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                      Story Map ( post- reading strategy ) 

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                      Story Map ( post- reading strategy ) 

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I will use a story map graphic organizer for fictional text as a post reading strategy. Building on the basic story map that students use in elementary school, the middle school story map will focus on types of conflict, theme , climax and problem and resolution. Students will identify main protagonists and a developed description of a setting as well. A story map is an effective  strategy for fiction because I can differentiate the story map for all of my students. I can provide a word bank for ELL or Special education students and  have students draw an image if they can not verbalize a component of the story map. Students will also fill in part of the organizer about personal connections they have  in a text.
I will teach this strategy by modeling how to fill in the story map to the whole class. I will also show students a completed story map as an example. I will encourage students to write in complete sentences and to elaborate on their responses. I might have students work with a partner to fill out some portions of the story map. I would assess the story map graphic organizer strategy  by grading the individual story maps. The story map would serve as an assessment of students reading comprehension . I would have students share part of their story map such as the type of conflict or tone they identified in a text with the whole class or a small group.

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Save the Last Word for me ( post -reading)

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Save the Last Word for me ( post -reading)

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The Save the Last Word for me strategy is a three part lesson in which students read a text and  an write down comments, quotations or questions they have on a note card. This strategy promotes active reading and connecting with a text.  Students share their  questions in a small group . The questioner reads his and each person is allowed to comment , yet the student can not comment until the entire group has commented, thus the questioner has the " last word." This strategy will benefit my shy students and ELL learners , as they are all having a chance to comment an collaborate. I will select the groups ahead of time. This is an effective strategy because it holds all students accountable for actively being engaged in a text and they are required to share their comments.
I would model this strategy by having a small group complete the activity in front of the class. I would also model how to identify comments and record them. I would asses the Save the Last Word strategy by having groups share out about their conversation and having students write a short journal entry about their passage or their groups findings.  I would use question starters to initiate the groups to asses comprehension.

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Visualizing Strategy ( during reading ) 

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Visualizing Strategy ( during reading ) 

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Students can use the visualization strategy during reading to make connections to a text and to improve  their overall comprehension. I will use an adaptation of Linda Mood Bell's Visualizing and Verbalize curriculum. According to Bell ( n.d ) "clinical research and experience over the last thirty years indicate there is a separate comprehension weakness that is rarely identified. This weakness often undermines the reading process…It is weakness, based in the sensory system, in creating an imaged gestalt."  The visualize strategy , although designed for cognitive impaired and LD students when adapted  will benefit all of my students and  particularly ELL students.  This strategy focuses on teaching students to create a mental picture of an image and to identify tone, setting, feelings and characters in a text . Next students verbalize what they are imagining when listening to a text or reading a text. I would teach students to use sentence stems and to write out what they visualize when they close their eyes.

I would teach this strategy through anchor charts and direct small group instruction. Since I do not have access to the Visualize and Verbalize curriculum manipulative I would also use self- created  flash card  word sorts to have ELL students communicate  what they are visualizing for  short stories.  I also  would use cards for students to sequence what they are visualizing.  I would asses this strategy  through formal observation and through students reading scores on the DRA or  written comprehension questions.

References:  Visualizing and Verbalizing Program for Cognitive Development and Comprehension Thinking   Retrieved from: http://lindamoodbell.com/research ( 2016).

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The Question Answer Relationship strategy is an inclusive strategy to teach students how to answer questions in a text. The strategy models to students how to find in the text " right there questions". Next it focuses on " think and search" questions that are found throughout the text ." Author and you "questions are identifying text to self connections and prior knowledge.  Finally, " on your own questions" focus on feelings and opinions related to the text. The QAR during reading strategy helps students to answer both multiple choice questions and higher order thinking level open ended questions. This strategy will benefit my low level students  because it teaches them to re- read the text to find factual answers .  I have used this strategy to answer sets of questions in both non- fiction and fiction texts, it is effective because students learn how to search for answers by identifying the  question first. QAR serves as a toolkit for metacognition .
I would teach this strategy over a long period of time focusing on each type of question sequentially from " right there " to the "on your own questions." I have students annotate the question and directly teach them what key words such as " how, why, where, analyze, predict, etc" are important in the question. I have students read questions before they even begin to read a text as well. Students  are then actively searching for the answers when  they read the text.  I can assess if students have learned this strategy based on their accuracy in answering comprehension question. I can also asses informally  when in a large or small group guided reading session students share the process of how they answered a questions using the QAR question strategies. One year when I taught elementary school I created QAR bookmarks for students  and they would use them as a reference for reading test.

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My second pre- reading strategy is the use of a word cloud or wordsplash.
A word splash is a compilation of key vocabulary words or characters in a text that is composed in a word cloud.
I have students look at the words and predict what the passage or story will be about. This strategy benefits my students since they can make their own word cloud on the computer or through writing by scanning a text for bold words or words that stand out to them. This strategy will benefit all my students and particularly my ELL students because it will help them to identify new vocabulary ahead of time and expose them to key content words.

When I teach this strategy I have students predict the meaning of key vocabulary words. I display the word cloud to the whole class. I then have students add on . Modeling how to locate bold words and words that are common in a text through annotating is a simple and  easy way to teach the word cloud. I can create the word cloud  collaboratively with the class by creating a web on the white board and calling on students to add on to it. I  will asses the effectiveness of this strategy by formally grading student generated word clouds and by assigning students the task to create their own world cloud independently.

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 KWL Graphic Organizer  ( Pre and Post Reading Strategy ) 

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 KWL Graphic Organizer  ( Pre and Post Reading Strategy ) 

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I will use the KWL graphic organizer strategy as a pre- reading comprehension strategy.  KWL is Know, Want to Learn and Learned.   This anticipatory set strategy can be used as an informal assessment after students read a non- fiction text. I will have students scan a non- fiction passage and look at the picture and headings. They then fill out what they know from their schema already and questions they may have.  All students benefit from this strategy because they are making connections to text and activating prior knowledge. This strategy works for my students since they have used it before.
When I teach this organizer I model on the Promethean board with examples or call on students to give examples. I either provide the KWL chart or have  them draw it with me in their interactive notebook. I assess that students have  mastered using the KWL chart when they can on their own generate questions and through informal observations.