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Students are each given different words as they come into the class. Students identify the amount of syllables found in their word and must form a group with other students that have the same amount of syllables in their word as them.

Application to K-2nd: Students learn to communicate and  engage with one another. Dividing words into parts, or "chunks" helps speed the process of decoding. Students are progressing their reading skills as knowing the rules for syllable division can students read words more accurately and fluently. Understanding syllables can also help students learn to spell words correctly. (Schawartz, 2014)

Schwartz, D. (2014, August 12). Syllable games. Retrieved February 6, 2017, from http://www.readingrockets.org/strategies/syllable_games

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Students work in small groups and read a text aloud with one another. After reading the text, each group is given a specific task to hunt for a particular set of words. This may be words that thyme, or words that are the opposite of one another. This can also be used to match words with a particular vowel pattern.

Application in K-3rd: Students will be able to enhance their vocabulary growth while teaching them to focus on spelling patterns and root words. This also helps students learn how words are used in different contexts. Students can work together using books written by Dr. Seuss to match particular words ending with the same vowel pattern (word hunts, 2011)

Word hunts. (2011, March 11). Retrieved February 5, 2017, from Reading Rockets, http://www.readingrockets.org/strategies/word_hunts

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Students wear names of characters around the neck that are from the passage. The class reads the passage as a whole together the first time through the next time reading, students will act out the passage, according to their assigned characters as the passage is read.

Application to K-6th: Students are able to process the text they are reading by visually seeing it. This helps give students a better insight about the key ideas of the text.

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Students read the same passage all together in unison.Students can be broken up into smaller groups or read all together as a whole along with the teacher. The teacher can place a m ore advanced reader as the leader of the group, if broken up into smaller groups.

Application in K-6th: Students learn to correctly pronounce and articulate words.  Choral reading provides a model of fluent reading for students as they listen to sound, stress, duration, and pitch from the fluent reader.  More fluent readers provide support for less fluent readers, allowing less fluent readers to achieve success, even on difficult passages. Less fluent readers can participate without embarrassment as they read aloud in a group (Choral Reading, n.d).

Choral Reading. Retrieved from AEA 267, https://www.aea267.k12.ia.us/english-language-arts/reading/fluency/choral-reading/

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Students learn to review key ideas by coming up with questions based off of the information that is read. Students formulate questions using who, what, where, when, why and how.  (Kilingner & Vaughn, 2010).

Application K-6th: Students can pretend they are teachers to think of questions that they would ask students if they were trying to see if they got the full understanding of a passage. Students learn how to expand their thinking by making questions into better questions. Students can be asked "why do you think that?" to expand their knowledge and get their brain thinking.  (Kilingner & Vaughn, 2010).

Kilinger, J., & Sharon Vaughn. (2010, July 4). Using collaborative strategic reading. Retrieved  from Reading Rockets,http://www.readingrockets.org/article/using-collaborative

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Students learn to understand the overall meaning of a passage. Students will be able to identify the most important meaning of the passage. This will allow students to be able to summarize the passage, putting it into their own words.

Application in 3rd-6th: Students can work alone to identify the most important person place or thing in the passage. Individual students are called on to reveal their responses and other students respond to which answers were the best and why. Students can then work in pairs to identify the gist of the passage

Kilinger, J., & Sharon Vaughn. (2010, July 4). Using collaborative strategic reading. Retrieved  from Reading Rockets,http://www.readingrockets.org/article/using-collaborative

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During reading, students are able to identify and monitor their understanding for what they are reading. Students relate "click" to the portions of the text that they understand and "clunk" to things in the text that they don't comprehend as well (Kilingner & Vaughn, 2010).

Students can work in groups when reading passages and help one another comprehend "clunks" that may have "clicked" with one person but not another Students also come together, using "fix up" strategies to figure out the clunks. Fix up strategies can be used to understand the meaning of a word to put it int context. Fix up strategies include; looking for a prefix/suffix and breaking to word apart, looking for smaller words that may be known (Kilingner & Vaughn, 2010).

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Before reading a passage, students preview each section in order to grasp/gain as much information about the passage that they can in a brief period of time (Kilingner & Vaughn,  2010).

Sixth grade students can preview passages, which will help make predictions about what they will learn. Students can work together looking at headings, words in bold, tables, graphs, and any other key information. This will help with students brainstorming and predicting what they will learn about a topic.

Kilinger, J., & Sharon Vaughn. (2010, July 4). Using collaborative strategic reading. Retrieved  from Reading Rockets,http://www.readingrockets.org/article/using-collaborative