1. Activating Strategies
* can be used in alternate strategy area
Strategy Description Possible Modifications
Anticipation/Reaction Students make predictions based upon • Can be summarizer
Guide prior knowledge and then evaluate those • Have students discuss
predictions based upon a text misconceptions
*summarizing
AGREE/DISAGREE commonly used.
Fast Write/Writing Students are given a topic and a set time • Use a thematic graphic
Roulette to free write about it—do not allow organizer for students to
students to stop writing—use “I’m write insde
* summarizing thinking” or “stuck” phrases when blank
Roulette version has students passing
their papers and responding to each others
in same written format
Possible Sentences Provide students with a list of key terms • Revisit to see who was
from the passage and ask them to write closest as a summarizer
*vocabulary sentences predicting how they might be
used in the text
Probable Passages Provide students with a list of key terms • Revisit to see who was
from the passage and ask them to write a closest as a summarizer
*vocabulary paragraph predicting how they might be
used in the text
Three Step Interview Students partner up to discuss a question • Great for ethical issues
or issue. The interviewer asks their
partner about the topic and then
summarizes what they heard. Roles are
then reversed. Then they introduce their
partners to other partners and share what
they learned.
Walk Around Survey Students walk around and survey 3
classmates about a particular topic. They
record the responses on a graphic
organizer and then share in groups or
whole group.
Word Splash Provide students with a list of key terms • Same as probable passages
from the passage that they use to predict but in box graphic organizer
*summarizing how they might be used in the text. Have them rewrite
*vocabulary paragraphs correctly after
reviewing material
You Ought to be in Show students a picture or visual and ask
Pictures them infer and make predictions about the
text

2. First Word Similar to acrostics, students write • can the used as summarizer
sentences relating to a specific topic. The called Last Word
*summarizing sentences begin with letters of a keyword.
Dump and Clump Students brainstorm around a main idea • Similar to Hilda Taba
and then “clump” ideas into categories. organizer
*organizing Have students write summarizing
*vocabulary statements for each category.
Humor in the Quick Activator—Cartoons • Discuss cartoon application
Classroom to content
• Delete words and have
*summarizer students write their own
content as a summarizer
• Draw their own cartoons
completely
KWL Plus K—what students know • group “K”s into color coded
W—what students want to know categories
*summarizer L—what students learned • group “W”s into color coded
categories to possibly pre-
Address whether the text answered any organize the text
Ws or showed any misconceptions from
K
Mindstreaming Students partner up and for one minute
talk non-stop about a topic. The partner
*summarizing listens and then switches roles. Partners
share highlights with the whole group.
Quick Activators • Thumb It! (Up, Down, Sideways) • Use Stop/Go/Yield (red,
• Yes/No Cards green, yellow cards) for
*comprehension comprehension
Think-Ink-Pair-Share Students respond individually to a topic
and write their thoughts. They then share
*summarizing their thoughts with a partner and share
*comprehension highlights with the whole group.

3. Organizing Strategies
Strategy Description Possible Modifications
Content Frames Graphic organizer used to break down and
categorize the information in a text
Jigsaw/ Missing Students are jigsawed from a core group into • Puzzle could be large sized
Pieces expert groups. The expert groups then read a and actually cut up and
section of the text and take notes in a “piece” reassembled
of the puzzle. They then reconvene with core • Don’t cut up puzzle—give all
group and share their puzzle piece. students copy of entire puzzle
in order to take notes from
Possible “notes”: 3-4 important facts, 3-4 their “expert”
words to define through context, anticipation • Link to Anticipation Guide
guide questions to defend/refute
• Each piece of the puzzle could
be a math problem—problem
experts
Power Thinking Alternate outlining activity that breaks down
Notes text into P1, P2, P3 (main, sub, sub, etc.). It
is more flexible than traditional outlining.
Story Maps Narrative text organizer focusing on story
elements
Story Star Narrative text organizer—assign role to each • assign alternative point
point of the star (could be setting, characters, focuses to fit other texts
climax, etc.)
Two-Column T-chart used to organize material in a • main idea/supporting detail
Notes virtually endless number of ways • problem/steps
• vocabulary/definitions
• questions/answers
• predictions/realities
Venn Diagram Comparision/contrast graphic organizer • students make diagram in
symbolic fashion
appropriate to the text
Informative Text Various graphic organizers that break down
Thinking Patterns the text into its organizational structure
• description (bubble map)
• informative (MI/D outline form)
• chronological (flow chart)
• comparison/contrast (venn)

4. Concept Mapping Alternate form of bubble mapping a text. • Color coding prior
Students can brainstorm for all prior knowledge from the text
*activating knowledge or words associated with a topic additions
*summarizing as an activator. Then they map the data into • Use asterisk to denote prior
categories. After reading the text, they knowledge confirmed by the
adjust their maps based upon ideas confirmed text
or disproved through the text. Prior
knowledge not addressed in the text should
stay.
Semantic Feature This strategy uses a content frame to break • Students can write
Analysis text data into categories, and students analyze summarizing statements
characteristics. Good for helping students about the patterns or data
*summarizing identify and recognize patterns. presented
*vocabulary • Use with evaluative writing
to analyze criteria/solutions
Target Notes Graphic organizer with inset ringed layers • Divide the “pie” and turn it
that organize text into main concept, main into a jigsaw activity
*summarizing ideas, sub details. A box around the inset • Cut the graphic organizer up
circles is used for additional data like point of and have students
reference, vocabulary, etc. reassemble as a summarizer
Think Aloud Teacher models think aloud process by • Teacher to students
verbalizing thoughts will reading, processing • Student to teacher
*comprehending information, or performing a task. • Students to students
Sticky Notes Use sticky notes to help students sort, • Use color coded sticky notes
highlight, or distinguish between main idea to differentiate between
and details. Students can “note” questions, “note” contents
confirmed prior knowledge, misconceptions,
or interesting points.

5. Comprehending Strategies
Strategy Description Possible Modifications
3x3 Vocabulary 3x3 “bingo board” where students write • Could be summarizer or
sentences using vocabulary vertically, activator depending on when
*summarizer horizontally, or diagonally. There is no the strategy is used
*activator free center square.
*vocabulary
Collaborative Listening Collaborative media note-taking guide • have students share
and Viewing Guide for demonstrations, lectures, field-trips, collapsed notes on the
(CLVG) videos, and experiments. overhead
• write one-sentence summary
Students take notes individually and of what was learned
then compare notes with a partner or • groups decide on one “best”
group and compile notes together. note—then expand on that
one “best” note—share
whole group
Opinion-Proof Notes T-chart where students take on the • students could chart
persona of a personality in the text. On opposing opinions for a
one side they determine the opinion that persuasive paper
personality would hold on a given topic.
On the other side they record details
from the text to support the opinion.
Problem Solution T chart where students state the • could add category for
Guide problem, analyze the causes, analyze advantages for solutions
the effects, and list solutions • these items could be
analyzed in a text or as
preplanning for a student’s
own paper
QAR (Question Right There—Think and Search— • could be turned into class
Answer Relationship) Author and You—In Your Head jeopardy game for review
Students write sample questions in each
category--should be modeled first
Sentence Expansion Provide students with basic sentences • elaboration with figurative
that they expand based upon the language
*vocabulary knowledge of the text • pull in specific content
vocabulary while writing
Talking Drawings Students draw their impression of the • can be activator – draw
concept and discuss their drawings and concept from prior
their differences with a partner knowledge

6. • can be summarizer—used in
Can also be used to fix misconceptions isolation or to “fix”
from activator (if used as activator also) misconceptions
Vocabulary Mapping Graphic organizer that expands the • What it is?
definitions of words. After expanding • What it is like?
*vocabulary their words, students write a • Examples?
“definition” from their analysis.
• What it is not?
Problem/Process ChartMath graphic organizer that breaks
problem solving down into steps that
ask students to write out the process
used to solve the problem.
RAFT (Role-Audience- Writing strategy that engages students • Have students generate
Format-Topic) into the text from different points of roles, audiences, formats,
view etc.
• Assign components
R-Role • Assign part of the
A-Audience components with students
F-Format choice for other parts
T-Topic
S-Strong Verb (Vocabulary)
Trading Cards Students write the vocabulary word and • Math formulas and pictures
draw a related picture on one side. On • “I have. . .Who Has. . .
*vocabulary the other side they define the word and (Google for already created
write a sentence using the word. ideas)
Words can be passed around in a variety • Combine with expert to
of ways. expert to allow students t o
teach each others words
Give One-Get One Students respond to general, reflective • Use false statements and
sentence starters or specific content have students “give and get”
*activating sentence starters. They complete three corrections
*summarizing within the chart and then mingle in the • Choose one square to
*vocabulary room to “give” their responses to “get” elaborate upon for
answers. summarization
• Vocabulary
words/definitions/pictures

7. Summarizing Strategies
Strategy Description Possible Modifications
Epitaphs Write a tombstone epitaph for an object, • “death” of overused/dead words
person, or concept
*vocabulary
2 stanzas, same # of syllables, hanging
indent
Exit Slips Using any of the other simple • one sentence summaries or 3-2-
summarizing strategies, students answer 1 work well here.
a review question, pose a new question,
make a list, draw a picture, set a goal,
etc. to be handed in as they leave the
class.
Final Countdown Triangle graphic organizer that asks • 3 things you learned
(3-2-1 Review) students to reflect on their learning. • 2 questions you still have
• 1 statement relating something
new to something you already
knew
• 3-2-1 can be anything you want
it to be
Four-Box Synectics Graphic organizer that helps students • make center box content for a
make analogous relationships between general concept focus
*vocabulary concepts in the text and outside of the • make 4 outer boxes content for
text a specific content focus
Learning Frames Cloze activity where students • Provide word bank for
summarize the text by replacing missing struggling students
*activating words in a paragraph that summarizes • Make board/poster sized
*vocabulary the concepts/ texts learning frame. Give students
sticky note words to place in the
frame as whole class activity
and discuss.
• Have students create learning
frames for each other by
summarizing the content
themselves and deleting words.
Learning Logs Continual journal responses that allow
students to summarize content, reflect
on their learning, or monitor progress.
Students should be given choices from a
variety of summarizing strategies.

8. One Sentence Summarize the content learned in one
Summaries sentence. Share sentences with the
whole group.
Shaping Up Review Use basic shapes to summarize the • use other “symbolic” shapes
information. • change content of shapes to
Heart—one thing they loved anything
Square—four important things • could be writing prompts
Triangle—three questions
Circle—summarizing statement
Four Corners The four corners of the room represent • Students could summarize their
four perspectives on some moral, position in writing afterwards
ethical, or argumentative topic.
Students align themselves with a corner
and then must defend their choices
through verbal debate.
Free Form Mapping Students visually represent the content • Strategy changes depending on
of the reading through pictures. No when used
*activating words should be allowed. Students can • Can be used before, during, or
*comprehending be assigned sections of the text. after reading
• If activating—have them adjust
maps for actual content of the
text
Vanity Students create a vehicle vanity plate or
Plates/Bumper bumper sticker relevant to the content of
Stickers the lesson.
Window Pane Students summarize main points in a 4 • Students can brainstorm
Summary pane or 6 pane graphic organizer. categories or can be teacher
assigned
ABC Review Students are assigned letters of the
alphabet to write a one-sentence
summary or a sentence focusing on key
point. The sentence should begin with
their assigned letter of the alphabet.
Have students share their sentences
around the room.

9. Vocabulary Strategies
*additional vocabulary strategies have been coded and embedded in the strategies above
Strategy Description Possible Modifications
Expert to Expert Students work collaborative to teach each • Combine with trading cards
other vocabulary terms determined by the
*vocabulary teacher or generated by students. Students
*comprehending can incorporate pictures, rhymes, actions,
associations, etc.
Verbal-Visual Divide a square into four sections: 1) write • Vocabulary square (like four
Word Association the word 2) define the word 3) draw a square synectics box) –
visual representation 4) personal word in the middle, extra
*vocabulary associations, synonyms, etc. box allows for part of
*comprehension speech, antonyms, etc.
Frayer Model Graphic organizer that helps students • Alternate: essential
analyze the definition, characteristic, characteristics, nonessential
*vocabulary examples, and non-examples of a word. characteristics, examples,
*comprehension and nonexamples
Alphabet boxes Students read an article and pull essential • complete verbal visual on
vocabulary from the text and place in an select vocab or section into
*vocabulary alphabet square groups
*comprehending • write a summary using
boxed vocab
Vocabulary Use rhyming mnemonics and visual • student drawings can be
Cartooning mnemonics to analyze a word. used as “questions” on a
vocabulary test
Ex. A solo dude in solitude (draw picture)
Webstretchers Spider-web graphic organizer with a base • color coded sticky notes can
word part/definition in the center. The web be used for variations of the
*vocabulary is expanded adding other words with the same web word (ex. Reform
same word part. —reformed—reforming)
• students can do a gallery
walk and add to each other’s
chart
Connect Three Teacher provides a list of certain prefixes, • Point value can be given for
word roots, and suffixes. Students then the number of parts used in
*vocabulary work in small groups to connect parts and each word—winner gets
form words. prize

10. Concept Circles Graphic organizer that creates a “Which of • math equations—solve—
these do not belong” situation. The which one does not have the
*activating concepts/vocabulary can be represented same answer
*summarizing through words or pictures. • leave one blank—let them
*vocabulary fill it in
• give the circle parts and
have them figure out of the
overall concept
• students can write why their
word belongs or why they
took out another word as a
summarizer
Student Dictionary Personalized dictionary. Words should • Can be kept in a notebook to
reflect student choice—words they selected be used in other team classes
*vocabulary from their reading that they did not know.
Students can record the sentence they found
the answer in, the page #, the contextual
definition, the dictionary definition, student
sentence, and picture.
Bag of Words Word scavenger hunt activity where
students pull words from the reading. The • Will probably take more
*vocabulary teacher can provide “rules” for pulling the than one day to complete
word (i.e. one word that shows emotion,
one word that replaces said, etc.). Small
groups choose the best two words from
each category, record them on notecards,
and “bag them”. The bags are exchanged
and another group creates a skit using those
words.
Looping Students are given cards or strips of paper. • I have. . . Who has. . .
One set has a word and the other set has a
*vocabulary definition. Students take turn going around
the room sharing their strip and listening for
the “match”. This can be done many times
with the same words.
How Well Do I Activity related to a word wall/concept wall
Know These Words —students analyze a list of words and
organize into categories: Don’t know at all,
Have seen or heard but don’t know
meaning, I think I know the meaning; I
know a meaning

11. Miscellaneous Strategies
Strategy Description Possible Modifications
Mental File Folder • Inside: KWL, Questions, Vocabulary • use a file folder or a
• Back: Misconceptions sectioned poster board
*activating
*organizing Have students generate KWL in chunks
*comprehension with groups. Generate questions after they
*summarizing read. Move K – misconceptions to the back
and make connections between K and L
(elaboration)
Read, Cover, Great for students who can’t summarize Variation of Think Pair Share
Remember, Retell large chunks.
*comprehending Students read as much as they cover with
their hand and then stop, cover, and retell it
to a partner --- partner then does the same
on the same section—may remember more,
pull out more details, more repetition of
material
Step Into the Story Read a thin book, showing the pictures on
the overhead or with a document camera.
Stop at appropriate moments so that
students discuss how they would feel at that
Moment
Fact/Fib Game Students write one factual statement and • Use library pocket cards to
one fib statement on separate notecards. create a quick jeopardy
*comprehending The notecards are then used in a Jeopardy board
game board (T-H-I-N-K)