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1. Bold it: This strategy requires students to look at bold words, think about the meaning and determine their importance in the text.

2. Don't Skip It: This strategy encourages students to read the text, look at all the pictures, footnotes and any other information on the page. It is important that they read and look at everything to get the most out of the text.

3. Reread and Sketch: This strategy requires students to reread the text and draw a picture representing what they gleaned from reading the text.

4. Caption it: Student read a page of a story and write a sentence to sum up what they read.

5. Get More From the Pictures: This strategy requires students to look at the pictures in more detail and gather information that can connect to the text and help them understand the content better.

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Kayla Bouwman's Top 5 Reading Strategies

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Kayla Bouwman's Top 5 Reading Strategies

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10.12: Don’t Skip It- I have experienced a lot of my students skipping “boring parts” of a text, or things they don’t understand.  This would help students look at everything so that they don’t miss valuable information.

8.19: Consider Structure- A lot of my students tend to understand fiction structure much better than nonfiction structure.  This would be useful teach them how to make sense of the structure by use of visuals and other strategies.

8.5: Boxes and Bullets- Organization is key when it comes to understanding a text.  This would help students break apart the text and understand meaning by looking at chunks rather than all at once.

10.3: Re-read and Sketch With More Detail- Pictures are always a good way for students to express their creativity and also think more deeply about a text.  As they re-read the text and re-draw a more detailed picture, not only will it be fun for them but they will be able to see what they have learned as they used the re-reading strategy.

10.4: Caption It- This strategy has the student summarize a passage in one sentence.  This is a great way for students to learn what the main idea of a text is, or just increase their summarization skills.

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10.11 - Glossary Warm-Up
Before students start to read, they will go to the glossary to familiarize themselves with the terms.  When they do come across the word within their reading, they need to think of the meaning of the word and how it fits into the text/sentence.
10:15 - Maps
This strategy puts into place the order of which students first approach a map.  They need to look at the title of the map, then the legend to figure out what symbols mean, and correlate the symbols on the map to fully understand the map.
10.3 - Reread and Sketch with More Detail
The students will read the text then sketch what the information is giving to them. They will then reread the text and try to add more detail to the next picture they make.  They to repeat until they think they found all of the important information within the text.
10.7 - Bold Words Signal Importance
Students will read the text until they come up on a bolded words.  They have to think if they have seen or know the meaning of the word. If not, they need to look up the word in the glossary to understand it.
10,18 - Cracking Open Headings
When students come across a confusing heading, they need to go back to sections before and try to infer what this section might be about.  They then will read from the section and relabel the heading to a word so that they can have a better understanding what the section is about.

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10.5: Get More from Pictures
This strategy has the reader look at the picture and read the words. They then try to make connections between the picture and the words. After, they can say more facts that they see in the picture.
10.9: Diagrams Show and Tell
This strategy ensures that the student is reading the title and the labels to fully understand the important parts of a picture or diagram. Then, it encourages students to make connections to the text.
10.11: Glossary Warm Up
This strategy has the students preview the definitions they will see in the text, using the glossary to read the definitions first, before reading the text.
10.15: Cracking Open Headings
This strategy has students create a chart. In this chart, they state the heading that is confusing them. They then read the section before to try to make predictions on what this heading could mean. Then, the students read the current section and in their chart, write what the section is about. They then give the section a new heading based on what they read.
10.20: Primary Sources
This strategy encourages students to think deeper about how primary texts are related to the main text. It also gives students tips on how to determine the main idea and key details from the primary source, and distinguish new information learned.

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1. Caption it!
This strategy allows your students to become creative because they will be given a picture and based on what they have read they get to come up with a caption that describes the picture.
2. Don't Skip It
This strategy encourages students to look at everything on the page including pictures, footnotes, and graphs to capture everything the author is trying to portray.
3. Fast fact sheet.
This allows students to read the text then go back and look at the facts to develop a better understanding of the text as a whole.
4. Glossary Warm up
This strategy allows students to become familiar with the important words that are presented in a text before they read it.
5. Labels teach.
This strategy makes students aware that there a lot of important information in labels that often get overlooked.

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10.2 Cover Up Then Zoom In- In this strategy, sticky notes are placed over the image and students have to read the text and try and figure out what the message is and what they have been taugh thus far. Then, once they’ve determined that, they uncover the image and focus on that and determine what additional information it provided them. This is great because it allows students to break down a text even further and analyze each piece of information to get a more wholistic picture.

10.3 Reread And Sketch With More Details- I love this strategy because it tailors to those creative students who might be better at expressing their ideas and knowledge through art. In this strategy students read a passage and then sketch out a summary. They then reread the same passage and go back and add more details to the picture. This shows students that there can always be a little more you can gain from the passage by rereading it. They will also see the information differently when they already have developed a basic understanding of the content and are rereading to get more detail.

10.4 Caption It- this strategy is a great too to check for understanding and it’s really easy to do. Students use sticky notes to write captions for pictures that don’t have any. The information about the picture is usually in the text so students need to apply what they have read to summarize the purpose of the image. This also develops a great habit of taking notes as you read whether it’s an informational text or a nonfiction novel. It promotes reflection while you read.

10.7 Bold Words Signal Importance- This shows students that bold words are bold for a reason. As they read a sentence, they are supposed to pause and think about that bolder word and determine if they know what it means based on prior knowledge or through context clues. If they don’t understand can they reread and try and gain understanding. If not they should look in the glossary. This way students are checking for understanding and making sure they are grasping the really important aspects of the text.

10.8 Fast Fact Stats- In this strategy, students are encouraged to read the whole text and get all the information first and then read the facts after. Reading the facts first can sometimes be a bit confusing. This is beneficial because students can see what the really important parts were and review what they had just read. They can also analyze if the information there matches what they read.

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8.2: Notice What Repeats - This strategy would be great for younger students to help them visualize the words that keep coming up on each page.  This will help illustrate to students what the main idea is.
8.5: Boxes and Bullets - I like this strategy because it helps students break apart the text so it feel more manageable. Although we don't want to be teachers that have a graphic organizer for everything, this organizer will help students organize the information from the text in a more friendly way.
8.14: Time = Parts - This strategy will help students organize information from biographies. Making timelines will help students see the sequence of events that are being written about
and organize subtopics and details.
8.16: What? and So What? - I think this strategy would be helpful fora large range of students to help make the distinction between topic and main idea more concrete.  Having students ask these questions about the nonfiction text will help make that distinction.
8.19: Consider Structure - Teaching students nonfiction structure can be difficult. Having an idea, visual and prompting questions to help the students make sense of the information in the ext will help them understand the
structures better.

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1. Determing Importance in Text
This strategy students skim to find what is important in that section of text using the bolded/ italizied, graphic, charts photos to help find out what is important. Write a note why you think it is important.
2. Caption It
This strategy is when students are using the information they read to write a sentence caption about a picture from the text. I loved this one in school.
3. Glossary Warm up
Students look up the important words that are usually bolded or in italics in the glossary to familiarize with the word. This way students can make connections when they read it in the text and have a deeper understanding.
4. Cracking open headings
The students start by going through reading the headings in the text. The students make predictions of what the section is about under the heading. Then read the text with a little understanding of what it will be about and see if their prediction is correct.
5 Don't Skip it
The students have to look at everything on the page including captions, graphics, diagrams, pictures etc. This allows the student to intake all the information from the text.

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10.3: Re-read and Sketch with More Detail - This strategy lets students draw pictures to make sense of what they read. They then re-read the text and add more detail to their picture.

10.5: Get More From Pictures - This strategy encourages students to look at the pictures and see what information they can gain from them.

10.10: Why a Visual? - This strategy has the students look at any type of visual that is included in the text. The students think about what the picture means and why the author included it.

10.14: Hop In and Out Using the Table of Contents - I like this strategy because students can practice using the glossary to research and find information.

10.12: Don't Skip It - This strategy is a good one for students who skip over things in informational texts. This makes students look at everything on the page including any graphics.

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10.7 Bold Words Signal Importance
Instead of skipping over bold words, students will think “do I really know what this word means?” If yes, students will keep reading. If not, students will figure out what that word means by looking at the glossary. Students will then come back to read that sentence after they have a new understanding of the word.

10.10 Why a Visual?
Students will read nonfiction texts and stop to check the visuals out. They will answer questions that ask why the author includes this visual, what it is important and how does it add to what is being said in the text.

10.14 Hop In and Out Using the Table of Contents
Students will brainstorm a research question before reading their nonfiction text and hypothesize, using the table of contents, which chapter their research question will be answered in.

10.11 Glossary Warm-Up
Students will preview the words and definitions they will see in the chapter before they actually start reading. With this, students will get a basic understanding of the words so when they are reading, they get more meaning out of it.

10.18 Cracking Open Headings
Students will read headings that are causing confusion. They will then dig deeper into that same heading and figure out what the author is trying to say. They will then read the section, figure out what it is actually about and make up a new heading that could make more sense to the next person reading.

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10.2 - Cover Up then Zoom In: This lets students think about what they are reading before looking at any pictures. Once they uncover the picture, they are able to determine what was important from the text they had read.

10.4 - Caption It!: This is another strategy that students can use. When coming across a picture in the text, they can take key ideas that they read about and use it to create a short sentence that captures the main idea of the picture that is shown.

10.6 - Labels Teach: This strategy helps students understand parts within a picture that they may not understand, as well as giving a fact about the picture that might be fun or not well-known. It includes giving 2 labels within the picture, along with a fact!

10.7 - Bold Words Signal Importance: I even use this strategy! It teaches students that while reading, if they come across a bolded word, that means that word is important. Most bold words even have subcategories that will explain what the word definition is or why it's important to the text.

10.10 - Why a Visual?: Visuals can be very helpful to students because a possibly complex idea can be drawn into a more simple way and visual idea instead! It get's the same idea across and students usually can understand or relate to the idea better in this format!

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10.1- Make the 2-D into 3-D
This strategy encourages students to think of the 2-D features of the text as real objects. By reflecting on the information and processing it into a 3-D concept, students are able to comprehend what the author is presenting.

10.3- Reread and Sketch with More Detail
This strategy is for our artistic students! It challenges the students to read the text and to draw a picture to reflect their comprehension of the information. However, after they draw the picture, they are encouraged to reread the passage and redraw a new picture to show their new knowledge. Repeat this process as needed depending on the student and the level of text.

10.4- Caption It!
I think this was my favorite strategy of the chapter! The students make a caption to summarize the text in one sentence. The caption should not just be one fact, but rather a summarizing statement of what the text thought. I like that is strategy is simple and short; a great addition to any non-fiction lesson. And it could be modified to create headings and chapter titles too!

10.7- Bold Words Signal Importance
Scan the text for any bold words. Once the student finds one, ask them if they know what it means. Student should find the word in the glossary if they don't know it. Then, read the text. This helps students understand misconceptions before encountering
them in the text, improving student confidence and fluency.

10.10- Why the Visual?
This strategy encourages students to think more about the meaning of visuals and why they are included in the text. After reading the text, ask the students what new information is presented in the visual on the page and why they think the author included it in the text. This will help the student reflect on the passage (and visual) and help him or her internalize the information presented.

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10.3: Re-read and Sketch with More Detail: This strategy has the students re-read something they have already read and it has them sketch something that describes what they have already read, but adding more detail.

10.4: Caption It!: This has the students read a text and write a short caption about a picture that is presented with the text.

10.7: Bold Words Signal Importance: This strategy has the students read a text and if there are bold words they ask themselves if they know the definition or not. If they do, they move on, if they do not they look for definition of the word. Whether that be in the glossary or the text itself.

10.10: Why a Visual?: This strategy has the students focus on the pictures that are presented in the text. It has the students think about what the pictures are giving to the text, is it providing a clue or more of an explanation, and so on.

10.14: Hop in and Out Using the Table of Contents: This has the students use the table of contents to find what they are looking for in the text. This is really good because it encourages the students to use the table of contents and look at the different bold text and headings on the page.

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10.3: Reread and Sketch with More Detail
This strategy allows students to draw a picture after they read the first time based off of what they remember. Then after they go back and re-read, they can add more to their picture.

10.4: Caption It!
I really like caption it because it gives the students a chance to get creative. By being given a picture, they have to use what they have read in the text to create a caption for the picture.

10.11: Glossary Warm-Up
Before reading, look at what you will be reading and preview it. Look at some of the words you are going to come across. When you start reading, when you come across a word from the glossary, learn more about the word and its meaning through the information in the text.

10.15: Maps
Look at the map and read all of the details of it. The map will most likely help with the text, so read the title, look at the symbols/key/scale/ legend, read the labels, etc. Think about and summarize how the map helps to learn about the section or topic you have read about.

10.18: Cracking Open  Headings When reading, look at the heading or subheading. If you come across one that is confusing, look at the main title and try to think about what the heading is about. Read the section for information. After reading, go back and make a new heading for that section that is easier for you to understand.

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10.3: Re-read & Sketch with More Detail: This lest the student draw about what they read about with the text and it provides more detail and what they took away from the text.

10.4: Caption It!: This lets the students read the text and write a sentence about the image that goes with it. They can use the main idea to help them write a caption for each image.

10.12: Don't Skip It: Include graphics, words, and both for understanding meaning in the text.

10.10: Why a Visual?: This reminds students to use the images, pictures, graphs, charts, and others in a text to HELP them understand the text better and create deeper meaning.

10.5: Get more from Pictures This Encourages students to look at the pictures to help them create meaning and understanding to the text.

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1. 10.2 - Cover Up Then Zoom In: This strategy has students use a sticky note to first cover a picture on the page. They then read the text and then uncover the image and think about what new information the picture gives them. This helps students use both text and pictures to gain information from a text.
2. 10.4 - Caption It!: This strategy has students read the text and then write one sentence about the picture that goes along with the text. It is easiest if students use the main text to help them write a caption for the picture.
3. 10.7 - Bold Words Signal Importance: In this strategy, students read a sentence with a bold word. Then they ask themselves if they know what that word means. If they do know what it means, then they continue reading. If they don't know what it means, then they are to stop reading and to go find the word in the glossary. This strategy helps teach students how to use a glossary and how they can be helpful in certain texts with many definitions.
4. 10.10 - Why a Visual?: In this strategy, students are encouraged to stop whenever they see a visual (graph, chart, picture, diagram, etc.) and ask "what information is this visual giving me?". This will help the reader evaluate what the visual is trying to contribute to the text and book as a whole.
5. 10.12 - Don't Skip It!: This strategy encourages students to read and look at everything on a page, including the text, any pictures, captions, and footnotes. There is a reason the author of the book chose to include that information in the book, and if we skip certain parts we could be missing valuable information.

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1. 10.3 <Reread and Sketch with More Detail>
Read a piece of text once; draw a picture of what you felt the text was about. Read the text a second time through, and then add any details to your picture that you may have missed the first time around. Repeat this process until you feel you have hit all the main details in the text, and represented them in your picture.
2. 10.4 <Caption It!>
Read the text, and then look at the images on the page. Using the text as a support write one sentence to describe what is happening/represented in each image.
3. 10.6 <Labels Teach>
Read the text, then look at the pictures. Once you have read the text, use it as an aid to label important parts on an image. Or if the image is already labeled, look more in-depth at what is labeled. Connect the labels to the text, and point out where the connections are.
4. 10.7 <Bold Words Signal Importance>
When reading a text with bolded words really focus on the words bolded. When you come across a bolded word in a sentence, really think to yourself do I know what this word means already? If you answer no to this question, flip to the glossary in the back of the book, and read the definition. Once you have read the definition, go back and reread the sentence with understanding of the bolded word.
5. 10. 11 <Glossary Warm-Up>
Before reading a text, familiarize yourself with the key words that will be presented throughout the reading. Flip to the glossary, and read the definition of the words. Then go back to the text, and begin reading the words. Keep in mind the key words that you looked at in the beginning, and try to understand those words in the context of the material.

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1. Reread and Sketch with More Detail: This strategy has the students read a text and then sketch a picture to go along with what they read. They then go back to read the text and then add more details to their picture.
2. Caption It!: This strategy has the students write a short caption to describe a picture in the text. They do this by using details from the text.
3. Bold Words Signal Importance: This strategy has students read a sentence with a bolded word. If they do not understand what it means they go to the glossary to read the definition. They then reread the sentence with a better understanding.
4. Why a Visual?: This strategy has you stop and think about what a visual may be telling you in the text. You stop to think about why it may be important.
5. Don't Skip It!: This strategy has students make sure that they are reading all the words on the page including captions and graphics. Make sure you have read everything before you flip to the next page.

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10.3 Reread & Sketch with More Detail: This strategy is about reading the text, sketching a picture that resembles what you got from it. Then reread to add more detail into your picture that better describes the text. Continue until all important information is on paper.

10.7 Bold Words Signal Importance: Find sentences with bold words, think about what it might mean or by reading the sentence and try to figure it out. If not, find the word in the glossary and explain the fact after reading the sentence.

10.19 Sidebar as Section: Read the sidebar, think about it and ask what the main idea of the text is. Determine what details support it and summarize the key points.

10.12 Don't Skip It: When reading nonfiction, read all of the page. Including the graphics, words and intertwining both of them. Don't skip anything so that you get a deeper understanding.

10.2 Cover Up Then Zoom In: Use a sticky note to cover an image. Doing so will force the reader to dig deeper into the text for information. After reading, take the sticky note off of the image and decipher what other information it provides.

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1. Determining Importance in Text:
Find important information in the text and skim/skip over the less important parts of nonfiction text. Look at key words, titles, font changes, and graphics/pictures to find important information. When you do find important information, don't just highlight key facts, jot a note about it to help you remember the fact and why you highlighted it.
2. 10.1: Make the 2-D into 3-D
Take a 2-D graphic from a non-fiction text and try to imagine more detail/make it 3-D. Use your senses to imagine more than just the flat picture. Make your own picture using your senses and more detail.
3. 10.4: Caption it!
Look at a picture in a non-fiction text and read the text around it. After reading the text, think of a one sentence caption you would use for this picture, then write it!
4. 10.7: Bold Words Signal Importance:
Look for bold words within the text. If you already know the definition, keep reading. If you don't, either look for context clues or flip back to the glossary for the definition of the word.
5. 10.15: Maps:
Look at the title, symbols, colors, key, and scale/legend of the map. Try to figure out what each of these mean by studying the map, and how the map helps you understand the text better.

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1. Caption It!
Write a short caption (one sentence) for a picture displayed in your nonfiction text. Use what you read to help you.

2. Why A Visual?
Pause when you see a visual (diagram, graph, chart, picture, etc) and ask yourself why it was included in the text. Try to find the importance of the visual, and gather why you need to stop and look at it.

3. Hop In and Out Using the Table of Contents
With your main research question in mind, look through the table of contents and see which chapter/section is most likely to hold the information you are looking for. Then, reference that chapter!

4. Cracking Open Headings
This strategy has students read headings/subheadings and focus in on any that you may find confusing. Next, write the heading in a chart. After reading the section, write a short summary of the information and then create a new heading or subheading for that same section that makes more sense to you.

5. Take Your Time (Line)
Students are able to gather more consolidated information from timelines using this strategy. First, students learn what the timeline is going to show. Then, they read the labels which describe the event on the date. Lastly, students consider the information from the text they read to see how it helps them to understand the events better and then students provide a summary of the timeline as a whole.

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1) 10.3 Reread and Sketch with More Detail This strategy encourages readers to go back and reread what they just did, in order to get more detail from it. So the reader makes a sketch of what they just read about, and then they reread to find more detail to add to their sketch.

2) 10.5 Get More From The Pictures Often in nonfictional text there are a lot of pictures. This strategy encourages readers to take a close look at the picture, and see what additional information they can get from the pictures.

3) 10.10 Why a Visual? Kind of similar to the last strategy talking about looking more into pictures this strategy tells learners to figure out why the visual is included on the page. Does it add to the text? Is it additional information? I think often readers just look over images (at least I did) and don't think about what they can be telling them as they read.

4) 10.12 Don't Skip It This strategy tells readers to not just skim over captions and small print. When I am reading a non-fiction text I read the main paragraph on the page, and then just skim my eyes over the rest. This is telling us to not skip over anything, because there is a reason why it is on the page, and it could be telling us something.

5) 10.14 Hop In And Out Using The Table Of Contents I think this strategy is an important tool for readers when they are doing research. This encourages them to look at the table of contents, and read the headings in order to decide if it is going to provide them the information they are looking for. For example a child might be doing research on the Titanic, and find a book about boats. There might be some information in there that they can use, but they don't need hte whole book. So knowing how to find the information they need is important.

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1) 10.2 Cover Up Then Zoom In
This strategy asks students to question what they are learning about by covering up an image with a sticky note. Once they read the text, they can remove the sticky note to discover what new information the image provides. This will help students gain a deeper understanding of the reading.
2) 10.4 Caption It!
After students read the text and look closely at the pictures, they can come up with a one sentence caption to summarize the information.
3) 10.7 Bold Words Signal Importance
As students come up to a bold word, ask them to think about whether they know what the word means. Have them try to figure out the meaning based on the context in which it is used. If they still cannot figure it out, they can turn to the glossary to find the definition. Once they know the definition, they should try to explain the sentence with their new understanding of the word.
4) 10.12  Don't Skip It!
A lot of nonfiction texts contain both words and graphics, so it is important to understand how to navigate a page while reading. This strategy has students come up with a reading plan to ensure that they do not miss any key details. This means that students should decide if they want to read all of the text first and then the graphics or switch back and forth between the two.
5) 10.16 Old Information, New Look
This strategy helps students make connections between how information is represented in a graph compared to the text.  They can see how both items support each other.

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1). 10.3 Reread and Sketch with More Detail. In this strategy, students read the informational text and then draw a picture/image/visual representation of what they just read. They then re-read the text, adding any detail they may have missed. This continues until the student has a complete visual with all the information.

2). 10.7 Bold Words Signal Importance: if a student encounters a sentence with a bold word, he/she will determine if they know what the word means/can deduct based on the clues in the sentence. If not, the student flips to the glossary to learn what the word means. I think this will be an especially beneficial skill to teach students with LDs in reading.

3). 10.10 Why a Visual: this strategy involves students pausing and analyzing visuals. Students ask themselves what they visual is telling them and why it is important.

4). 10.14: Hop in and Out Using the Table of Contents: Students are aware of what information they want to read about and use the table of contents to identify what chapters might contain this information.

5). 10.21 Take Your Time (Line): students first read the title of the timeline to familiarize themselves with what the timeline will be telling them and the dates presented. While students are examining the timeline, they counter check the dates to what is written in the text while expanding their knowledge with the additional information provided there. Students lastly tell the events in order to summarize.

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1. Get More from Pictures
-Look at the picture and read the words. Think to yourself, "What is in the picture that is the similar to what is written? What's different?" Then try to create your own facts about the picture.
2. Bold Words Signal Importance
-When you read a sentence with a bold word, think about if you already know that word or if you can use context clues to figure it out. If you aren't sure about the meaning of the bold word, then flip to the glossary and read the definition.
3. Diagrams Show and Tell
- Read the title and the labels of the diagram in order to figure out what the diagram is showing you. Then think about about the diagram ties into your reading in the text.
4.Don't Skip It?
- Make sure you read everything on the page, both the text and the graphics so that you understand the meaning of both the words and the pictures.
5.Sidebar as Section
-Read the sidebar and think of it as a separate section of the reading. Think about the main idea and the supporting details and then summarize the sidebar so that you can understand the content within the sidebar.
Kristina Hedrick

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Hayden Adams' Top 5 Nonfiction Strategies

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Hayden Adams' Top 5 Nonfiction Strategies

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1. Reread and Sketch with more detail:
-The student reads the passage and draws a picture, they then go back and reread the same picture and create another picture with more information added in. This is done to help them create a deeper thinking towards their story.

2. Caption It!
-The student reads the text and looks at the pictures and try to think of what the caption for the picture should be, based off of what they have read.

3. Labels Teach
-The student reads the text and then look at the pictures. They will then label the picture and brainstorm about how the text, picture, and labels go together.

4. Why a Visual?
-This gets the students thinking about why there are pictures and diagrams on the page and it allows for them to think about what the picture is trying to tell them about the text.

5. Fast Facts Stats
-The student makes a list of fast facts and then they read the rest of the text and think about what you know and how they apply to each of the fast facts.

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Dominique Brown's Top 5 Nonfiction Strategies

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Dominique Brown's Top 5 Nonfiction Strategies

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1. Don't Skip It!
Read everything on the page, including the pictures, to make sure the content makes sense before turning the page.

2. Caption It!
Read the text, then look at a picture on the page. Use information from the text to write a caption for the picture.

3. Labels Teach
Read the text, then look at a picture with labels. Pay attention to what the label is showing and telling us. Think about how the text, picture, and labels work together to provide us information.

4. Reread and Sketch With More Detail
First, read the text. Then, sketch a picture based on information you remember. Reread the text, and add more detail to the sketch. Repeat until all important information is represented in the sketch.

5. Glossary Warm-Up
Before reading, preview the words and definitions that will show up in the text. Go to the Glossary to get a basic understanding. Read the text, and when you come to a word from the glossary, try to learn more about its meaning from the details in the text.

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1. Caption It!
Read the text first, then go back and look at the picture. Think of what you learned from the text and create your own caption for the image.

2. Hop In and Out Using the Table of Contents
Have students, with a research question in mind, navigate the table of contents. They can scan for relevant passages and practice reading for research.

3. Cracking Open Headings
Before students read the text, have them look at the headings. Ask them what they can infer from the heading. Then have them read the text with the intended meaning in mind.

4. Fast Facts Stats
Have students read the text first. Then have them go back and look at the fast facts. Have students combine the reading with the facts to create a clearer picture.

5. Overviewing
Before reading a text, have students skim/scan the text for a general idea. The students will then have a context for what they are reading and can go back and read more in depth.

Sarah Langejans