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Give students a list of words or have them find their own. It is important to have a variety of words that they may know and may not know yet.

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Works best with fiction. Give students about 8-10 key words from the text. Have students separate the words into categories then write their own short gist statement that guesses what the text might be about.

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We assume students know what we think about when we read, but many struggling readers don't see the work fluent readers put in. Think Aloud is a strategy where teachers take the time to verbalize what is happening in their heads when they read so students can hear.

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Pre-reading strategy- Give students a few sentences from the text and have them guess what the text may be about.

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Give students several statements that they can agree or disagree with before reading. Revisit the same statements after reading to see if their view/understanding has changed.

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Pre-reading strategy: Give students one sentence or phrase from the text you are about to read. Have students share and discuss with 3-4 other students. Each student writes a prediction about the text.

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A frayer model is a graphic organizer that can be used as guided notes, for vocabulary, or almost any other purpose where you would like students to group information into categories.

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Have students create a drawing based on the reading. Then have students write to explain their drawing.

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An exercise you can use to show students how rereading can change their understanding of a text. Each time students read the same passage, they write how their understanding has improved or what questions they still have.

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Use with any fiction or non-fiction text to understand character motivations.

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Have students take a reading from one genre and rewrite it into a different genre. You can use If-Then Structures, Repetitive Book Structures, ABC Structures, Cumulative Text Structures, or Fortunately-Unfortunately Structures.

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Provide a prompt, passage, or problem. Students will respond. Next, move the students (or the writing), and have the next student add to the conversation on the same paper. Continue for as many rotations as needed.

You can provide different prompts for each rotation or have students continue the other person's thought/writing.

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Have students rotate around the room to different stations.

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Each student should write their own ideas before getting a partner to discuss. After that discussion, have partners share out to the whole class.

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Throughout any reading, have students pause and take note of their thoughts, answers they may now have, or questions they want to know.

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Give students a topic to write about. Set a timer and have them write for the full time limit. Low stakes prompts are best.

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Online platform to gamify writing. Have students vote on the best answers from their classmates.

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In a modified jigsaw, materials move instead of students.

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Create learning stations where students learn different facets of the same concept in multiple ways. Students can move to learning stations in a rotation, or "mobile stations" can come to the groups.

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Have students list the problems found in the passage and identify solutions from the text or create their own solutions if none are provided.

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Observe closely, explain what you think, and ask questions that arise.

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Reflect on how new learning connects, extends, and challenges prior thinking.

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Students use post-it notes to add comments/information on chart paper.

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Verbalize your thought process step by step to make reasoning visible.

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Make a claim, support it with evidence, and pose questions for further inquiry.

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Capture key ideas using one sentence, one phrase, and one word.

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Summarize the essence of a topic in a short, punchy statement.

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Use one to two words to summarize a paragraph or text.

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Identify where ideas may need to stop for caution (red) or move forward with care (yellow).

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Using a graphic organizer, students will list what they notice, what they wonder, and create questions based on reading/scenarios.

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Each student writes one sentence to share with the group. (Underline the most important quote from the text.) Others in the group take turns discussing what they think that sentence means, why it is important, or why the first student would have shared that detail. The original student gets the last word to explain.

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Individual to partner, then to groups of four.

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Each student writes their own answer and then finds one partner to discuss and come to a consensus. When partners agree, they find another pair to discuss with. They must agree and build onto the answer then find another pair/group. Eventually, the conversation becomes whole class.

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Track each student who participates in the discussion. Show students the "web" you have created to help encourage more participation. You can also give students a web to track on their own.

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Provide sentence starters to help students begin what they want to say for discussions.

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Divide a reading passage into chunks and then chat with a partner or group about what the chunk means, how it connects to other sections, or how it develops the main idea. This strategy works well with a gradual release (teacher-led, small group, individual).