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AFFINITY DIAGRAMS
Used to organise large groups of information into categories.

Procedure: 1. State the issue to be examined in broad terms, such as an openended question or statement. 2. People can either work individually or in pairs, if reading skills are low. Generate and record ideas using Post-it notes. Begin sticking them on a wall or large sheet of chart paper, in no particular order, and where everyone can see them. Ensure that everyone is included. Ask for a headline to describe each thought. Note the contributor’s initials. 3. Arrange the notes in related or similar groupings. One person can also read aloud to others with less reading skill. Complete the groupings. This can be done by simply pulling up and replacing the post-its near others that are similar in nature. Involve the group in clustering the notes into 6-10 related groupings. Have everyone stand and do this silently. Be prepared for some loners. Avoid forcing them into a group. Some notes may need to be duplicated for different groupings and identical notes can either be thrown out or pasted on top of one another. 4. Choose a word or phrase that captures the intent of each group and place it at the top as a category name or title on the newsprint. 5. This diagram could be used as a brainstorming activity focused on helping the learner think about the issues that help or hinder them in continuing to pursue their educational goals. Discussion and an action plan for improvement could follow this initial thought process. Give each learner two dot stickies and ask them to vote on the categories they would most want the class to address together. Use these categories as guides to your curriculum development. The affinity diagram can also be used as a method for creative writing and helping learners to organize their thoughts as part of the writing process.

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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.
D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?").

R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.

T = THINKING. At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text. The teacher asks questions such as:

What do you think about your predictions now?

What did you find in the text to prove your predictions?

What did you we read in the text that made you change your predictions?

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Directed Reading Thinking Activity
Guides students through making predictions about clues the text gives them.
Teacher asks questions, students answer and develop predictions regarding the text.  Their predictions change as the text is read.  This method actively teaches comprehension as the teacher models and monitors students via discussion.

How to do it:  Chunk an unfamiliar text, and have questions ready.  Encourage students to reflect upon their prediction, how it changes and why.
What did you think about your predictions?
Did you find evidence to prove/disprove?

https://youtu.be/8zK-uJkK7SA

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DRTA- Directed Reading Thinking Activity 

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DRTA- Directed Reading Thinking Activity 

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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.
Here's a link for an example:
https://www.youtube.com/watch?v=ya6c1Im3-NU

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The Frayer Model is a graphical organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe the meaning of a word or concept by . . .Defining the term,Describing its essential characteristics,Providing examples of the idea, andOffering non-examples of the idea. http://www.readingeducator.com/strategies/frayer.htm

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Anticipation Guide:

http://www.readingrockets.org/strategies/anticipation_guide

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Power Notes is a strategy that teaches students an efficient form of organizing information from assigned text. This technique provides students a systematic way to look for relationships within material they are reading. Power Notes help visually display the differences between main ideas and supportive information in outline form. Before reading students can scan the text and create Power Notes on a category in the text.
http://www.adlit.org/strategies/22370/

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venn diagram

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The "Open House" reading strategy (also known as the "Tea Party") gives the students an opportunity to talk to each other about segments of a short story, chapter, or poem and predict what will happen next. They will make inferences and generalizations about the characters, setting, mood/tone, plot/action, conflicts, and point of view by discussing the segments. Before starting this activity, discuss the characteristics of an open house, making sure the students understand that people are supposed to mingle, talk, and share information.
http://www.smoran.ednet.ns.ca/Reader'sworkshop/open_house_strategy.htm
Link shows the steps in implementing this strategy.

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Quick Write Before Reading Strategy Writing strategy designed to improve fluency in student writing and to help students prepare and anticipate the material to be read. 

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Quick Write Before Reading Strategy Writing strategy designed to improve fluency in student writing and to help students prepare and anticipate the material to be read. 

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Advantages to Quick Write:
•Gets students into the habit of writing. •Focuses students’ attention on a topic or concept prior to reading.
•Motivates students to want to read about a topic.
•Provides practice responding to prompts.
Directions:
1.Select the text that students will be reading.
2.Pull general themes, concepts, or ideas from the text.
3.Create general prompts for the students to write about. Give lots of options surrounding one idea or theme.
4.Post the writing prompt on the overhead or white/chalkboard.
5.Share writing with a partner or class if desired.
6.Read the text.
7.Return to the quick write and add additional thoughts.
Chapter on Human Skeleton Prompt:
You and a friend are hiking in the woods. You discover two disconnected bones. Write about your discovery. What mammal is it? How old is it? What part of the body do you think it would fit? Give all the information that you know about these bones.

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RAFT is a writing strategy that helps students understand their roles as writers, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.
http://www.readingrockets.org/strategies/raft

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Suitable for the first chapter of a text. Cut the text into sections and then the students need to go around the class trying to obtain information from the other parts of the class. The students share discoveries, predictions and questions from what they've discovered. They then read the whole text and reflect on the differences between what they predicted and what they read.

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D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?").R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.T = THINKING. At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text.

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D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?").R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.T = THINKING. At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text.

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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.

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This is a strategy that is appropriate for a range of content areas.  The learners are asked to respond for 2-10 minutes to an open-ended question or prompt.  They can write about:
- what they have learnt.
- questions they may have.
- how well they understand concepts.

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K-W-L charts are graphic organizers that help students organize information before, during and after a unit or a lesson.  They can be used to engage students in a new topic, activate prior knowledge, share unit objectives, and monitor learning.

https://www.facinghistory.org/resource-library/teaching-strategies/k-w-l-charts