Strategy Purpose Procedure Classroom Application

1. Guided Meet students’ Students are placed in Is used for multiple

Reading individual needs, groups according to subject areas. Can be
differentiation. their reading level. done for grade level
opportunity for each teacher meets with reading of textbooks.
student to access texts one groups at a time to Can be applied for
at their reading level. target a specific learning social studies
reading strategy. while and science.
other groups are
working independently
in other workstations.
2. Shared Reading Multiple purposes: All students have a Similar to guided
fluency, accuracy, copy of the same reading. Can be applied
comprehension. lower reading. The reading is to most subjects that
grades may focus more done as whole group. included content that
on fluency while upper May involve model needs to be read and
grade may focus more reading which can lead understood by
on comprehension. to choral reading in the students. Best used
lower grade. when teacher models
and reads at grade
level and students
identify variety of skills
for comprehension.
3. Interactive Opportunity for Teacher reads to Interactive read aloud
Read Aloud students to be exposed student while engaging are best used for grade
to different types of them in questions as level text such as
genres (fiction, non- the story continues. stories from the text
fiction, narratives, Students discuss their book or unit of study.
informational text, ideas and opinions Can also be used with
etc.) Exposure to while listening to one fiction novels to
different levels of tier another or looking for engage students
vocabulary. more clues from the interest in reading.
reading.
4. Literature Helps students engage in Each student has an Literacy circles are
Circles critical thinking and active role. helpful in the
reflection as they read, classroom because it
discuss, and respond to allows the students to
books.
take control of their
discussion of what they
are reading.
It also reaches to a lot
more students by
incorporating jobs for
the students.
5. Writing Genres Create a writing May require students Students are able to
environment. Students to write a narrative write essays
get the opportunity to using details for an
 use different types of informational source. referencing multiple
sources for specific They can also practice read genres.
types of writing such as how to write an
opinion, narrative, opinion essay based on
informative. a narrative story.
6. Reciprocal Find universal theme Students work in Any subject area. This
Buddy Reading that can be applied partners of 2. Student allows the students to
through all content A and student B. They discuss with one
areas. have the same text and another, recall
take turns reading. information that was
Comprehension read and comprehend
what the text is saying.
7. Read like a To make connections Read the text multiple Look at the author’s
Writer to text times, each time look perspective, identify
for different things. author's
A way for students to feelings/purpose.
engage in critical Reread a story,
thinking and reflection annotate the story, This allows students to
as they read, discuss, think about the big understand why
and respond to books. picture by examining nonfiction writers write
the overall structure, differently than fiction
think smaller by authors. This allows the
breaking down the students to look closely
story, scene by scene, at the headings,
look at the turning subheadings, and use
point, and identify the the context clues to
protagonist and see understand what they
how they are different are reading.
due to the events in
the story.
8. Close Reading Opportunity for -Students read selected Reading for multiple
multiple reading i.e. texts by themselves meanings based on
critical thinking, vocab -Second reading with Perspective/Skill. It is
lesson, fluency, teacher guidance for a done mostly with long
inferences specific reason/skill. readings.

9. Jigsaw Comprehension, makes Group students into Best applied for long
students accountable groups of 3-5 students passages to facilitate
for their own reading based on classroom the reading. Also useful
passage. Allows size. This will be for informative text.
students to improve students home group.
group work and class They are assigned a
roles. passage that they read
and understand with
their home group.
Once they master this
text they will be split
into a new group. Each
 new group will have
one master student
from the home group.
They will then share
each prompt assigned.
10. Anticipation Stimulates students Students will glance
Guide interest in a topic and over the text/book.
gives them a purpose They will discuss in
to complete the whole class or small
reading. group predictions of
the text and very their
response as they
complete the reading.
11. Predicting To engage the student Students use the text
prior to reading and to help predict the
during the reading. To story/reading. Focus
help build by using the title, text,
comprehension as the and illustrations.
student reads.
12. Making Helps students make Students think about
Connections connections of the text what they already
to life events. know. Relate the text
to self, world, and
current reading
understandings. T-S, T-
T, T-W.
13. Questioning Comprehension, main Students create
idea, key events, questions that help
clarity, and them know if they
conversation skills. make sense of the
reading.
14. Reread for Clarity, Students go back and
Clarity comprehension, reread passages of the
support, pronunciation, story that have a lot of
context clues. addition details or
events. Students
checks for sections that
they were unsure of to
provide better clarity.
15. Visualize Comprehension, Students create mental
sequence of events, images that they can
key details describe to another
student. They visualize
Is done before reading
with individual
students or small
groups. Can be done in
most subject areas that
require for students to
learn new
material/subject.
Students will practice
the skill at the
beginning of a new
unit/segment. They can
also apply at the
beginning a new
chapter or story.
Can be applied to all
content areas.
Students are able to
work independently,
whole group, or in
small groups. This way
they can communicate
their connections and
ideas.
Teacher and students
create questions using
directed to the content
or skill of focus.
Student or teacher
reread anything like
text book, long reads,
read a louds, etc.
As student or teacher
read a passage they
will visualize to help
clarify ideas. Can be
done during any type
 character, settings, and of reading such as
events. informational,
narrative, and opinion
text.
16. Story Maps Help students know Students will create a Students will make
the elements in a story story map that best use of story maps
responds to different during and after
elements such as reading. Should
character, setting, plot, complete individually
and solution. or with limited
guidance.
17. I Wonder Helps student Students create a KWL This can be practiced
comprehension. chart. They list things before any new
they already know. content is thought. This
They list what they way students are
want to learn. At last engaged and able to
list things they have list the things they
learned. learn from exploring a
new reading.
18. Evaluate Support opinion, Students think about This can be applied
citations, inferences. the text as a whole and after any type of
form opinions about reading through
what they read. conversations or
writing. Students are
able to discuss and
argue their personal
opinions that are based
on a complete reading.
19. Reading Automaticity, Students practice Is done with a passage
Fluency pronunciation, reading the text aloud or level book. Done
intonation for a specific amount of variety of times and
time. Then practice encourages students to
reading another text set their own learning
with more or less time. goals.
20. Think-Pair- Comprehension, lets Students work together Can be done through
Share students think in pairs and respond to multiple subjects.
individually, helps questions that reflect Students are able to
focus attention. the reading. refer to their reading
and previous
knowledge to discuss
with a partner any
ideas or findings.