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1.    Purpose:

The purpose of Think- Puzzle- Explore is to spark the student’s prior knowledge about a topic you will be going over in class. It also encourages the reader to ask questions and make predictions about a text. One key element is asking for the students to wonder about the text. This is important for a student to do because it sparks their imagination and makes them use prior knowledge to make educated guesses as to what may happen next.

2.     What topic would I use it for?

I have been using this technique for quite sometime now. Whenever we read a text, we usually stop in the middle of a reading and write down any questions or predictions that we have for a text. We then go around the room and each student asks a question or makes a prediction. After each question or prediction, the students engage in class discussion and talk about their questions and predictions with one another.

3.     Image:

In the beginning of my PTSD unit I always show a picture of a WW2 soldier and a child who looks depressed as a Do Now and have the students write a question and prediction about the pictures. That usually gets the students interested and we then begin our discussion about PTSD.

4.     Combining comprehension strategies:

Think- Puzzle- Explore seems to go hand in hand with reciprocal teaching. It may be a good idea to have the students engage in Think-Puzzle-Explore as a way to scaffold reciprocal teaching. This would help the students understand what questions to ask about a text and how to go about predicting what will happen next.

3. continued...

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Purpose: The purpose of the strategy "See Think Wonder" is to provide students with an opportunity to inquire about a certain image. This is a strategy that works well when a class is starting a new unit in order to engage them and get them excited to learn something new.

Topic: "See Think Wonder" would work well in most subjects. Images of all kinds can be presented to students during this strategy: an image of a day that went down in history, a photograph of a mathematical puzzle, or the compelling cover of a famous novel, there are so many to choose from to get students thinking. Since my background is in science and because science is all about inquiry, I would love to try this strategy out in a biology class and use it as an opportunity to motivate students to think as scientists.

Visual: In order to engage my students in a lesson on symbiotic relationships, I would first present them with a photograph demonstrating the symbiotic relatonship known as commensalism between a shark and remora fish. See below for image.

Comprehension Strategies: A Visual Thinking Routines (VTR), especially "See Think Wonder", would be a great addition to many of the comprehension strategies we discussed in class. For example, it would be a perfect way to motivate students during the Preview section of Collaborative Strategic Reading (CSR). The teacher can put an image that goes along with the reading before handing out the article or passage. This can get students to start thinking about and predicting what the text is going to be about. "See Think Wonder" would also enhance close reading, allowing them to look for connections and make inferences based on various images.

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1. Purpose
The purpose of this routine is to help students consider different and diverse perspectives regarding a specific topic. It is important to understand the "fairness ideal" that people may think and feel differently about different things. It enables students to raise different questions and to elaborate their viewpoints by describing the thoughts and feelings of the character rather than describing what the character sees. Each student is able to prepare their own individual viewpoint and then share it with his/peers.  Collectively, the class is able to brainstorm multiple viewpoints and clarify any questions that they had about the topic before.

2. What topic could you use it for?
You could use this strategy at the beginning of a unit of study in order to help students brainstorm new perspectives about a topic, imagine different characters, themes and questions that are related to the topic.  It can also be used after reading a book or a chapter of a book. The "Circle of Viewpoints" strategy works well if students are having a difficult time seeing other perspectives or if a topic seems black and white. It can be applied to provocative topics and helps to open discussions about dilemmas and controversial issues.

3. Visual
Students can preview the text and make predictions based on the title of the article and the images that they see. See image below.

4. How can VTR's be added to any of the comprehension strategies we have covered in class?

VTR's can be incorporated into the comprehension strategies that we have covered in class, specifically, close reading. Close reading involves a thoughtful, critical analysis of a text that requires the learner to focus on key details by reading and reflecting. This allows the learner to come to conclusions and a deeper understanding of a text. The "Circle of Viewpoints" would fit in with this strategy nicely because it allows students to present their own unique idea to their peers.  Together, the class is able to brainstorm a list of ideas regarding different viewpoints about a text.

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3.

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"I Used To Think..., But Now I Think..."

1. The purpose of ‘I Used to Think…, But Now I Think…’ is to increase students’ metacognitive awareness in terms of the changes in their own thinking as it expands and becomes more complex through learning. Students examine and explain how and why their thinking pertaining to certain concept/topic has changed. This strategy prompts students to establish new learning as they actively think about changes in their thinking—comparing and contrasting old beliefs, values, and opinions with new ones. The ‘I Used to Think…, But Now I Think’ allows students to develop their reasoning abilities and recognize cause and effect relationships that bridge their learning and understanding of different content.

2. What Topic Would You Use it For?

This way of thinking lends itself well to all content areas, however I would apply it to English. The strategy can be applied “whenever students’ initial thoughts, opinions, or beliefs are likely to have changed…” At the end of a unit in which students have read The Giver, I have found that all of their opinions on whether or not they would want to live in a utopian society. Initially the idea sounds wonderful and all students agree they would rather live in a society like Jonas, but as they continue to read, and especially by the time they finish the book, they have all changed their minds. I could use this strategy to help students articulate why they thought this is a type of society they would like to live in, and what, specifically, after reading The Giver has changed that line of thinking. Most students come to the conclusion that The Giver actually has traits of a dystopian society.

4. VTRs can be used to cover several comprehension strategies. Because the ‘I Used to Think…, But Now I Think…’ strategy activates students’ prior knowledge it can be used in before reading and after reading comprehension strategies. For example, the ‘I used to think…’ portion of the strategy can be paired with the before reading strategy ‘preview’ from the CRS model. The second part, “But Now I think…” can be paired with the after reading strategy ‘wrap up’ from the CRS. Using the CRS model students activate prior knowledge, or preconceived notions about a text (‘preview’) and then summarize what they learned (‘wrap up’). Using the ‘I Used to Think…, But Now I Think…’ gives students the opportunity to metacognitively think about why their thinking has changed after reading the text and explain how.

3.

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Rebecca Margolies

1.      Purpose

The purpose of Think-Pair-Share is to encourage students to think about a problem or topic, create a response, figure out how articulate that response, and then see that topic or problem from other viewpoints. This thinking routine helps stimulate the skills of active reasoning, explanation, and active listening.

2.      What topic would you use it for?

Think-Pair-Share can be used for a variety of topics. It can be used in small doses, as in answering individual math or comprehension questions, or as a larger introduction to a unit. For instance, I could use a Think-Pair-Share to introduce the Crispus Attucks unit I am going to begin with my 7th grade ELA class next week. I could have students think about what freedom means to them and what they would do to protect their freedom. I like to use it with my 5th grade science classes after we have completed an experiment as a way for students to analyze the results more deeply and create a more rich and complete conclusion.

3.      If it involves some sort of visual, which picture would you choose?

As an illustration, we recently conducted an experiment in science where we measured the temperature of a glass of water with ice added over a period of time. They then needed to analyze their results and create a conclusion about the meaning of the results (Think), turn to their partner (Pair), and discuss their conclusions and the reasons behind them (Share).

4.      How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

VTRs and especially Think-Pair-Share can work nicely with many comprehension strategies, but it fits nicely into the Preview section of CSR. Specifically, it could be used to activate background knowledge and for students to make predictions. For example, a students could be asked to make predictions about the text and then share with their CSR group.

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1. Purpose
The purpose of “What Makes You Say That?” Interpretation with justification routine is to help students describe what they see or know and asks them to build explanations. It promotes evidence-based reasoning and invites students to share their interpretations. It also encourages students to understand alternatives and multiple perspectives.

2. What topic would you use it for?

The Interpretation with justification routine can be used for thinking. It can ask students to describe something such as an object or concept, and then support their interpretation with evidence. Therefore, I would use this routine to explore a poem in my 10th grade ELA class because they can practice using imagery or symbolism in order to support the poet’s central idea or theme. Nonetheless, this routine can be adapted for use with almost any subject and may also be useful for gathering information on students' general concepts when introducing a new topic.

3. If it involves some sort of visual, which picture would you choose? Upload the pic.

Below is the type of visual picture I would choose from the poem, “I know Why the Caged Bird Sings” by Maya Angelou.

4. How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.
Visible Thinking Routines can be added to any of the comprehension strategies we have covered in class because it is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Whether it’s CSR or Reciprocal Teaching, most routine takes the shape of a whole class or group conversation around an object or topic, but can also be used in small groups or by individuals. For introduction, the teacher should consider scaffolding students by continually asking the follow-up questions, such as, “What makes you say that?” after students provide an interpretation. Other options for both group and individual work include students documenting their own interpretations through sketches, drawings, models, and writing, all of which can be displayed and revisited in the classroom.

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Purpose The purpose See Think Wonder
activity is to set the stage for inquiry. The activity is designed to encourage
students to make thoughtful interpretations and careful observations of
visuals. Students are instructed to activate their prior knowledge, while
visualizing artifacts. Following viewing an artifact, students are instructed
to think and wonder about what they saw. 



 

What topic would you use it for? The
incorporation of the See Think and Wonder activity in history, especially as a
useful tool for the regent’s exam. Within history there are iconic visuals that
relate to important movements in history. For example, Dorothea Lange's
"Migrant Mother" is a photograph directly linked to The Great
Depression. Students are to answer document based questions for their regents
and this activity is a great tool to develop thinking skills.  If it involves some sort of visual, which picture would you
choose? Upload the pic When introducing my civil rights
unit, I would present the iconic picture of Martin Luther King Jr at the
Million Man March (See Attached).  How can VTRs be added to any of the comprehension strategies
we have covered in class. Please be specific and descriptive. The
"See Think Wonder" activity would be an essential tool within the CSR
comprehension strategy. Collaborative strategic reading is a multi-component
reading approach developed to improve reading comprehension. Meanwhile, CSR
provides strategies for before, during and after reading. The importance of
before-reading strategies is crucial for comprehension. As a teacher, we should
constantly provide students opportunities to creatively, critically and deeply.
Prior to reading a text, students should be engaging in thinking about what the
text is about. Students should connect with their prior knowledge, extend their
thinking and question the challenges presented by the subject matter. 

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Purpose The purpose See Think Wonder
activity is to set the stage for inquiry. The activity is designed to encourage
students to make thoughtful interpretations and careful observations of
visuals. Students are instructed to activate their prior knowledge, while
visualizing artifacts. Following viewing an artifact, students are instructed
to think and wonder about what they saw. 



 

What topic would you use it for? The
incorporation of the See Think and Wonder activity in history, especially as a
useful tool for the regent’s exam. Within history there are iconic visuals that
relate to important movements in history. For example, Dorothea Lange's
"Migrant Mother" is a photograph directly linked to The Great
Depression. Students are to answer document based questions for their regents
and this activity is a great tool to develop thinking skills.  If it involves some sort of visual, which picture would you
choose? Upload the pic When introducing my civil rights
unit, I would present the iconic picture of Martin Luther King Jr at the
Million Man March (See Attached).  How can VTRs be added to any of the comprehension strategies
we have covered in class. Please be specific and descriptive. The
"See Think Wonder" activity would be an essential tool within the CSR
comprehension strategy. Collaborative strategic reading is a multi-component
reading approach developed to improve reading comprehension. Meanwhile, CSR
provides strategies for before, during and after reading. The importance of
before-reading strategies is crucial for comprehension. As a teacher, we should
constantly provide students opportunities to creatively, critically and deeply.
Prior to reading a text, students should be engaging in thinking about what the
text is about. Students should connect with their prior knowledge, extend their
thinking and question the challenges presented by the subject matter. 

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Spanish Politness

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Spanish Misrule

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Spanish Brute

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1. Purpose- This routine aids students in describing in details what they know and see. It also encourages them to use evidence based on what they know and see to provide explanation for their conclusions. In addition, this helps the students provide their interpretations and to see and understand things from different viewpoints.

2.What topic would you use this for?
This routine could be used with analyzing a historical images in Social Studies. For example, the Spanish-Brute, Spanish Misrule, and Spanish Politeness. This VTR is beneficial in analyzing images in Social Studies because it gives the students an opportunity to give their own interpretation of what they see, and see how similar or different their interpretation are with interpretations of others. For an assignment the students would look at different political cartoons that were used to influence public opinion throughout the Spanish-America War. They would need to pay attention at how the cartoons played a crucial role in feeding anti-Spanish attitude in the country. Also, look at how other cartoons mirrored a growing alarm with or even anger about America’s imperialism in the world. After looking at the cartoons the students will write 1-2 sentences giving background information summarizing the time period in which the cartoon references. You must describe major people, places, and/or conflicts. After summarizing complete the chart below based on the political cartoons.  | Observation (what do I see?) | Technique (what techniques does the cartoonist use?) | Symbol (what does it symbolize? Why is it shown that way?)| Message (what message is the cartoonist trying to convey to its audience?)   After complete the chart the students will write a complete and coherent paragraph explaining the target and significance of the political cartoon. They will use the following guide to assist in structuring their paragraph.

·      Topic Sentence (use historical summary statement)

·      Provide evidence and interpretation ( analyze at least 2 components of the cartoon)

·      Concluding sentence (what did you learn from the cartoon?)
3. What pictures would you use?
Three pictures are next to this post
4. How can VTRs be added to any of the comprehension strategies we have covered in class?
What makes you say that? is a versatile technique that can be use with almost any other technique. This is a way to get students to give details for their explanation. What makes you say that? can be a question given to students after they say something in a group discussion, one to one discussion with a partner where they ask each other this question, or in a written assignment. students can also practice using this technique differently with other techniques like Think Pair Share. Practicing with this technique the students will give their evidence to their partner. The students can create a chart that has them constantly asking them What Makes You Say That? behind every answer they provide.

Eric Paulino

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Ben Friedlander

1.     The purpose for “I used to think, but now I think” is to engage students to activate their prior knowledge on a topic and explore how their understanding and opinions of that topic has changed through group discussions and new information.  Additionally, the purpose is to challenge their understanding of the topic and be able to reflect, question, and evaluate based on the new information that has been presented to the students.

2.     The topic I would use this for would be in any social studies curriculum.  One of the benefits in using this VTR in social studies is that the topic in itself is the evolution of people through different times in history with unique cultures, laws, and societies.  Naturally, historical figures have questioned, protested, and brought about new change that challenged the society in which they lived in.  As such, it is much easier for students to explore the topic through an inquisitive lens that allows them to evaluate their prior knowledge and complete the puzzle of their own understanding and interpretation of the historical topic. One topic in history I would use this VTR for is the exploration of the Vietnamese War and the war crimes committed by the United States.  Students would be presented primary source material about the Mei Lai Massacre and how United States troops wiped out an innocent village of Mei Lai, including women and children.  I would present primary source material that would also address why U.S. troops attacked this village and have students evaluate if their actions were justified or not.

3.     (Pictures on the side of this post)

4.     “I used to think, but now I think,” VTR can be added into the comprehension strategies because it allows students to activate prior knowledge, think-pair-share with one another, and explore new text, sources, and pictures to come to a new understanding about the topic.  Specifically, with close reading, students can use the “I used to think, but now I think” to help them bridge their prior knowledge to the new content that they are reading.  In this VTR to supplement close reading, students are able to have group discussions and share their interpretations and opinions from the text to help shape their overall understanding of the text.

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1. Purpose: Compass Points enables learners to explore various sides of a proposition or idea, which prevents personal reactions or quick judgment. It enables students to structure their thinking so they can consider ideas from four different angles.

2. What topic would you use it for? Since the Compass Points strategy works best when there are differing opinions in the content given, I would use it for a social studies or english class. This protocol is flexible, so I think it would be effective as a pre-reading, during, and after-reading activity for a certain text or visual. In a US History class, I could see myself using it in a unit on WWII while viewing and discussing propaganda and the role it played in cultivating fear and hatred among Americans. In an English class, I would use this strategy to help my students think critically about a moral dilemma in a novel, such as To Kill A Mockingbird.

3. If it involves some sort of visual, which picture would you choose? Upload the pic. (see below)

4. How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive. The Compass Points VTR can be added to the RT comprehension strategy because it enables students during reading to structure their thoughts and take on multiple perspectives. The four strategies within RT (summarizer, questioner, clarifier, predictor) can either add the compass points (E= Excited, W= Worrisome, N= Need to know, S= Stance) to their own roles or each RT role can be in charge of an individual compass point.

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1. Purpose
The purpose of See-Think-Wonder is to get students observing carefully and interpreting those observations thoughtfully, linking them to evidence. It is intended to make students curious, and thus might be particularly suited to pre-teaching activities and when students are feeling particularly bogged down or discouraged in a text.

1. What topic would you use it for?
There is a natural use for this with any sort of historical event for which there are photographs available, and for any traditional literary tale (Shakespeare, Ovid, folktales, Biblical, etc.) that many visual artists have interpreted and re-interpreted. However, I think we can consider this strategy more broadly, including, for example, visuals and diagrams in textbooks, and particularly diagrams of science processes. While science diagrams, especially, may inspire more close-ended thinking than this protocol encourages, especially if they are captioned, I think this protocol also offers an opportunity to liven up textbook content, and thus comprehension of textbook reading. This would make the content more personally relevant to students and more curious than overwhelmed, all of which we know aids comprehension.

2. If it involves some sort of visual, which picture would you choose?
The black and white picture is of Muhammed Ali as a young man playing pick up basketball - it is an image i’m using with my Learning Lab student based on strategies similar to Visible Thinking and See-Think-Wonder developed by Philip Yenawine, education director at MOMA once upon a time, who saw low learning levels among visitors even with high engagement and changed the way MOMA interacts with audiences of all ages.
The other picture is of a cell under a microscope undergoing mitosis (cell division) - this is the kind of rich image that I could use in a science class in an open-ended way, even though a traditional science textbook diagram of the process could be more closed-ended, as I mentioned. I’m thinking that the science image could almost be approached with some of the genre lens - how is this picture captured? What issues of interpretation and objectivity does the involvement of human experimenters create even in science? How do we choose what to look at in science? (This all sounds nice to me - not sure how I’d have the energy to consistently implement it in a classroom though!)

3. How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

See-Think-Wonder is especially appropriate for the before-reading stages of multiple strategy instruction paradigms, like RT and CSR, or anything in the pre-reading frameworks Robb puts forward. A picture related to the relevant topic, carefully chosen, could spark student discussion and curiosity about not only what is in the picture, but how it will relate to the coming unit or lesson. If used as a during-reading supplement, say during a mini-lesson while a whole-class novel is being read and a tricky chapter is coming up, it could give cultural/historical background knowledge—for example, in the Out of the Dust example given for genre in class. I see this as having two primary goals: one, to get students thinking rigorously about evidence and how it links to their thinking, and two, to capitalize on the natural wonder and curiosity students have as children that we want to rekindle into the middle years and adulthood. Wonder is a habit of thinking too, fostering a stance of curiosity and suspended judgement.

In the genre framework, See-Think-Wonder could be used in concert with particular genres - for example, a picture of an ad for the genre of editorials, a photograph of a real historical event for historical fiction, etc. The same sorts of questions can be asked of a picture as of a text in the genre framework - who framed the picture and why did they frame it that way? What CAN’T we see in the picture, and why were those elements not focused on or even left out? What craft moves is the photographer-author using?

Finally, pictures can be “close-read” just like short pieces of text. The same sorts of skills of generating predictions, attention to details of the “text”, and giving evidence to support your thinking, all driven by a curious and intense attention, allow students to immerse in both picture studying and text comprehension.

For all of these comprehension strategies, it is worth noting that many students with poor decoding of written text have strong comprehension skills nonetheless, and may best learn text comp strategies through applying the new skills first to other media they have better access too. Traditionally I have seen this applied to movies, podcasts / radio plays, comics, etc., but I think photography and visual imagery is a rich domain from this too (the basic idea of extending what we mean by reading comprehension comes to me via the Teacher’s College Reading Institute talks by Mary Ehrenworth).

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1. Purpose:
Think-Pair-Share would be used in any class to help students share with one another about the assignment before sharing with the class. This allows students to talk out their ideas with a peer,  ask clarifying questions, and begin to think more deeply about the topic in small learning groups.
2. What topic would you use it for?
Think-Pair-Share can be used for any topic. In a math class, one could use this for any math problem. A Think-Pair-Share could be assigned after any reading in a ELA, Social Studies, or Science class. This could also be used in Science classes to help with understanding during lab experiments.
3. If it involves some sort of visual, which picture would you choose?
Attached is an image of the tombstone of Dred Scott. This is the DBQ I am presenting to my students tomorrow in Social Studies. We studied the Dred Scott Decision and given this they will be asked to come up with 2 results of the Dred Scott Decision based on the image. Before having the students share their ideas with the class, I could break them into pairs for a Think-Pair-Share. This will allow all students to become more comfortable with DBQ's. Students will be able to ask their peers questions, flush out the correct answers, and become confident in the material before sharing with the class. This can be beneficial to all students, especially students who work best in smaller groups.
4. How can VTR's be added to any of the comprehension strategies we have covered in class.
This can be added to almost any reading comprehension strategy but specifically with close reading exercises. When having students engage in a close reading strategy, students are meant to be looking for connections within the text, observations, and interpretations. Students can be given any reading assignment and have them break out into think-pair-share groups and discuss any prompt or reading passage to help students share their ideas and teach others.

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Kendal Kohlasch: Think - Puzzle - Explore

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Kendal Kohlasch: Think - Puzzle - Explore

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1. Purpose

Think - Puzzle - Explore helps students activate prior knowledge before reading a new book or starting a new topic.  It also helps students start to think of questions and predictions.

2. What topic would you use it for?

In my Social Studies classes, we are transitioning from 2016 NYC Communities to 1400 Native Communities in NYC.  Think - Puzzle - Explore would be a great strategy to use to introduce this new unit.  As an accommodation to help my students who struggle greatly with abstract and hypothetical thinking, I would provide a picture or a few pictures of Native American life during this time period to help jumpstart their thinking

3. If it involves some sort of visual, which picture would you choose? Upload the pic

To introduce the new SS unit mentioned above, I might use these 2 images:

4. How can VTRs be added to any of the comprehension strategies we have covered in class. Please be specific and descriptive.

Think - Puzzle - Explore could be a very effective way to preview any text.  For example, before reading an article about the presidential election, I could post a picture of the 2 candidates and have students VTR.  Next, we could use CSR while reading to help deepen our understanding of the article.

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1. Purpose
Circle of viewpoints helps students explore other characters within the text by viewing different perspectives from their point of view. Circle of viewpoints can also be used from the authors perspective. This strategy allows students to understand how other characters think and feel differently about things.

2. What topic would you use for this
Circle of viewpoints can be used before starting to read a new book or chapter. Students will brainstorm perspectives about the topic, imagine different characters, and the theme. The goal is to make as many connections as they can while brainstorming aloud. This routine also works well for students that are having a hard time seeing a different perspective. It will allow for the class to open discussion and elicit dilemmas and controversial issues.

3. If it involves some sort of visual, which picture would you choose? Upload the pic
Before reading, students would view the image and give their own perspective of interpreting the image. It is important to be observant and pay attention to as many details as possible. I would start with the cover of the text as the first image to show the class. Allowing students to brainstorm what the main idea of the story is about and determining what kind of characters will be involved in the story. Later on in the book I will show images that convey an important message to the reader. It is important to show a visual aspect of the reading to the class just incase they have missed it or have not been following along with the text.
https://www.google.com/imgres?imgurl=http%3A%2F%2Fd2hej51cni6o0x.cloudfront.net%2Fimages%2Fcovers%252Fromeo-and-juliet.jpg&imgrefurl=http%3A%2F%2Fwww.enotes.com%2Ftopics%2Fromeo-and-juliet&docid=b4X2II7uJ28xJM&tbnid=ZyV_aryu2mp_iM%3A&w=300&h=300&client=safari&bih=620&biw=1264&ved=0ahUKEwic6KbqusbPAhVIcj4KHbxrAN8QMwhPKAMwAw&iact=mrc&uact=8

4. How can VTR's be added to any of the comprehension strategies we have covered in class.

Visual thinking routines can be incorporated with almost all comprehension strategies we have learned. More specifically, VTR will be most effective with close reading assignments. Students that have practiced visual thinking routines strategies will be highly observant while reading, making connections, and reflect on thinking and understanding. Teachers who use VTR with their students and incorporate strategies like think, pair, share, viewpoints, and see, think and wonder will allow students to become highly effective readers. Breaking students into groups and using these strategies will also increase their comprehension, allowing them to explain the information to one another and gaining a deeper understanding for themselves.

Joseph Vento

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VTR Station               Below is an Example of what your post should look like. Rule Based SummaryAshley LeeRule Based SummaryPurpose: The purpose of the Rule Based Summary is to help make students more effective readers. They are able to do this by summarizing informational text more effectively. To do this readers have to delete, substitute, or rephrase information. This strategy helps students produce an informative and detailed summary. How can it be used: This strategy has four steps, students will have to first substitute a more general term for a list of specific terms. They then will have to delete redundant information. Also, delete information that is not a absolutely necessary, or central, to overall meaning. Lastly, they have to select or create a topic sentence. The Rule Based Summary can be introduced to the children to help them identify the most important information from a text. This strategy can also help them with their own individual papers which they may have to write. This strategy encourages higher thinking and a better way to process things that are read and also written. 

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VTR Station               Below is an Example of what your post should look like. Rule Based SummaryAshley LeeRule Based SummaryPurpose: The purpose of the Rule Based Summary is to help make students more effective readers. They are able to do this by summarizing informational text more effectively. To do this readers have to delete, substitute, or rephrase information. This strategy helps students produce an informative and detailed summary. How can it be used: This strategy has four steps, students will have to first substitute a more general term for a list of specific terms. They then will have to delete redundant information. Also, delete information that is not a absolutely necessary, or central, to overall meaning. Lastly, they have to select or create a topic sentence. The Rule Based Summary can be introduced to the children to help them identify the most important information from a text. This strategy can also help them with their own individual papers which they may have to write. This strategy encourages higher thinking and a better way to process things that are read and also written. 