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“M.O.P.P. up the text”-After reading an informational text, students will use the graphic organizer to determine the Main Idea/Central Idea, Organizational Pattern, Author’s Purpose, and Author’s Perspective.

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“S.I.T.  and Think about It” -After reading a literary passage, students will write a summary, detail the important events that propel the story, and determine the theme.

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Before reading the text (informational or literary), have students use a highlighter to locate the cognates.  After locating the cognates, students will then write a prediction about what they are going to read. A class discussion can be held where students share their predictions.

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The Go Beyond the Obvious approach is essential in gaining a deep understanding of a text. Students shouldn't just focus on what the text is literally saying. They should look for deeper meaning and symbolism. Ask them questions like: What is the author trying to say? What are the underlying themes of the text? How does the author use literary devices to create meaning?

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The Close Reading strategy is the foundation of all literary analysis. It involves reading the text carefully and paying attention to every detail. This includes diction, syntax, figurative language, imagery, and symbolism. As students read, they take notes on graphic organizers and/or annotate the text to highlight significant words and phrases within passages that demonstrate an author's use of a particular literary concept.

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The Follow the Evidence approach doesn't let students make claims about the text that they can't support without evidence. They should be required to back up their analysis with specific quotes and examples from the text.

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SPADE

The S.P.A.D.E. strategy requires students to Survey, Predict, Annotate, Dissect, and then Explain. It can be used with non-fiction or fiction texts.

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321 Reading Strategy

First, students write about three things they discovered. Next, they write about two things they found interesting. Last, they write one question they still have. This strategy can be used while reading a variety of texts to engage students actively and meaningfully with the text.

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Five Finger Retell

A strategy to address adequate retelling in the classroom is called Five Finger Retell. This strategy teaches the students to name the five elements of a story by using their own hand as a visual. The students describe the setting, characters, problems, events, and solution. To add to this strategy, the students could indicate how the story made them feel or the main idea of the story represented by the palm of their hand. Using the Five Finger Retell gives the students a visual representation of information the student should gain from the story. Never underestimate finger puppets with visuals and/or written prompts to initiate their retelling until students master this skill, especially when making inferences and text to self-connections. Also, this strategy can be expanded as the student progresses. By using the other hand, students can indicate additional details to expand their retelling skills, and ultimately their comprehension.

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Primary Grades

Sight word bingo is a game that helps children practice sight words. To play, you need bingo cards with a grid of sight words printed on them and markers to cover the words. The game caller then reads words aloud, and players mark the words on their cards that match. The first player to get five markers in a row, either horizontally, vertically, or diagonally, yells "Bingo!" and wins the round. To verify the win, the winner must read each word in their row aloud and correctly to the caller. If a player can't read all the words correctly, they can try again after the next word is called.

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During the instructional block, plan time to provide reteaching opportunities, based on quality check-for-understandings, to meet the daily learning target. Doing so assists with closing achievement gaps prior to summative assessments (topic assessments, PMAs, PM assessments, and MYA).

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Listed are some practical examples for using the UDL principles

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Use visual aides like pictures, diagrams, graphic organizers and videos to help explain concepts and vocabulary.

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Scaffold learning by breaking lessons into manageable parts and provide support as needed, gradually removing it as students become more proficient.

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Pair ELLs with native speakers or more proficient peers for support.

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Utilize educational apps and online resources tailored to ELLs.

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Read aloud, but focus on the ability to hear, identify and manipulate individual sounds in spoken words. Activities: Rhyming games, segmenting sounds, blending sounds.

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Teach the relationship between letters and sounds to help students decode words. Activities: Letter-sound correspondence, word families, multisensory approaches

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Help students read with speed, accuracy, and proper expression. Activities: Memorizing Sight Word Lists, repeated reading, paired reading, choral reading.

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Enhance students’ understanding of words and their meanings. Activities: Explicit vocabulary instruction, word maps, morphological studies, using context clues.

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Teach students to understand and interpret what they read. Activities: Summarizing, questioning, predicting, making connections.

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Provide small group instruction tailored to students' ability levels. Activities: Leveled texts, focused skill instruction, differentiated support.

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Regularly assess and track students’ progress. Tools: Running records, benchmark assessments, informal inventories.

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Combine mini-lessons, independent reading, and conferencing to foster a love for reading. Activities: Book talks, choice reading, goal setting.

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Students connect their physical representation of manipulatives with a visual one by drawing a sketch/representation of their manipulatives. As students create sketches, teachers ask deliberate questions designed to help them connect the physical representation with the visual one. This strategy carries students through the first 2 phases of the CRA model, helping them take their concrete resources to visual representations. After some practice, it is recommended students transition directly to "making a sketch" to solve problems without manipulatives.

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This strategy supports teachers in crafting explicit directions that support tight transitions, a positive learning environment and well managed classroom.

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Encourage students to personalize their notes, using color codes, idea webs, or other approaches that make sense to them. What matters most is that students take notes that are meaningful and application-based notes.

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ALL GRADES ALL SUBJECTS

Applying corrective feedback with feed-forward helps to solidify student learning. Teachers should provide focused feedback on essential sections of student assignments to allow students to reflect and correct their thinking through assignments.