Students then write one or two sentences on what the text might be about and some words or phrases that they might expect to see in the text. Instead of writing students could use a Think-Pair-Share to share their predictions. During reading stop and ask students to revise their predictions. After reading students discuss whether their predictions were correct.

Alternatively students write their predictions and then move around the room reading their own and listening to other predictions. They do not discuss or comment on other predictions. When they return to their seats, they rework their predictions and/or work in a small group to come up with a group prediction.

A story map can look like a map which the students draw freehand or include a structure such as a star.

Teachers become designers of learning environments. Despite the number order on the Thing Link, teachers can mix and match any of the processes in the order they choose. The processes are there to guide teachers in determining the most appropriate sequence of learning activities for students. 

Teachers use the Knowledge Processes as prompts to design, document and deploy their learning programs. We call the mindful and considered use of these Knowledge processes ‘Learning-by-Design’.