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http://www.theteachertoolkit.com/index.php/tool/frayer-model

The Frayer model is a graphic organizer focused on vocabulary to aid in comprehension. The Frayer model is a chart separated into four sections, with the vocabulary word in the middle of the chart. This strategy enhances learning of vocabulary words in all content areas. Teachers identify the critical words students need to know in order to understand a concept. In the Frayer model each section in the chart serves a separate meaning of the vocabulary word. In one section, students define the new vocabulary term, or students can draw a picture illustrating the meaning. In another section students give examples of the vocabulary term or concept, and in the next section provide non examples to distinguish between the two. This strategy can be used with all of my students. I believe this strategy will work best with my students because it gives many different examples of the vocabulary word to appeal to all learning styles.
I will teach the strategy by selecting high frequency words or vocabulary words that repeat in a story. I will then model during whole group instruction what the chart looks like, and fill it out. I will use pictures to show the vocabulary word. I can then complete the chart during individual work time with the students. My students would need hand over hand assistance to aid in the completion of the chart, but the exposure of the vocabulary word in four different ways will help reinforce the word.

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http://www.readingrockets.org/pdfs/storymap_simple2.pdf
A story map is a graphic organizer used to help students learn story elements to identify main details. Story maps help aid in comprehension. They provide students with an outline of the elements of the story. After the story is read, the teacher models and fills out the graphic organizer, reviewing the characters, setting, plot or beginning, middle, and end of the story. All of my students will benefit from this strategy as I model during whole group instruction. I believe this strategy will work for my students because I can differentiate whether its order of the story to story elements to organize on the story map.
When using this strategy, I need to use visuals to aid in the descriptions for setting, characters, and plot. My students cannot identify the plot, but can identify emotions, and I can replace plot with what emotions characters were feeling in the story. I will read a story such as “Goldilocks and the Three Bears” and use the story map along with visuals to provide students with an outline of the setting, main characters, and feelings. Students cannot complete the map individually but can participate in placing pictures on the map during individual one on one table work time.

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Retell is a strategy used after reading. The reader recalls information from the text to orally retell the story that was read. There can be simple retell or higher level thinking retell. Simple retell could be identifying the beginning, middle, end of the story or elements such as setting. Higher level retell would be making inferences and identify and retell a sequence of events or actions. All of my students will benefit from using the retell strategy. I think this strategy will work with my students because I can modify the way my students can retell due to their non-verbal language.
I will read a story during circle time while the students are sitting at the carpet. The story will allow for retell with the use of props. I need to model retell with the use of puppets and felt pieces that aid in the retell of the story. I anticipate students will enjoy this type of after reading strategy, as it might embed the theme of the story more than the oral reading. If students are not engaged during this activity and show no interest, then I will assess the effectiveness during that time to either continue or discontinue the strategy.

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Pattern guides are used during reading to aid in understanding and retention. When readers detect a pattern, they are able to organize important details in the text. A pattern guide can simply be an outline of main ideas. The main ideas can be sorted out, and the reader can see how the text relates to them. I can modify this strategy to use in my moderately cognitively impaired classroom. All of my students would benefit from organizing a set of ideas under one main heading,
I will teach this strategy using pictures to represent a main theme or subject, and supporting details will also be pictures. For example when teaching my students about healthy food choices during whole group, I can have students think about where food comes from. Food from a box might not be the healthiest choice. Students can organize pictures under headings of from the earth and from a box. I will measure the effectiveness of the strategy through participation of the activity with the level of prompting the student needs to successfully participate in sorting the pictures.

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Questioning is a strategy used to facilitate comprehension. There are many kinds of questions to aid in the thinking process of questioning. There are questions that require the reader to remember, understand, apply, analyze, evaluate, and create. Questioning is used during reading to help students see relationships among new ideas and concepts in the text and relating it to their background knowledge. This strategy will work with my students because I can ask many questions about a text and concept to reinforce meaning. Students are often asked to identify words, colors, shapes, and names in my classroom. The questioning strategy aids in the identification process. All of my students will benefit from this strategy, as I can ask all students questions. Depending on the student and their independence they can respond with assisted technology, pointing, and or verbally.
I will use questioning to prompt thinking in my everyday teaching practice. I will ask questions that prompt students to understand and apply. Questioning during the activity or text is most appropriate in my classroom of cognitively impaired students. Questioning will promote vocabulary and language development. I will look for students to respond to questions like who, what, where, and when during read a louds. Along with the questions I will ask students to identify commonly known pictures or words. Students need to have immediate connections and response time. I can assess students by their understanding through their responsiveness. If students can answer and or identify what is being asked with verbal and or non-verbal responses.

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The previewing strategy is used before reading to improve comprehension. Previewing activates readers’ prior knowledge. Previewing is like a preview, or tour of a text before digging into the entire text. The title, headings, pictures, and summary is all previewed so students have an idea of what the text is about to ignite prior knowledge. This strategy will work best with all of my students. Previewing a text or theme is important to highlight key vocabulary terms and pictures. My students learn best through pictures, and previewing the illustrations first will activate prior knowledge and spark interest. I think of my student who loves picture books in particular with this strategy. He often gets anxious awaiting the pictures, and showing them first might help decrease anxiety.
I will teach the strategy during whole group instruction while students are seated at the carpet. I will model the strategy with the story of the week. I will preview the book, or we will take a book walk together as a class. I will point out the title, cover, illustrations, and key vocabulary words. The preview strategy is one that I cannot asses, but can look for eye contact, on task participation, and engagement in all of my students.

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http://www.readingrockets.org/strategies/anticipation_guide
The anticipation guide comprehension strategy is used before reading. The anticipation guide provides a way for students to think about key themes or topics before reading a text. Students mark whether they agree or disagree with a series of statements and discuss their stance with their classmates.  The series of statements are created by the teacher that can be try or false, to show comprehension about the text. This strategy will work with my students because this is an easy way for me to prompt discussion about the text and my students can respond with the shaking of their head for yes or no. I can even use this strategy for identification of words. This strategy will benefit all students regardless of their ability.

I will teach the strategy during whole group instruction while students are seated at the carpet. I will model the strategy using the interactive board and create the anticipation chart displayed on the white board, also having one at our level so students can come up and participate in selecting their agree/disagree stance with the statement. I will create statements about a subject, for example when reading a story about the weather I will write what the weather is, “It is sunny”. I will prompt students to look out the window, and point to a smiley face or sad face for agree/disagree. I could do the same for concepts, such as “It snows in the summer” and students will select disagree with some assistance. I will not assess the students individually because of the cognitive abilities of my students. I will assess by participation if students are responding with eye contact, showing expression, and contributing through repeating words and pointing to the correct option of agree or disagree with assistance

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https://www.eduplace.com/graphicorganizer/pdf/kwl.pdf
The name of the strategy is a KWL chart. KWL stands for what you know about a subject, want to know, and what you learned after. The chart has three columns, one for each of the prompts. This strategy can work with all elementary grades, even in my cognitively impaired classroom. The KWL chart allows students to monitor their comprehension while activating prior knowledge. This strategy will work with my students because I can model during whole group to expose them to new types of thinking when learning new themes or vocabulary words. The strategy would benefit all students who are able to sit and attend to direct instruction, especially those who have a higher cognitive development level.

I will teach the strategy during whole group instruction while students are seated at the carpet. I will model the strategy using the interactive board and create a KWL chart displayed on the white board. I will model the strategy by picking the theme of the week such as Fire Safety, and use pictures to show what we know, want to know, and what we learned. Emotional pictures of feelings will help in aiding representation of what they want to know and learned. I will not assess the students individually because of the cognitive abilities of my students. I will assess by participation if students are responding with eye contact, showing expression, and contributing through repeating words.

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http://www.readwritethink.org/files/resources/printouts/MakingConnections.pdf
Making connections is a strategy to improve comprehension during reading. During reading students can read the text and make connections to the text and to self, the text and world, and text to text connections. Text to self would activate prior knowledge and associate a personal belief of experience with the text. Text to world is relating the text to a current event or historical event. And text to text connections connect common themes or findings in one text to another. Higher order thinking is involved to make connections. This strategy will work when reading stories and working on individual work. I can make connections to what is in front of the student, or the story, to the environment around him or her. All of my students will benefit from making connections because it will lead to metacognition, and help develop connections to the world around him or her.

I will teach making connections through modeling during group and individual instruction. For example when reading text about colors, I can make connections to other students describing what color they are wearing, or what colors I see around me. I can make text to world connections too when teaching environmental print, and how these symbols are used in their everyday life outside of school. These would be the modifications I would need to make connections. The effectives of the strategy can be measure by student participation and response. If students are not displaying responsiveness, then I know this type of thinking may be too high for my students, despite the exposure