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Think-Pair-Share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. In this literacy strategy, the teacher will pose an open-ended question to the class. Students will firstly 1. think individually about a topic or answer to a question; and then (2) share their ideas with their classmates.
Through Think-Pair-Share, students can collarboate to deepen their understandings about a given topic as well as be exposed to new ideas. This literacy strategy maximizes participation, focuses attention and engages students in comprehending the reading material.
In my own future High School English Language Arts classroom, I would use "Think-Pair-Share" (AKA: Turn and Talk) after my students have been exposed to a new concept or idea. Then, I would ask students to reflect on the realisitc implications of this concept, which requires higher-order thinking. An example of a "Think-Pair-Share" question that I would pose is: "Do you think that you could be friends with Hamlet? Why or why not?" following reading the first act of Hamlet. Through discussion, some students may cite his inability to make deicisions, unpredicitable nature, or morals with seeking revenge. Students would then have an ability to share their disucssion topics aloud with the class, providing further learning oppertunitites about the topic.

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The "Exit Ticket" literacy strategy provides teachers with an informal measure of how well students have understood a topic or lesson that was taught that day. From the student's perspective, exit tickets are a way to reflect on what they have learned and express how they are thinking about this new information. With "Exit Tickets", teachers will ask students to respond to a question or prompt regarding the leraning for that day.
Some examples of Exit-Tickets that I would use within my own High School English Language Arts classroom include questions such as:
"Discuss how today's lesson could be used in the real world"
"Did you enjoy working in small groups today?"
or
"The thing that surprised me the most today was…"
These exit-ticket questions offer more information to the teacher about how the student processed the learning targets of the day and whether the learning experience was beneficial or not and ways that the experience could have been improved. With the information from Exit-Tickets, teachers can continuously revamp their lessons to best meet the needs and wants of their students.

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Discussion Boards pose a way to ask the entire class one central question and allow for students to respond by "posting" their thoughts. In college, I have used this literacy strategy through the platform of Canvas, however, this literacy strategy can be used without technology as well, such as through poster-boards and sticky notes.
With the Discussion Board literacy strategy, educators can pose a question to the entire class and students can publish their thoughts and responses to this question. Through the platform of Canvas, teachers can choose whether they would like students to have viewing access to their peer's replies or not. I enjoy this literacy strategy because students can voice their ideas about a concept without having to speak up in front of a classroom if they feel uncomfortable in doing this. Also, discussion boards allow for collaboration with students being able to reply to one another's posts.
In my future high school English Language Arts classroom, I would use discussion boards as a homework assignment and ask students to collaborate about what they wrote about in-class the following day. In this method, students can use their own time to thoughtfully ponder a particular question, and use the time in class when we are together to discuss their thinking and learning with peers.

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The "Mind-Mapping" literacy strategy is a form of note-taking that asks students to connect large and small ideas about a particular topic. These ideas are represented by single words or short phrases and are orgniazed into circles rather than hidden inside large texts of information.
I enjoy the strategy of mind-mapping because students are encouraged to be creative in their note-taking while still scribing learned information in a way that is logical to them. For educators, it is important to model the process of mindmapping, such as how to focus on one central topic or idea and create other imporant ideas that are branched out from the middle.
In my future high school English Language Arts classroom, I will ask students to use this literacy strategy as a project over an assigned reading or unit. For instance, if I were teaching a unit over Modernism Literature, students could connect different ideas and authors that we have studied to this central topic. Students would be encouraged to draw pictures to support their thinking and represent what they have learned about the modernist period.

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What is Mind Mapping | Explained in 2 min

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The "Memo" literacy strategy asks students to recall the information that they read or viewed and rexplain it like they would to a family member or freind. The idea behind this literacy strategy is to "write a memo" to someone who has not encountered the reading. A memo includes the main points, so students can refer to their main take-aways from their learning in this strategy.
This literacy strategy reminds me of the question, "So, what did you learn in school today?" that parents often ask their child. For this literacy strategy, students can practice synthesizing information through recollection as well as practicing the art of teaching this information to someone new. If students are able to teach the main concepts of a reading, this will solidify their own understandings about the topic.
I would use this literacy strategy within my own high school English Language Arts Classroom when students have to learn from multiple sources at once. With this, students could share their "memo's" with a peer, as well as encounter the memo's from their peers too. As a result, students will be exposed to multiple main-takeaway points over multiple texts. This literacy strategy would be helpful when reading multiple different articles about one same, particular author. As a result, students could collaborate to learn multiple gained understandings about what they read about that author.
Through "memo" writing, students can also learn about different elements of Professional Writing, such as which pieces of information are most important to share and why.

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For the "Misconception/Preconception" literacy strategy, students are asked to view their assigned reading through different lenses. A misconception is a view or opinion that is incorrect because is it based on faulty thinking or understanding.  A preconception is a preconceived idea or prejudice. For this strategy, students are asked to recall their assinged reading and to approach any topic from their reading with an identified "preconception" or "misconception".
Anexample of this literacy strategy would be, 'Before I read ... I thought..." "However, this was a misconception because what I have learned is that...".
By identifying different misconceptions or preconceptions about any given topic, students step into the role of a teacher to address faulty additudes, beliefs or misunderstandings about any topic. With this literacy strategy, students can explain how the text caused their thinking to change and it what ways.
One aspect I like about this literacy strategy is about how open-ended it is. While students do not have to write about a personal misconception (although they certainly are invited to) they can also refelct on misthinkings that they have heard or expierenced through others, such as through the media.
This literacy strategy allows students to report on truth through what they have learned while also identifying misunderstandings about a certain topic. The processes that this type of thinking leads to is a more hollistic understanding about any given topic.
In my high school English Language Arts classroom, I would use this literacy strategy BEFORE and AFTER a lesson. Because during a lesson, student's beliefs may still be developing about a certain topic. Before a reading, however, I would invite students to consider what they think they know about a certain topic, and to keep this in mind throughout their reading experience. Then, after reading, students can refelct on potential misconceptions/preconceptions based upon their own experiences with learning the information. My favorite benefit of this literacy strategy is that it requires for students to think about the implications of a topic beyond the text that they read it from. This process helps students make connections as well as develop their own beleifs about topics they encounter in literature.

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The "Clearest and Muddiest" literacy strategy requires students to record their learning through what they do know and do not quite yet understand. This literacy strategy asks students to recall information about a reading and to scribe the aspects of this text that were the most "clear" to them; these are concepts or points that make sense to the reader. Then, students can refelct on the "muddiest" parts of the text, or the components of the reading that were unclear to them. After refelction, students will write at least 3 "clear" and 3 "muddy" parts of the text that they read, explaining why it was "clear" or "unclear" to them.
I like this literacy strategy because: 1. It asks students to explain why a certain point makes sense to them. This demonstrates learning and shows the teacher what students successfully understood about points from the text. Students can cite textual evidence from the texts that support why a certain point was clear to them, as well as make further conections to this point. 2. This strategy asks students to really refelct and ponder about aspects of the text that they are confused about or do not fully understand yet. Scribing this information is helpful because it idneitifies what teachers need to spend more time on teaching as well as if the text was successful or not in teaching a certain point or lesson.
In my high school English Language Arts classroom, I would only offer this literacy strategy in a choice between different strategies to choose from. The reason that I feel this way is so the students who did understnad the text do not feel obliged to force misunderstandings if they are not natural or fluent with thier learning processes. However, inviting students to use this reading strategy opens an opportunity for honesty and transparencey in the learning process. I would use this literacy strategy in the face of a really complicated unit, such as a text from William Shakespeare, when there are bound to be questions about complex topics such as Shakespearian language. As a result of this literacy strategy, students can bring their concerns or questions to the classroom and open the dialogue for class discussion and a better understanding through collaboration.

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A "Word Journal" is a literacy strategy that invites students to use their creativity when recalling the information they have recently learned. In this strategy, students will choose ONE word that they believe best summarizes the assigned reading. This word can but does not have to come up in the reading itself. Then, students will write a journal entry, using a 3-5 sentence paragraph. In this journal entry, students explain why they chose that particular word and how it represents the reading.
I first encountered this literacy strategy in RWICA 1. During this class, I used this literacy strategy to reflect on my reading for "Long Way Down" with Jason Reynolds. The word that I chose which best summarized this reading was "elegy" because I recently learned about that term in my Modernism Poetry class. By connecting a piece of learning from one class and applying it to another, I was able to explore the different ways that my reading experinece of "Long Way Down" reminded me of reading poetry.
In my future high school English Langauge Arts classroom, I would use this strategy when asking students to refelct on their reading from a shorter text, or one portion of the assigned reading. The reason that I would use this literacy strategy in this scenario is becasue students can best summarize a smaller aspect of the text, such as a specific chapter, with only one word as opposed to a large piece of text. For instance, students could use this strategy every time they finish reading a chapter from a larger book. After the entire book has been read, students will have muitple words that tell a story about their take-aways thorughout their own reading expierence of that text. As a result of this reading strategy, students are making personal connections with the texts and allowing for their creativty to shine in their reasonings for choosing any particular word.

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"What the Video Says..." "This means..."

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"What the Video Says..." "This means..."

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"What the Video Says..." "This Means..." Are two crucial questions that I would use for a literacy strategy. With this, students divide a piece of paper into two columns. On one column, students will label it "The video says..." and on the other column, students will label it, "This means...".
Students will scribe information that they learn onto this chart as they watch a video in class before considering the implications of this newly learned information.
The benefits of this literacy strategy are two-fold. Firstly, this chart holds direct quotations from a text source that students can refer back to during research or in later class-discussions. Secondly, students will translate the information they scribe from the video into their own words for further processing. The seperation of these two columns allows students to engage with the material they learn and make connections to it in a way that strengthens their knowledge about any given topic.
I was first introduced to this literacy strategy in RWICA 2, when my professor asked the class to create this chart and use it as a journal while watching a video, "Most Likely to Succeed". This chart became a type of diary entry for me, recording not only exact quotes from the film but also my real, natural wonders, comments, concerns and questions about these quotations. I reflected back onto this chart during a socratic seminar in-class regarding the film.

This strategy can be used when watching a video, but it is not limited to that. Students could also use this streategy when reading a textbook or listening to a presentation. In my future high school English Language Arts classroom, I would use this stratgey when students encounter texts with a lot of information to unpack. This type of literacy strategy breaks down little components of messages shared from a film or text, and gives students the space they need to comment on as many encounters with the texts as they need to, to fully think through their thoughts. For instance, if students have an hour video to watch, this literacy strategy would be very beneficial beacuse it 1. Keeps students engaged throughout the lenghty video. 2. Invites students to record aspects of the video for further reflection so that no information gets lost or forgotten. 3. Allows students to record direct quotations that they can refer back to when researching or synthesizing information.

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The K-W-L Chart is a type of graphic organizer that helps students to categorize information they encounter before, during, and after a lesson. This literacy strategy was first created by Donna Ogle in 1986. This chart is created by students, and allows them to track their own learning when encountering a text. With this chart, students categorizing what they "know", "want to know" and what they learned" about a given text in the respective K, W, and L categories of the organizer.

The K-W-L Chart provides many benefits to learning because students are able to connect incoming data to information which they already know. This makes it more likely for students to remmeber the new information that they learn. Additionally this chart prompts students to identify gaps between what they already know and do not yet know, and to utilize higher-order thinking to synthesize, analyze, and make comparisons in their questioning.

I would use the K-W-L Chart as a literacy strategy in my future high school English Language Arts classroom because of the ability it offers students to personally connect with the material they learn.  I would use this literacy strategy when introducing a new unit in order to guage what students already know before jumping into the learning process.