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Description: a way of portraying the thinking process you are going through only saying it out loud to help with comprehension

Advantages:
- Students get to hear many other students' ideas
- Slows down reading and helps students thinking about what they are reading
- Gets students talking about their thinking process

Disadvantages:
- Could lead to embarrassment if students are way off
- Could get way off topic if students are not in the right mindset for the story

Scaffold for ELLs:
- Read text in native language but ask questions and answer questions in english
- Rehearse with teacher before they say anything out loud to class
- Give students a list of questions they should be asking themselves during reading in native language

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Think-alouds have been described as “eavesdropping on someone’s thinking.” With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they’re doing as they read to monitor their comprehension. The purpose of the think-aloud strategy…

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Description: graphic organizer that helps students organize the main elements of the story like the characters, plot, and setting

Advantages:
- Students can do in groups or independently
- A good thing for students to refer back to
- Can be filled in while reading to aide a student's comprehension
- Provides a framework for how to identify important parts of a story

Disadvantages:
- I can not really think of any for this other than it might be over used

Scaffold for ELLs:
- Give them one where they draw pictures
- Have pictures next to the boxes that show what is supposed to go in the boxes

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Story Maps | Classroom Strategy | Reading Rockets

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Story maps use graphic organizers to help students learn the elements of a book or story. The most basic story maps focus on the beginning, middle, and end of the story. More advanced organizers focus more on plot or character traits.

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Description: two students sit together and help each other read a text. They take turns reading aloud

Advantages:
- Students can learn how to reading fluently from each-other
- Students hear other students read and not always the teacher
- Students would not get as embarrassed this way since they are in groups of 2

Disadvantages:
- Can be boring
- Overused
- Students could be messing around and not reading

Scaffolding for ELLs:
- The best way would be to partner with another ELL
- If that is not possible, have a book that has both native language and english and they could both read from it and refer to each others language

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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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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.

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Description: students become the teacher in small groups and teach their group about whatever they have just learned

Advantages:
- Breaks students out of their shell
- Students learn that topic better than they would have because now they have to know it well enough to teach it
- Different way to get students up and moving

Disadvantages:
- students may be too shy to stand up infant of their peers and teach them
- the information they teach may not always be correct or could be confusing to the others

Scaffold for ELLs:
- This really would not be good for an ELL unless there were other ELLs in the class that they could be paired with
- They could rehearse with the teacher first of what they are going to say in front of the other students

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Reciprocal Teaching | Classroom Strategy | Reading Rockets

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Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

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Description: a way students can learn to summarize. Students will work in partners and help each other read and analyze what the main idea of that specific part is and then they will be able to summarize the reading.

Advantages:
- Students can work better in partners
- Break students out of their shell and read aloud to others
develops reading comprehension skills

Disadvantages:
- Some students will not work together efficiently
- No way to tell if students are truly working and understanding the text

Scaffold for ELLs:
- Put student with another student who is fluent in both languages in possible
- Put student with another student who works well with most
- Give text in native language and english

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Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement. Learning Disabilities Research and Practice, 15(2), 85-91.

Fuchs, L., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.

Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, (71).

Vanderbilt Kennedy Center for Research on Human Development. (n.d.). Peer-Assisted Learning Strategies. Retrieved 2008, January 21, from http://kc.vanderbilt.edu/pals/

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Paragraph shrinking is an activity developed as part of the Peer-Assisted Learning Strategies (PALS). The paragraph shrinking strategy allows each student to take turns reading, pausing, and summarizing the main points of each paragraph. Students provide each other with feedback as a way to monitor comprehension.

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Description: Teacher introduces a topic and students listen to her read about it. Then, students read on their own about the topic in depth. Then, there is a discussion held with the whole class on that topic.

Advantages:
- Can be done over a period of time
- Reading could be taken home then students are ready to discuss in class
- Students will want to read so then they can understand and be a part of the discussion

Disadvantages:
- Some students might not do their reading thoroughly and will not participate in the discussion - Not a great way to track student's progress and comprehension

Scaffold for ELLs:
- Students are allowed to do their reading in their home language, but discuss in english
- Teacher will give reading in english and native language and they can refer to each other

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The listen-read-discuss strategy helps students comprehend text. Before reading, students listen to a short lecture delivered by the teacher. The students then read a text selection about the topic. After reading, there is a large group discussion or students engage in small group discussions about the topic. During the discussion, students compare and contrast the information from the lecture with the information they read.

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Listen-Read-Discuss (LRD) | Classroom Strategy | Reading Rockets

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The listen-read-discuss strategy helps students comprehend text. Before reading, students listen to a short lecture delivered by the teacher. The students then read a text selection about the topic. After reading, there is a large group discussion or students engage in small group discussions about the topic.

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Description: students make a chart that involves several questions or concerns about a certain topic. Then, they read up on that topic with multiple different resources and can answer their own questions.

Advantages:
- Teaches young students how to research on their own
- Great use of technology in the classroom
- Great comprehension skills if they can answer their own questions
- Can be done in class or at home
- Can be done in small groups
- Can be on a topic that interests the child

Disadvantages:
- Not a lot of resources if there is no technology available
- Students may just copy what they find from the internet

Scaffolding for ELLs:
- Can be done completely in native language
- Could research their native culture in english
- Could research english in their native language and learn more about the english language that way
- If they have a good receptive vocabulary, they could have the web page read to them instead of trying to read it themselves

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I used the inquiry chart in a small group setting, with my 1st grade enrichment group. I gave each student a different animal group, and three questions. The students used 2 books and the internet as sources. With each source they found and interesting fact and a formulated a new question.

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Description: students preread and just read the beginning sentences of a story. Then, they will use what they have read and prior knowledge to predict what will happen in the future of the story.

Advantages:
- Helps students learn to think critically
- Focuses students' attention on a small area
- Helps comprehension skills
- Can be revisited and revised for even further knowledge

Disadvantages:
- Does not always give the students enough information
- Predictions could be way off

Scaffold for ELLs:
- Read the lines in english, make predictions in native language
- When revisiting, try and change the predictions into english

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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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First Lines | Classroom Strategy | Reading Rockets

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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.

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Description: a small activity that is meant to be completed after lesson to show the student's understanding of the topic. A good way to wrap up at the end and conclude.

Advantages:
- Can be geared towards almost any subject matter
- Are easy and a type of an informal assessment
- Show teachers what the student's are understanding in paper form
- Teaches students to reflect and think critically on what they have learned

Disadvantages:
- Can be overused
- Students could write whatever comes to mind first down because exit slips are almost always rushed at the end

Scaffold for ELLs:
- Depending on how advanced, they could have the exit slip in all  native language or some in english
- Type up the prompt and use translator
- Teachers give important words and students uses those along with home language

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Exit Slips | Classroom Strategy | Reading Rockets

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Exit slips are written student responses to questions teachers pose at the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students’ understanding of the material.

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DRTA (Directed Reading Thinking Activity)

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DRTA (Directed Reading Thinking Activity)

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Description: great aide for comprehension because it involves having the students ask questions, make predictions, and then reading to confirm those answers and predictions.

Advantages:
- Helps students activate prior knowledge
- Teacher students how to track their understanding of the text
- Strengthens reading skills
- Does not involve lots of materials
- Can be focused around something the students are interested in reading

Disadvantages:
- Not very interesting or fun to students
- Students may come up with questions before hand that do not capture comprehension well

Scaffold for ELLs:
- Depending on how advanced they are, have them read the text in native language, but ask questions and make predictions in english
- do this in small groups with other ELLs if possible
- Teachers use pictures to activate prior knowledge

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Directed Reading Thinking Activity (DRTA) | Classroom Strategy | Reading Rockets

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The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension.