2020 Fall

These surveys ask students what they know or how they feel about specific words in the text they are reading.

Students use a concept map to organize their vocabulary learning. This tool requires students to define words, find examples, draw on prior knowledge and connect related concepts.

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.

Thinking notes are text annotations (highlights, underlines or symbols made on the text or in the margins) that document student thinking during reading. Depending on how you structure the task, these notes can indicate agreement, objection, confusion or other relevant reactions to the text.

This task helps students consider if the text is a window or a mirror through practicing literacy skills and using technology.

A comprehension strategy that builds speaking and listening skills through structured text-based discussion. Students record sentences from a text and then discuss their responses in small groups.