Search

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 strategy includes text type charts and matching exercises to help students differentiate between Perspectives central text types, increasing their ability to read, comprehend and produce those forms.

During a readers’ theater, two or more students dramatize a text by reading expressively.

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.

A concept sort is a comprehension strategy in which students sort new vocabulary into categories.

Generating Interactions between Schemata and Texts (GIST) is a summarization procedure that helps students digest complex texts by requiring contextual word learning. GIST explicitly combines the most important words with reading and writing to comprehend complex texts.

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.

SQP2RS stands for survey, question, predict, read, respond and summarize. SQP2RS (or “Squeepers”) ensures students recognize the steps to reading and understanding informational texts.