Toolbox+of+reading+strategies+and+activities

1. Building disciplinary and world knowledge
Inquiry-based science - students have hands-on experiences with phenomena before being asked to read about them.

2. Provide exposure to a volume and range of texts
See sources of reading materials

3. Provide motivating texts and contexts for reading
Reading motivation strategies Reading together strategies:
 * * Reading Aloud || //Subjects Matter//, Daniels and Zemelman, 2004 ||  ||
 * * "Reader's Theater" || //Subjects Matter//, Daniels and Zemelman, 2004 ||  ||
 * * Guided reading || Middle School Edition: Content Area Reading packet || Summary sourced from Fountas and Pinnell 1996, Procedure from Manzo 1975 ||
 * * Jigsaw || Middle School Edition: Content Area Reading packet ||  ||

Setting purposes for reading: Previewing and predicting
[|Article] ||  ||
 * * Previewing with book covers ||  ||   ||
 * * Probable Passage || //Subjects Matter//, Daniels and Zemelman, 2004 ||  ||
 * * Silent Tea Party - Pre-reading for challenging texts || Video
 * * Anticipation guides || //Subjects Matter//, Daniels and Zemelman, 2004 ||  ||


 * Activating prior knowledge**
 * * KWL || //Subjects Matter//, Daniels and Zemelman, 2004 ||
 * * KWL plus || Middle School Edition: Content Area Reading packet ||


 * Visualizing and creating multimodal representations**
 * * Dramatic Role Play ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Venn diagram ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * 2 Column/T-notes/Cornell Notes ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Discussion Web ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Cause and effect chart ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Sequential order ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Discussion web ||  || Middle School Edition: Content Area Reading packet ||   ||


 * Self questioning, thinking aloud, drawing inferences (during and after reading)**
 * * Post-It Response Notes ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Coding Text/Annotating Text ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Bookmarks ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Double Entry Journals ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * It says, I say ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Say Something ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Directed Reading and Thinking Activity (DR-TA) ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Survey, Question, Read, Recite, Review (SQ3R) ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Question/Answer Relationship (QAR) ||  || Middle School Edition: Content Area Reading packet ||   ||
 * * Guided Reading ||  || Middle School Edition: Content Area Reading packet || Summary sourced from Fountas and Pinnell 1996, Procedure from Manzo 1975 ||
 * Summarizing, retelling, reflecting**
 * * Exit slips, Admit slips ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Mapping ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Written conversation ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * Save the Last Word for Me ||  || //Subjects Matter//, Daniels and Zemelman, 2004 ||   ||
 * * RAFT - Retelling in Various Perspectives and Genres || [[file:Energy Unit RAFT.docx]] || //Subjects Matter//, Daniels and Zemelman, 2004 ||  ||
 * * CRAFT ||  ||   ||   ||   ||

RAFT Generator: []

5. Teach text structures
Text mapping and teaching text features

6. Engage students in discussion
Literacy Book Circles Socratic seminars

7. Build vocabulary and language knowledge
See Vocabulary

9. Differentiate reading instruction
Gradual Release of Responsibility Model: