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Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic and become the "expert."

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Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic and become the "expert."

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Picture walks can help a child connect the visual images in the story to their own experiences and activate prior knowledge. They can give children a tool to organize the information in the story, increasing the child's comprehension of the story.

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Reading Success "Picture Walk" By Donna Reed

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Donna Reed-Grout, MA, holds a CA Life Teaching Credential and an MA in Instructional Technology. She taught for more than 34 years with the SD Unified School District and particularly enjoyed her 28 years at the kindergarten level.

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Students build essential skills in comprehension and develop a greater understanding of the structural features of a summary by creating a poster of a summary map.

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Summary Map: Scaffolding Summary Writing

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Students build essential skills in comprehension and develop a greater understanding of the structural features of a summary by creating a poster of a summary map. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00094/.

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1. Begin by reading OR have students listen to the text selection.

2. Ask students the following framework questions:

1. What are the main ideas?

2. What are the crucial details necessary for supporting the ideas?

3. What information is irrelevant or unnecessary?

3. Have them use key words or phrases to identify the main points from the text.

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1. Hold the book so your child can see the cover. Read the title aloud.
2. Tell your child that this book has words and pictures, and that right now you’re going to look at just the pictures and try to guess what’s happening in the story. This is called a “picture walk” because you’re going to walk through the pictures in the book without reading the words.
3.Start right from the top. Take a look at the cover and give your child a chance to take a look as well. Describe what you see in the picture. For example, “in this picture, I see a mama bear and her little bear cubs having a picnic.”
4. Now it’s your child’s turn! Open to the first page of the story and ask her to describe what she sees happening on this page, just as you did when you described the cover illustration. Encourage her to speak in sentences and to give as many details as possible, referring to the characters, the setting (place), and the story events.
5. Continue in this manner, until there is only one page left in the book.
6. Before you turn to the last page, ask your child to guess how the story ends, based on what she has seen so far. You can give this a fancy word like a “prediction” or a “hypothesis”, or you can just ask her to give it her best guess. Then, turn the page and reveal the final picture. Was her guess correct?

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Students build essential skills in reading comprehension by using sentence starters to help them make text-to-self connections to books they are reading. For more information go to full lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00096/. Also go to http://www.LitDiet.org for hundreds of additional free lesson plans and for virtual tours of classrooms.

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First Lines is a pre-reading comprehension strategy in which students read the beginning sentences from a book and then make predictions about that book. This technique helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text. As students read the text in its entirety they discuss, revisit and/or revise their original predictions.

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Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This strategy is often used as part of the Peer-Assisted Learning Strategies (PALS). PALS is a classwide peer tutoring program in which teachers carefully partner a student with a classmate. The Partner Reading strategy allows students to take turns reading and provide each other with feedback as a way to monitor comprehension.

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Pal Reading: Developing Fluency and Comprehension with Paired Reading

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1. At the end of your lesson ask students to respond to a question or prompt.Note: There are three categories of exit slips (Fisher & Frey, 2004):

Prompts that document learning:
— Example: Write one thing you learned today.
— Example: Discuss how today's lesson could be used in the real world.

Prompts that emphasize the process of learning:
— Example: I didn't understand…
— Example: Write one question you have about today's lesson.

Prompts to evaluate the effectiveness of instruction:
— Example: Did you enjoy working in small groups today?

Other exit prompts include:
— I would like to learn more about…
— Please explain more about…
— The thing that surprised me the most today was…
— I wish…

5. You may state the prompt orally to your students or project it visually on an overhead or blackboard.

6. You may want to distribute 3 x 5 cards for students to write down their responses.

7. Review the exit slips to determine how you may need to alter your instruction to better meet the needs of all your students.

8. Collect the exit slips as a part of an assessment portfolio for each student.