ELA Learning Strategies Padlet by David Rivas

David Rivas

drivas — 2024-05-30 16:51:57 UTC

TPCASTT with Students

David Rivas

drivas — 2024-05-30 16:59:39 UTC

Lit Circle on a Google Doc

David Rivas

drivas — 2024-05-30 17:12:22 UTC

"Pass the Plate" to activate Prior Knowledge

David Rivas

drivas — 2024-05-30 17:21:29 UTC

Using a Double Bubble Map to Summarize

David Rivas

drivas — 2024-05-31 17:42:15 UTC

Graphic Organizer: Circle Map Example

Text Analysis/Annotation Strategies

drivas — 2024-05-31 17:50:22 UTC

Questioning/Discussion Strategies

drivas — 2024-05-31 17:52:18 UTC

Previewing/Predicting Strategies

drivas — 2024-05-31 17:53:22 UTC

Summarizing Strategies

drivas — 2024-05-31 17:54:09 UTC

Reading Graphic organizer

2024-07-05 01:52:33 UTC

Reading Graphic Organizer: students summarize

in one sentence of read paragraph; then, students doodle something from that paragraph; students select a word and add i’s definition; lastly, students ask a question.

Using a Reading Graphic Organizer to chunk the text

2024-07-05 02:04:34 UTC

Using a Reading Graphic Organizer for chunking the text. I learned this graphic organizer from a conference I attended with other teachers a long time ago.
Student sample of chunking the text of WMDs by Brian O’Connor. Students read the article paragraph by paragraph. Students first summarized in one sentence; then, students doodled something from that paragraph
Reflection: the activity worked well. I’ve used this reading graphic organizer a lot, and the students know the routine of folding the paper and labeling the columns. I do think I may have to digitize this activity as students lose their papers, and I have students have to attend the class remotely.

ABC Brainstorm Graphic Organizer for Previewing a Topic: Tim Burton

2024-07-05 18:31:15 UTC

R.A.F.T. for Night

2024-08-03 17:34:35 UTC

D.O.J. - Aimee Bilderback

2024-08-03 17:46:06 UTC

4 Corners- Aimee Bilderback

2024-08-03 18:07:50 UTC

Paraphrasing- Aimee Bilderback

2024-08-03 18:59:02 UTC

Marking Text- Aimee Bilderback

2024-08-03 19:13:51 UTC

Kim Holbrook

2024-08-30 01:44:56 UTC

I have students use a graphic organizer to identify soapstone. This organizer has successfully worked for videos, informational articles, and poems. Sometimes students struggle to identify an element or two but even so it allows us to have good group discussions and fill in the gaps.

Chp. 3 "Of Mice and Men" analysis

2024-09-18 03:33:54 UTC

2024-09-18 03:38:30 UTC

Annotation - WBell

wbell14 — 2024-10-13 20:42:10 UTC

RAFT - OMAM

2024-10-19 18:47:30 UTC

Preview: Combo Strategies - WBell

wbell14 — 2024-10-24 03:46:10 UTC

Dialectical Journals

aruby11 — 2024-11-04 04:06:34 UTC

ARK - Four Corners Amanda Ruby

aruby11 — 2024-11-21 04:49:45 UTC

Shannon Sova- SOAPSTona

ssova2 — 2025-02-25 16:23:07 UTC

Student example of close reading

jfitch5 — 2025-04-15 22:31:05 UTC

QHT

jfitch5 — 2025-04-19 19:48:39 UTC

I really enjoyed this approach, and the students saw value with it as well :)

Close Read Annotation

2025-06-30 00:51:05 UTC

Nan Morris

nmorris84 — 2025-09-07 22:27:56 UTC

These strategies have been around since the dawn of time and any ELA teacher who got through school without learning them, well they should highly reconsider their education. My grade level team adopted TP-CASTT a long time ago - but we didn’t feel it was as effective as it could be, so we reshaped it a bit to TPFASSTT > Title, Paraphrase, Figurative Language, Audience, Speaker, Subject, Tone, Theme. Among many reasons, we wanted the term to be accurate - attitude is all and well and gives you your mnemonic, but it isn’t the name of the literary device that students would be assessed on. With our version students look at the deeper language of poetry and get at the heart of Speaker/Subject.

For my activity, students analyzed Trent Reznor’s “Hurt” and we were focusing heavily on speaker and tone.

Nan Morris

nmorris84 — 2025-09-07 22:44:09 UTC

My students are using a combination of “marking the text” (which most sane people would just call annotation) and “metacognitive markers”. Students need to identify important information, but they need to write about why they thought it was important - did they have a question, or a connection, did they need to summarize it, or a definition. Students cannot just randomly highlight the text, they have to document their thinking and have a conversation with the text. The meta markers you’ll see at th # sign - but we use it in the social media sense of hashtag and it indicates their emotional responses (I have taught them ? and ! but they tend to be at the end of phrases anyway) which further pushes students to think about what they are reading because they are feeling it.

Quickwrite

jfitch5 — 2025-11-13 01:54:50 UTC

Richard Rosenblatt

rrosenblatt — 2026-02-22 23:02:50 UTC

TPCASTT Analysis of Celebrating Death by Adonis

Richard Rosenblatt

rrosenblatt — 2026-02-22 23:19:33 UTC

Two-Column Journal for To Kill a Mockingbird

P. Childs Double Entry Journal

2026-03-01 08:00:10 UTC

P. Childs

2026-03-23 06:35:24 UTC

P. Childs

2026-03-23 06:53:16 UTC

Childs

2026-04-22 23:21:45 UTC

P. Childs

2026-04-22 23:32:04 UTC

ELA Strategy: Text Analysis & Annotation – Coding the Text

jchronister5 — 2026-05-02 16:02:03 UTC

I used the Coding the Text strategy to help students actively engage with the reading. Students were more focused and demonstrated better comprehension by identifying key ideas and areas of confusion. One takeaway was that students benefited from having clear annotation symbols modeled beforehand. If I used this strategy again, I would provide a guided example first and incorporate a short discussion after annotation to deepen understanding.

ELA Strategy: Questioning & Discussion – Socratic Seminar

jchronister5 — 2026-05-02 16:07:07 UTC

I used the Socratic Seminar strategy to encourage student-led discussion and deeper thinking about the text. In OSC, students were highly engaged and built on each other’s responses, which led to more meaningful conversations than typical class discussions. One key takeaway was that students benefit from having guiding questions prepared in advance. If I used this strategy again, I would incorporate more structured roles to ensure all students participate equally.

Chronister ELA Strategy: Previewing & Predicting – Anticipation Guide

jchronister5 — 2026-05-02 16:10:54 UTC

I used the Anticipation Guide strategy to help students make predictions before reading and reflect on their thinking afterward. Students were engaged from the start and showed strong interest in whether their predictions were correct. One key takeaway was that students made deeper connections to the text when they revisited their initial responses. If I used this strategy again, I would include more open-ended statements to promote even richer discussion.

Chronister ELA Strategy: Summarizing – GIST Strategy

jchronister5 — 2026-05-02 16:19:48 UTC

I used the GIST strategy to help students focus on identifying and summarizing the most important information from the text. Students were challenged by the 20-word limit, but it pushed them to think critically about what was essential. One key takeaway was that students improved their ability to distinguish between main ideas and supporting details. If I used this strategy again, I would model an example more thoroughly before having students complete it independently.

Chronister ELA Strategy: Other Active Reading – Think-Pair-Share

jchronister5 — 2026-05-02 16:24:34 UTC

I used the Think-Pair-Share strategy to encourage all students to engage with the text and participate in discussion. Students were more willing to share their ideas after discussing them with a partner first. One key takeaway was that even quieter students contributed more during the “share” portion. If I used this strategy again, I would provide more structured guiding questions to deepen the level of discussion.

jfitch5 — 2026-05-28 14:45:07 UTC

https://padlet.com/avdistrict/literary-device-scavenger-hunt-c5h98b60okses2pr

MC

2026-08-20 14:01:51 UTC

2026-08-20 14:08:09 UTC

2026-08-20 14:14:19 UTC

2026-08-20 14:19:32 UTC

2026-08-20 14:25:11 UTC

ELA Learning Strategies Padlet by David Rivas

David Rivas

David Rivas

David Rivas

David Rivas

David Rivas

Text Analysis/Annotation Strategies

Questioning/Discussion Strategies

Previewing/Predicting Strategies

Summarizing Strategies

Other Active Reading Strategies

Reading Graphic organizer

Using a Reading Graphic Organizer to chunk the text

ABC Brainstorm Graphic Organizer for Previewing a Topic: Tim Burton

R.A.F.T. for Night

D.O.J. - Aimee Bilderback

4 Corners- Aimee Bilderback

Paraphrasing- Aimee Bilderback

Marking Text- Aimee Bilderback

Kim Holbrook

Chp. 3 "Of Mice and Men" analysis

Annotation - WBell

RAFT - OMAM

Preview: Combo Strategies - WBell

Dialectical Journals

ARK - Four Corners Amanda Ruby

Shannon Sova- SOAPSTona

Student example of close reading

QHT

Close Read Annotation

Nan Morris

Nan Morris

Quickwrite

Richard Rosenblatt

Richard Rosenblatt

P. Childs Double Entry Journal

P. Childs

P. Childs

Childs

P. Childs

ELA Strategy: Text Analysis & Annotation – Coding the Text

ELA Strategy: Questioning & Discussion – Socratic Seminar

Chronister ELA Strategy: Previewing & Predicting – Anticipation Guide

Chronister ELA Strategy: Summarizing – GIST Strategy

Chronister ELA Strategy: Other Active Reading – Think-Pair-Share

MC