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         <description><![CDATA[<p>Pre-teach vocabulary words(Gracelyn Yi)</p>]]></description>
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         <title>KWL Chart ( Itzel Torres-Mendoza)</title>
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         <description><![CDATA[<p>Ask questions about the topic before reading a book or passage. (Stella Harris)</p>]]></description>
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         <title>ask reading comprehension or text dependent questions </title>
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         <description><![CDATA[<p>Alondra Acevedo</p>]]></description>
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         <title>Venn Diagram ( Gavin Owens)</title>
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         <title>Story Elements Graphic Organizer with Characters, Setting, Problem and Solution </title>
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         <description><![CDATA[<p><br/></p><p>Zully Rodelo</p>]]></description>
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         <description><![CDATA[<p>Using Context Clues (Shatayia Pierce)</p>]]></description>
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         <description><![CDATA[<p>Setting a purpose for reading can help students stay focused, engaged, and motivated while also reinforcing their comprehension of the text being read.</p><p><br></p><p>(Niyay Z. Rotgers Rivera)</p>]]></description>
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         <title>Visualizing</title>
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         <description><![CDATA[<p>Encouraging students to create mental images of their reading helps deepen comprehension. Students can be prompted to draw pictures or describe scenes as they read.</p><p><br/></p><p>Keene, E. O., &amp; Zimmerman, S. (1997). <em>Mosaic of Thought: Teaching Comprehension in a Reader's Workshop.</em></p><p><br/></p><p><br/></p>]]></description>
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         <description><![CDATA[<p>Abbie Regier</p><p>"What If..." - Write about or discuss how the story would differ if the characters were something other than they are: another gender or race, a different age, or social class.</p>]]></description>
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         <title>Whole class discussion (ex. What did you think of the passage? How did it make you feel? Who was your favorite character &amp; why? Who was your least favorite character?) -Kimberly F. </title>
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         <description><![CDATA[<p>Jennica French</p>]]></description>
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         <title>Compare and Contrast</title>
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         <title>Compare and Contrast</title>
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         <title>Problem Solution </title>
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         <title>Compare and Contrast- Let&#39;s Compare- Fruit Organizer</title>
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         <description><![CDATA[<p>Abbie Regier</p>]]></description>
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         <title>Sequencing </title>
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         <title>Description Graphic Organizer</title>
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         <description><![CDATA[<p>Description graphic organizers help students determine key points that correlate with the topic of the graphic organizer. -Owens and Calhoun</p>]]></description>
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         <pubDate>2024-10-14 14:17:44 UTC</pubDate>
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         <description><![CDATA[<p><strong>Cause and Effect</strong>- The cause is the reason something happens, while the effect is the result of what happened.</p><p><br/></p><p><strong>Signal Words- </strong>because, as a result, leads to, due to, therefore.</p><p><br/></p><p><br/></p><p>Itzel, Alondra, Zully</p>]]></description>
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         <title>Time Line</title>
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         <pubDate>2024-10-14 14:18:28 UTC</pubDate>
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         <title>Sandwich</title>
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         <description><![CDATA[<p>Main Topic and Key Details</p>]]></description>
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         <pubDate>2024-10-14 14:19:58 UTC</pubDate>
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         <title>Venn Diagram </title>
         <author></author>
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         <description><![CDATA[<p>Compare and Contrast </p>]]></description>
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         <pubDate>2024-10-14 14:20:44 UTC</pubDate>
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         <title>Compare and Contrast- </title>
         <author>123aregier</author>
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         <description><![CDATA[<p>Abbie Regier</p>]]></description>
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         <title>Essay Outline</title>
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         <title>ISP Charts</title>
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         <pubDate>2024-10-14 14:22:34 UTC</pubDate>
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         <author>123aregier</author>
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         <description><![CDATA[<p>Compare and Contrast Graphic Organizers</p><p>Abbie Regier</p>]]></description>
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         <title>FREE Graphic Organizers</title>
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         <title>Graphic Organizer Spider Map</title>
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         <description><![CDATA[<p>Spider Map graphic organizer</p>]]></description>
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         <pubDate>2024-10-14 14:25:42 UTC</pubDate>
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