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Gunning, T. (2016). Creating literacy instruction for all students. Pearson.

Reading Rockets. (n.d.). Anticipation Guide. Retrieved from: https://www.readingrockets.org/strategies/anticipation_guide.

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Strategy Name: Question Generation.

Question generation is when a student comes up with questions rather than the teacher. Gunning (2016) states, "it transforms the reader from passive observer to active participant" (p. 321). This strategy will work with my students because they love having the freedom of asking questions. We practice asking good questions during star student and when we have guest speakers come in, so this is just another opportunity for students. All of my students would benefit from this strategy because they are in kindergarten and just learning how to compose a good question. I know that I have some students who really struggle with coming up with questions and that is something that can be worked on during a small group instruction.

I will teach this strategy to my students by modeling during whole group and then working on this strategy in small groups to reinforce this strategy. I will assess the effectiveness of this strategy by how easily students are able to come up with questions and how good the questions are. I am able to observe students to assess the effectiveness of this strategy.

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Strategy Name: Summarizing.

Gunning (2016) states, "summarization, which builds on the organizational strategy of determining main ideas and supporting details, improves comprehension and increases retention" (p. 309). Gunning (2016) also notes, "students can evaluate their understanding of a passage that they have just read" (p. 309). This strategy will work with my students because they love talking about what happened in the book whenever I read a book aloud to them. By having students summarize what they read, they are able to talk about the book which they are so eager to do. I believe that all of my students will benefit from this strategy because all of my students are just learning how to read and process the information that they read. Summarizing is a great strategy to know how to do.

I will teach this strategy to my students whole group. I will introduce this strategy during a read aloud and will continue to drill this practice throughout the year as I read aloud to students. I will introduce this strategy by reading a new book to students. When I finish reading the book, I will teach students that an important part of reading is thinking back on what happened in the story. Since I teach kindergartners, I will break this strategy up into three parts... the beginning, the middle and the end. I will share my thinking out loud as I walk through the process of summarizing the book. What happened first, what happened in the middle and what happened in the end. After I have modeled, I will read another book and have students try. Students can turn and talk to their partners and we will talk through the process as a class. I will assess the effectiveness of this strategy by listening to student responses during read aloud and while conferring during small group or one on one. This strategy is an easy one to check on.

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Strategy Name: Predicting

Gunning (2016) states, “predicting further activates readers’ schema because predictions are made on the basis of prior knowledge”. The strategy of predicting is when the student makes an educated guess on what is going to happen next in the reading. This strategy will work well with my students because we already do this in class and students absolutely love it. Predicting really helps keeps students engaged and students love seeing if they are right or not. Again, all students would benefit from this strategy. I teach kindergarten and all of my students need this strategy.

I will teach this strategy to my students by starting off with a book that is very predictable. When I say very predictable... I mean a book that is repetitive. By starting off simple, it will help students learn the prediction process and will allow them to build up to harder texts. I will teach this strategy whole group. I will read a book to students at the carpet and I will model how to make a prediction. After modeling a couple of pages, I will ask them a question along the lines of what they think is going to happen next. I will allow students to turn and talk as I listen in. I will then turn the page and we will see if our predictions were right or wrong. I will then read another page and have students turn and talk again for some practice. I will assess the effectiveness of this strategy by listening to the conversations during turn and talks and by conferring with students during reader's workshop.

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Strategy Name: Imaging.

Imaging is when a student pictures the story in their head.
According to Gunning (2016), “creating images serves three functions: fostering understanding, retaining information, and monitoring for meaning” (p. 319). This strategy will work with my students because they are just learning how to read and most of my students are visual learners. In writer's workshop, right now, we are learning about thinking of stories and playing those stories in our heads. We talk a lot about using our senses and actually playing our stories like a movie in our head. All of my students would benefit from this strategy, but especially the ones who have “difficulty understanding a high-imagery passage” (p. 319).

I will teach this strategy to my students in small-groups. I will ask my students to close their eyes and imagine what I'm saying as I read a page to students, making sure that it has a lot of imagery. I will make sure not to share the pictures with my students. I will then ask students to open their eyes and to draw out what they saw in their head. I will provide them with paper and crayons. As they create their pictures, I will ask questions. For example, why are you making that ball orange? I will then tell students that this is an important strategy that they can do on their own in their own heads just like writer's workshop. I will assess the effectiveness of this strategy by taking a look at the pictures that the students draw and by listening to them explain their pictures. If I was talking about a red ball and Sadie has a green ball or no ball... I might be a little concerned. If the student is having trouble, I can pull them into a new group and work on this strategy some more with those who need it.

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Strategy Name: Anticipation Guide.

Anticipation guides "activate students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree" (Reading Rockets, n.d., para 1). Anticipation guides go hand in hand with making predictions. This strategy will work with my students because I will model the process and work with students in small groups. Although all of my students would benefit, my students who struggle with the prediction strategy my benefit from this. This anticipation guide is a little more guiding rather than open ended.

I will teach this strategy in small groups. I will create an anticipation guide that is four statements long and will have simple answers of yes or no. I will introduce the book that I will be reading and model the process of answering the questions. I will answer the first question and then I will read the other questions out loud to students and have them answer them. I will then go ahead and read the book and we can stop and discuss the book. I will assess the effectiveness of this strategy by observing students. I'm not looking for right or wrong answers, necessarily, but their thinking behind it. It will be easy to assess students when they are in a small group setting.

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Strategy Name: Pre-viewing.

Pre-viewing is such a big strategy in kindergarten! Pre-viewing is when "students read a selection’s title, headings, introduction, and summary and look at illustrations to get an overview of the selection” (Gunning, 2016, p. 299). This strategy is super important in kindergarten because, currently, my students don't know how to read yet. All of my students would benefit because all of my students are in the pre-reading stage and they do a lot of previewing. My students take a lot of book walks, which means opening up the book and just looking at the pictures and noticing all the different things on a page. This is a huge strategy that is needed before students start reading.

I have already taught this strategy to my students. I taught this strategy by modeling whole group. I told students that we were going to read a book, but before reading we had to take a book walk. A book walk is when we open up the book and look at every page carefully. As I took a book walk, I modeled my thoughts aloud. For example, I told the kids that I saw a boy standing on the sidewalk and he was all alone and he looked very sad. I then sent students off on their own to do their own book walks. I have been assessing the effectiveness of this strategy through conferring notes. I meet with at least three students during reader's workshop, each day, and I am able to assess if they are pre-viewing or not. I should see students pointing to the pictures and noticing things.