*Story maps can be used in various subjects
*Story maps can be used to help students solve open-ended math problems. Or students can use the story map to create their own math problems.
Disadvantages:   
*They could possibly discourage critical thinking
*Relationships on concept maps may be hard or difficult to interpret.
Sources Used:
http://www.readingrockets.org/strategies/story_maps

Apa Format
 | Classroom Strategy. (2017, December 20). Retrieved February 16, 2018, from http://www.readingrockets.org/strategies/story_maps

Video Link:

Disadvantages:
*Students could copy what others are saying.
*Students do not think on their own.

Cite
Reading Rockets | Launching Young Readers. (2018, February 15). Retrieved February 20, 2018, from http://www.readingrockets.org/

*Learning letter names helps a child learn letter sounds

*It helps students develop their understanding of the alphabetic principle

Disadvantages: 
*Used only in EARLY literacy 
*Does not work with older students 

ELL:
*This can be used to help ELL students who are very young, and may not receive exposure to the English alphabet 
*Focus on learning letters as appose to while words at this stage in learning 
*Begin with a very simple, plain alphabet font like Zaner Bloser. As children become more familiar with letter shapes, progress to different fonts that may present letters slightly differently. For example, consider how the letters /a/, /g/, /t/ appear in different fonts.

*Decide how many letters a child or group should work with at one time. Very emergent learners should begin with fewer letters; other students can manage working with more letters at one time.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

 

*They teach students to make predictions, anticipate the text, and verify their predictions.

*They connect new information to prior knowledge and build curiosity about a new topic.

Disadvantages:
 *Can only be used before reading 
*May be difficult for younger learners  

ELL:
*To assist ELL learners, explicitly model what they should put on their guide
*Teachers may assign different reading passages about the same topic based upon reading skills.

*Color code columns so that the child can clearly tell the difference between the "before" and "after" column.

*Use simple sentences so that the student focuses on the content, rather than understanding the sentence. Example: "Ringworm and athlete's foot are caused by fungi" to "Fungi causes ringworm and athlete's foot."

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It provides teachers with information about how much the students already know about a topic.

*It familiarizes students with the vocabulary of a new topic or book.

Disadvantages:
*Used only before reading 
 

ELL:
*This will help students build comprehension to more advanced vocabulary. 
*Differentiate concept definition description if students are struggling. 
*Teachers may wish to have students write the completed sorts to help solidify learning.

*Have students work in pairs or in small groups.

*Provide students with the category headers and ask students to sort only the examples.

*Provide extra blank blocks for students to fill in their own examples.

*Use pictures along with the words. For example, a picture could be provided for each of the words in the Math example above.

*Be aware of cognitive and cultural diversity as you evaluate how students sort the cards.

*Words on the card should be printed clearly so they are easily readable by all students. Large letters and contrast between the letters and the background are helpful.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It helps students improve sight word recognition.

*It helps build comprehension.

It allows students to hear the tone and pace of a skillful reader.

*It's a flexible strategy that can be used across content areas.

Disadvantages:
*Only used during the actual reading instead of before, during, and after. 
*Cannot be used during whole class instruction. 
*Must have technology available  

ELL:
*This strategy is beneficial for ELL students who may be having trouble with pronunciation of words. The recording will demonstrate proper pronunciation and expression/ porosity 
*Can be used to record students' reading to practice fluency. With this they are given the opportunity  to hear how they sound reading, and compare it to that of the recording. 
*Students needing more support can be asked to listen to the tape and read along with it, reading just a little slower so that they are "echoing" the taped reading.

*Students who are more skilled readers can try to stay one or two syllables ahead so that the tape is an "echo".

*Teachers may wish to have students use the computer to listen to online-audio readings or MP3 readings for this activity.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It helps readers learn to read aloud with expression.

*It helps build reading confidence.

Disadvantages:
*Some students may be reluctant to speak in front of the class at first.
*Limited to small group participation only 

ELL:
 *Readers theatre can be done with different types of scripts. 
*To promote learning and inclusion for ELL students you may want to use scripts from their culture/background  
*Use easier scripts with fewer words for younger or struggling readers.

*Write the script (or the student's part of the script) with print that is easy to read i.e. larger or in preferred font. 
Supply Braille scripts when needed.

*Give the student their part in advance. Encourage them to practice at home with their parents

Have students read parts together.

*Allow advanced students to write parts of the script.

*When assigning roles, be sensitive to students' individual needs. *Assign roles accordingly; provide extra, individual practice if needed.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It provides a model for fluent reading as students listen.

*It helps improve the ability to read sight words.

  
Disadvantages: 
*May not benefit more advanced 
students-specially helps lower readers. 
*Only used during the actual reading 
*Students may be shy at first
ELL:
*Coral reading can assist ELL  learning by allowing students to hear fellow classmates read at the same time. 
* It helps build students' fluency, self-confidence, and motivation, because students are reading aloud together.
*To benefit ELL students you  can read passages to build background knowledge on specific topics being covered in class. 
*Teachers may wish to pair students of varying abilities together and assign each student a different section of the passage to read.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It builds students' prior knowledge before they read a text.

*It engages struggling readers in classroom discussions.

*This simple, flexible strategy can be used across all curriculum areas with almost any text.

Disadvantages:
*Cannot be used for individual instruction
 

ELL:
*Include a graphic organizer of the information you discuss.

*Choose specific text you feel your students lack prior knowledge about and need more support with as your LRD text.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It activates students' prior knowledge.

*It teaches students to monitor their understanding of the text as they're reading.

*It helps strengthen reading and critical thinking skills.

Disadvantages:
*Only used during the reading instead of before, during, and after.


ELL:

*The reading should be broken into small sections so that the students have time to think about and process information.

*The amount of reading should be adjusted to fit the purpose and the difficulty of the text.

*Writing may be included as part of the DRTA. As students become more comfortable with this strategy, have each student write predictions in a learning log or on a piece of paper. Then, in small groups, students can discuss their predictions and share their thinking processes. Next ask students to write summary statements about how their predictions compared to the passage.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*It helps guide students through what they are about to read, and helps students monitor their comprehension while reading.

*It helps students to follow the main points of the reading and understand the organization of a text.

*It helps readers to think actively as they read and have a purpose for reading.

Disadvantages:
*Mainly teacher focused 

ELL:
*Vary the difficulty of questions on the reading guide. For some students, include more questions about implicit information. For less experienced students, begin by providing more questions featuring explicit information.

*If the child cannot read at all or has extremely poor reading, allow the child access to the book or reading material via recording, having someone read it to them, or digital speech. Remember, written speech is different than spoken speech. The child profits from practicing the comprehension of spoken speech

*If the student has trouble with working memory, teach them to take notes on post it notes in the book, so they can refer back.

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies

*Peers or teacher can provide immediate feedback or can immediately ask for clarifications

*They can promote positive attitudes about writing and increased motivation to revise

*Students experience a wide range of writing abilities and topics
*develop writing fluency and expression using writer's workshop strategies.

Disadvantages:
*Can't be used in whole class instruction as easily . However, teachers will have the most success if they model conference behaviors with the whole class. Class discussions can focus on what sorts of comments and actions are useful and constructive, and what sorts of behaviors are less helpful to the author sharing his or her work.
*Pertains only to writing 


ELL:
*Writing instruction with new language learners should be done carefully, slowly and with deep consideration of the student's abilities. 
*In a smaller groups, ELL students can receive closer more detailed feedback on assignments. 

Cite:
Reading Rockets | Classroom Strategy. (2017, December 20). Retrieved from http://www.readingrockets.org/strategies