practice part is the key. English learners and most students need a lot of oral practice before we ask them to apply the skills to writing. We practice in partners, in small groups, and independently. You can read more about how I have my students practice academic language in this blog post about Opinion Writing and this blog post about cause and effect in science.

One thing you might try, if the task you're asking students to do is new and unfamiliar, is to practice the language with familiar content. Something students know a lot about. Here is a great blog post about how we practiced Compare and Contrast with familiar content before applying it to our science content about how the earth changes over time.

I give students the bookmarks to use during our practice times or after I feel that they have a good grasp on the skill or strategy. The bookmark is there to support their learning not teaching students the skill.
"These look spectacular! I love that I can use them in multiple ways and that they cover such a broad spectrum. Looking forward to using them! Thanks!" "These bookmarks are great for small group instruction. Having a sentence starter on each bookmark really helps my struggling students. Awesome resource." "I wish I would have bought these sooner! These bookmarks have really helped my students respond and write with proper sentences. Your bookmarks have everything you need! They have the graphic organizer, sentence frames, and list of clue words for each skill. I will most definitely start using these at the beginning of the year, next year. =)"
You can purchase the Reading Comprehension Bookmarks on my website or on Teachers Pay Teachers.

Other complementary products that might interest you include:

You can also purchase a bundle of all four resources together.

The Bookmarks also come in Spanish and as a bundle of English and Spanish. I'm currently working on creating the Graphic Organizers with a Spanish version.

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Reading Comprehension Bookmarks to Support Academic Language

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I have worked with many English learners at a variety of levels over my teaching career. Most students I taught were not newcomers and were in my general education classroom, but received almost no outside support. I was the teacher responsible for helping them learn English and learn the content for the grade level.

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Description: A strategy of social-constructivist learning that introduces group discussion techniques to improve understanding and retention of the main points of a selection.
Advantages:
* Help students to develop interpersonal communication skills
* Students monitor their comprehension
* Encourages thought process
Disadvantages:
* Requires more classroom time
* Requires practice
ELL:
* Have student write out questions about parts of the story that doesn't make sense to them.

http://www.readingrockets.org/strategies/reciprocal_teaching

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Reciprocal Teaching | Classroom Strategy | Reading Rockets

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Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

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Description: A graphic organizer for students to combine information from the text with their background knowledge to make inferences. There are four columns of a chart where students first record their question and then fill out the it says, I say, and so sections.
Advantages:
* Visual representation of thought process of combining the information
* Able to comprehend the text by analyzing each section of the text.
Disadvantages:
* May not benefit those that are not visual learners
* May have difficulty coming up with questions that are relevant.
ELL:
* Have student make inferences based on the character's actions first to provide practice for making inferences

http://www.readingrockets.org/pdfs/inference-graphic-organizer.pdf