Teachers should use this strategy when dealing with a difficult text like Shakespeare. This is so students are more focused on the text and can easily pick up plot, new vocabulary, and increase confidence while reading a complex text.

STEP BY STEP

1. Find an audiobook of the selected text.(some can be found on YouTube, audiobooks.com, or other sites online)

2. Introduce students to the audiobook and show students how to follow along with the audio.

3. Play audiobook for students.

4. Actively pause audiobook and stimulate student questions or comments about the book.

5. End audiobook at preferred stopping point.

This strategy is used before reading a text. Anticipation guides set a purpose for reading, activate prior knowledge, and allow for students to dip their toes into the text without fully reading it.

STEP BY STEP

1. First introduce selected text to the class.

2. Teachers should model how to use an anticipation guide by doing it first with the whole class. (This could be done by only doing a couple and then leaving the rest for students to do on their own)

3. Have students answer the statements/questions (individual, small groups, or whole class).

4. Provide opportunity for discussion.

5. Bring closure to class by revisiting anticipation guide.

Previewing should be used before reading a text so students can connect with it. Students can they annotate the text to make predictions and connections.

STEP BY STEP

1. Introduce selected text to class.

2. Give students features to look for such as headings, footnotes, pictures, etc.

3. Model for students on the first section. (Annotate first heading, picture, etc.)

4. Have students annotate the text by making connections, predict, answer questions, draw pictures, etc.

5. Allow for students to share what they annotated with class as this may expose students to somethings they didn't think of.

This strategy can be used whenever a student is reading a text. Students may annotate the text in the margins or on post-it-notes.

STEP BY STEP

1. Give students a text or book.

2. Students should have a wiring utensil, post-it-notes, or highlighters.

3. If first time annotating, teachers should model how to annotate in first section of the text and then allow for individual annotations.

4. Have students read text (individual, paired, or whole class). As students are reading make sure they are annotating. If reading as a class, pause and ask students questions.

5. Promote discussion after finished reading to address any misconceptions or add onto students thoughts.

Reading journals should be created at the beginning of the year so students can keep track of what they have already read. They can be as simple as a spiral notebook.

STEP BY STEP

1. Create student reading journal.

2. After students have completed a desired reading or section, have students jot down their thoughts/questions or respond to reading questions.

3. Teachers should check in randomly on student journals to check for comprehension of texts or misconceptions.

Socratic seminars can be used at any point in the semester. However, they should be used when a teacher feels like the classroom community is built positively and students can work together.

STEP BY STEP

1. Build a positive classroom environment. This should involve student expectations.

2. Select reading material for students to read.

3. Allow for students to prepare for seminar by answering questions, find key points, or make connections.

4. Teachers should provide seminar questions that students will be focusing on during the seminar. (Usually are open-ended questions)

5. Teacher should establish role in the discussion as a facilitator, not an active member.

6. Allow for students to begin seminar. Teachers during seminar should assess for participation and ideas throughout explained.

7. At the end of seminar teacher should have students fill out a reflection sheet of how they think the seminar went.

This strategy should be used at the end of a story. This is so teachers can monitor reading comprehension. Parts of the fingers can be used after just reading about them, such as the problem or solution.

STEP BY STEP

1. Introduce five finger strategy to class.

2. Give students a selected text.

3. Have students use the five finger strategy to monitor their reading.

4. After completed reading, have students complete the five finger strategy either orally or written.

5. Teachers should then assess for student comprehension.

6. Teachers should then address any misconceptions found within the five finger strategy.

This can be used throughout the reading of a text. During the begin as a pre-reading activity to activate prior knowledge activation. It can also be used within the text to drive students attention to a particular issue or theme in the book. Lastly, it can be used after as a post-reading strategy where students share their opinions on the particular text.

STEP BY STEP

1. Give students a prompt or question to think about.

2. Allow for students to think about posed question for a few minutes.

3. Pair each student with a partner or small group (no more than 4/5).

4. Have students share their thoughts to their partner/small group.

5. Promote class discussion by asking students to share what they talked about.

This can be used at any point during reading. Teachers will most likely use it during independent reading time o r reading workshops.

STEP BY STEP

1. Provide the benefits of reading conferences to students so no one feels targeted.

2. Have students schedule a reading conference with teacher.

3. Teacher will meet with students and have them read aloud.

4. Teachers should take notes on how students read (Strengths and weaknesses).

5. Have students recall what they just read to check for comprehension.

6. Provide specific feedback to student.

This should be used before reading a particular text. This is so students become familiar with the vocabulary before finding it in the text.

STEP BY STEP

1. Provide students with a vocabulary list or key term sheet.

2. Have students read the word and come up with their own definition.

3. Allow for students to look up the dictionary definition of the word.

4. Have students correctly write a sentence with the vocabulary word in it.

5. Share the words aloud to double check for comprehension.

6. Have students read particular text.