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Goal:
Model Fluency
Provide Mentor Text for Reading Strategies
Create atmosphere for Enjoyment

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Before Instruction Begins
Revisit During and After Reading

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Teacher can orally read articles, passages, high-interest books, and picture books to students before instruction begins and and revisit during and after instruction.

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1.  Choose a text that fits well with reading goal (fluency, reading strategy, preview for instruction).
2.  Teacher should rehearse text at least 3 times so read aloud is pleasant and engaging to hear.
3a.  (For Fluency Goal) After teacher has modeled read-alouds, invite students to read text selections after they have rehearsed. Students can also read aloud picture books to younger students to enhance fluency.
3b. (For Reading Strategy Goal)  Refer back to mentor texts for teaching points related to reading strategy goal.

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Goals:
Build Academic Vocabulary

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Before Reading Begins
After Reading

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Vocabulary Prediction requires students working together to categorize 8-15 teacher selected words using teacher created categories.  Students then create a "gist" statement (in this case a prediction statement) using teacher assigned number of words. Categorizing the words helps students to set a purpose for reading.  Students look back and check their predicted placement of vocabulary words and review the "gist" statement after reading has occurred.  Students reflect on the accuracy of their categorizing and "gist" statement. This strategy also provides a strong social component.

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1.  Teacher chooses 8-15 words from selected text (n a mixture of Tier 1, 2, and 3 words).  Create categories for words.  (A modification would require students to generate categories in place of the teacher.)
2. Model categorizing the set of words.  Also model questions that may be generated if words are unknown. . An unknown category can be used if the word is completely unknown by all.  Show students how to create a "gist" statement tying given number of words together.
3.  During and after the reading, model looking for the answers to the questions generated.  Also, explain to students that their initial work may be proven inaccurate during or after their reading, leading to new or more complex learning.
4. When students are carrying out the strategy, have reporters from each group briefly share the justification for the "grouped" words and any questions that arose. This would be done before the reading is started. Reporting can also be done after reading is completed, sharing what was learned, what was surprising, or if questions were clarified.

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Goals:
Many!
Analyzing Author's Purpose/Interpreting
Inferring/Drawing Conclusions
Determining Important Information
Questioning
Making Connections
Summarizing
Reflecting

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During Reading

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Using 2+ columns (drawn vertically down the paper), students record their thinking about the text. This strategy involves both comprehending and actively thinking about content of text. The possibilities for responses in each column can be widely varied, depending on teacher's goal for students' reading. Examples of column headings might include Summarizing Important Ideas, My Own Thinking About Text, Connections to Text, Questions About the Text, Sketches About the Text, or Predictions About the Text

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1. Determine what goals can be modeled in each column. Demonstrate making a simple Multi-Column Model organizer. Model the note-taking strategy for Multi-Column Notes using a short piece of text.  Show students by using the think aloud strategy and writing your responses for each goal represented as your read.
2. Using the same goals from the model, have students read a short piece of text with you and as a class contribute to the Multi-Column Notes, recording their thoughts as they share.
3.  Have students repeat process in pairs with a short piece of text.
4. Have students repeat process independently with a short piece of text.
Randomly check students' work.
Modification:  You could use a longer piece of text and break it up into parts for the modeling, guided practice, pairs, and for independent work.
IMPORTANT NOTE: Don't overdo the note-taking strategy and occasionally change up the columns.