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* Study Guides: any kind of supplemental material that goes with a text
* Options Guides: similar to a study guide with the difference of possibilities and predictions
* Analogical Guides: gets students to learn new science concepts by finding the underlying science concept that is already know and connecting it

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* Anticipation Guides: introduces each chapter and organizes your thought and opinions about the topic
* Text Appetizers: created by the teacher as a paragraph that gives a framework for comprehending a text by connecting the old and new concepts

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Comprehension: Guiding Content Literacy

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* Discussion Groups: discussion of the central text or text sets
* Reaction Guides: prelude to a more intense review as the center point of a small group discussion
* Phony Document Strategy & Sourcing in History: based on teacher-authored letter that looks to be historical and authentic, commenting on a key aspect of a novel, historical event or scientific experiment
* The Imposter: similar to the "Phony Document" but used for mathematics and sciecne
* Polar Opposites with Text & Video: Students use their reaction guides predictions/statements to support or disprove
* Graphic Organizers: used prereading & postreading
* Multiple Text Inquiry Discussion: Students use multiple texts and modes of text

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* Planning: teachers decide on topic, questions and scources
* Interacting: students work with the teacher to ask question, discuss facts and find their prior knowledge
* Interacting & Evaluating: the chart is evaluated and shared with others

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Integrated Teaching & Learning Strategies

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Integrated Teaching & Learning Strategies

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* K-W-L
* Inquiry charts
* Listen-Read-Discuss
* Scaffolded reading experience
* Questioning the author
* Critical media literacy

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* recognizing the structure of writing helps students to comprehend and recall the material

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* Text explicit: question and answer come from the text, with one possible answer
- "right on the page"         question
* Text implicit: question and answer come from the text, inference is required with one plus answer
- "think and search" question
* Experience based: question comes from the text and answer comes from the reader, inference is required, many answers possible
- "on your own" question

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* Prior knowledge
* Levels of understanding
* Organization of information

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Principles and Integrated

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Students use these tools to connect to prior knowledge instead of reading word-by-word and missing "the big picture"

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* the skills and strategies needed by readers to effectively navigate, interpret, manage and share a growing variety of texts
* makes the text more unpredictable in comparison to the average predictable text

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information -> short-term memory (working memory) -> long-term memory (permanent memory)

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* Students need a supportive, well structured classroom with challenging but not frustrating assignments
* Experiments, projects, discussions, debates, student created multimedia, and computer simulations help to make students interested in content areas that could be considered dull otherwise

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how people store experiences and concepts based largely on common cultural and experiential patterns.
Ex. Las Vegas natives have little experience with snow, whereas Canadian natives have significant experience with snow.

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looking behind the text to to find out who is silenced, who benefits, and how it could be rewritten to change this.

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Language & Diversity in the Disciplines