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Framed paragraphs are a pre-writing approach to help student form well-developed paragraphs. Students are asked to find information about the main idea and transitions. This then helps students develop a structure for their own paragraphs as they begin to write.

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- Students can develop a structure that they can use for their own writing.
- Can be used for individual work or for whole class time.
- Students learn a variety of transitional words.

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- There is more than one type of way to set up a paragraph.
- Students need to have an understanding of main ideas of writing such as a topic sentence and transitions.

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

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Why use framed paragraphs?

It provides a framework for writing strong paragraphs

The frame guides students by providing the transitional phrases for sentences

It can incorporate various sentence types: long and short, simple and complex.

How to use framed paragraphs

1. Discuss how to write a framed paragraph by using:

A topic sentence - a general statement or opinion

Three to five examples that develop the topic or opinion

Transitions when needed

A summary sentence at the end

2. Provide students with a blank frame.

3. Ask students fill in the missing portions of the frame to write a complete paragraph.

4. Encourage students to incorporate a variety of sentences: long and short, simple and complex.

Download blank template

There are many ways to create a frame for a paragraph. This simple template helps children summarize what they learned from their reading.

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It provides a framework for writing strong paragraphs The frame guides students by providing the transitional phrases for sentences It can incorporate various sentence types: long and short, simple and complex.

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RAFT is a writing strategy used to help students when writing an unfamiliar document. It helps students understand their role as an author as well as the format that they are writing in.  RAFT also helps students learn to write for an unfamiliar audience. RAFT stands for R(ole of the writer), A(udience), F(ormat), T(opic and strong verb). RAFT is a good tool to use in any grade or stage of writing.

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- RAFT can be used in any stage of writing.
- Can be used to introduce a new writing format or different perspective.
- Assists students with organization.
- Teacher knows the outline the student is planning. Teacher can then assist student if they are starting to get off track in their writing.

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- Students could get stuck in one writing style and perspective. This would not be engaging for them.
- Does not outline plot. This could get students off track.
- Could be confusing if student do not know different types of roles or audiences.

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

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RAFT | Classroom Strategy | Reading Rockets

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RAFT is a writing strategy that helps students understand their roles as writers, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.

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Possible sentences is a pre- reading activity. This strategy requires a list of vocabulary words from the text. Students then use their prior knowledge to infer what the words mean and how they will be used in the text. Students create meaningful sentences using the words given.

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- Activates students prior knowledge.
- Students are using critical thinking to infer what the words mean.
- Students can come back to their sentences and revise them as needed.
- Introduces concepts and ideas from the book.

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- Students who have little confidence in their vocabulary may not try in this activity.
- Students may get frustrated if they do not know anything about any of the words.
- Teacher must provide vocabulary words from the text.

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

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Concept maps are used while a student is reading. They are used to deepen a students understanding of a topic. They are formed in a type of graphic organizer. Concept maps ask questions such as "what is it?" and "what is it like?"

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- Deepens student understanding of a topic.
- Helps students organize new information.
- Allows student to easily make new, meaningful, connections within a new topic.
- Can be used with any content area.

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- Requires prior knowledge of digraphs.
- Teacher has to model first.
- Students may need help making connections.
- Younger grades may have problems with paper space.

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

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Exit slips are used for students to answer a question asked by the teacher. They are quick and informal assessment of student learning. They are usually done at the end of class or lesson. They can ask questions such as "write one thing you learned today" or "write what you didn't understand."

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- Teach students critical thinking.
- Assess student learning.
- Can be used with all subjects/ lessons.
- Allows every student to have a voice.
- Allows teacher to hear from every student.

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- Teacher can not check every exit slip before students leave. Students may not fully answer the question and teacher won't know.
- Teacher can not ask students to extend their answer.
- Students may rush though the question because it is the end of class.

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

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An inquiry chart is used to gather information about one topic. Students use several sources to gather information. At the end of the chart students summarize information to draw conclusions about a topic.

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- Students use critical thinking and strengthen reading skills.
- Teaches students how to generate meaningful questions.
- Teacher can customize for different questions.

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- Younger students may have a difficult time summarizing.
- Students may produce the same answers from using the same sources.
- Students may get frustrated with citing their sources correctly.

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

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Paragraph shrinking is used in a partner or small group setting. It allows students to summarize main ideas of each paragraph. Students are encouraged to discuss main ideas to further comprehension. Each student take turns reading, pausing, and summarizing main points. Paragraph shrinking was developed as part of the Peer- Assisted Learning Strategies or PALS.

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- Allows students to share ideas with a partner.
- All students have to participate and use critical thinking.
- Students practice reading.

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- One student may take over the conversation.
- Teacher must make sure to hear from every group.
- Students may not use time wisely.
- Students have to be on the same reading level as their partner.

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

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First lines is a pre-reading strategy. Students read the beginning sentences from a book and make predictions about the rest of the book. As students read further they are encouraged to revisit and revise their predictions. This strategy can be used individually, with small groups, or in a whole class setting.

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- Helps students learn to make predictions.
- Teach students it is okay to not always know the answer.
- Activates engagement for the rest of the book.

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- Students may forget what they just read when going back to revise their predictions.
- Can only be used if student have never read the book before.

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

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A story map uses a graphic organizer to help student understand the elements of a story. A story map identifies characters, plot, setting, and problem and solution. Story maps call for students to read carefully to catch detail from the text. Basic story maps focus on beginning, middle, and end. More complex story maps focus on plot and character traits. Story maps can be used individually, with small groups, or in a whole class setting.

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- Students practice sequencing of stories which allows them to create patterns.
- Can be modified depending on level of students.
- Improve student comprehension.
- Helps students make connections and organize information about text.

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- Students must have prior knowledge of text structure to complete.
- Teacher must work with student on how to use a graphic organizer.
- Students should have their own book so they can look back in the text for facts.

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

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Reciprocal teaching is a teaching strategy where the student becomes the teacher. Students take on a teaching role in a small group of readers. Teachers help students to learn to guide group discussions by summarizing, question generating, clarifying, and predicting. Students then lead their small groups in discussion. This is done throughout the text.

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- Students feel important.
- Encourages students to use metacognition.
- Students learn to be involved in their own reading.
- Teaches student to ask questions during reading.

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- Students may feel superior to their peers.
- Students may not ask critical thinking questions.
- No record of student thinking.
- All students on the same reading level.
- Students could easily become off task.

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