The S.P.A.D.E. strategy requires students to Survey, Predict, Annotate, Dissect, and then Explain. It can be used with non-fiction or fiction texts.

First, students write about three things they discovered. Next, they write about two things they found interesting. Last, they write one question they still have. This strategy can be used while reading a variety of texts to engage students actively and meaningfully with the text.

A strategy to address adequate retelling in the classroom is called Five Finger Retell. This strategy teaches the students to name the five elements of a story by using their own hand as a visual. The students describe the setting, characters, problems, events, and solution. To add to this strategy, the students could indicate how the story made them feel or the main idea of the story represented by the palm of their hand. Using the Five Finger Retell gives the students a visual representation of information the student should gain from the story. Never underestimate finger puppets with visuals and/or written prompts to initiate their retelling until students master this skill, especially when making inferences and text to self-connections. Also, this strategy can be expanded as the student progresses. By using the other hand, students can indicate additional details to expand their retelling skills, and ultimately their comprehension.

Sight word bingo is a game that helps children practice sight words. To play, you need bingo cards with a grid of sight words printed on them and markers to cover the words. The game caller then reads words aloud, and players mark the words on their cards that match. The first player to get five markers in a row, either horizontally, vertically, or diagonally, yells "Bingo!" and wins the round. To verify the win, the winner must read each word in their row aloud and correctly to the caller. If a player can't read all the words correctly, they can try again after the next word is called. 

Applying corrective feedback with feed-forward helps to solidify student learning. Teachers should provide focused feedback on essential sections of student assignments to allow students to reflect and correct their thinking through assignments.