1. Strategic Teaching framework

2. Reflection
1) What are 3 teaching
techniques/strategies
that you or someone you know
use(s) in the
classroom?
1.
2.
3.
2) What teaching strategy do you
use most often?
_____________________
Explain:
3) What are three factors should
teachers consider when deciding
what strategy to use?
Justify each response— explain
WHY.
1.
2.
3.
4) What might happen if teachers
expanded the number of teaching
strategies that they used in their
classrooms?

3. Objectives
o Introduction to learning style model: the Strategic Teaching
framework
o The effective use of research based teaching strategies can‐
raise achievement, increase motivation, and help students
develop the skills that they need to succeed on state
assessment tests and in the world outside of the classroom.
o Class planning using Strategic Teaching methods.

4. WHAT IS A STRATEGY? WHY DO WE NEED
STRATEGIES IN THE CLASSROOM?
Research Observations:(Learning, 2005)
 • Classrooms in which students were either writing or using
rubrics: 0 %
 • Classrooms in which there was evidence of higher order‐
thinking: 3%
 • Classrooms in which high yield strategies were being used:‐
0.2%
 • Classrooms in which there was evidence of a clear learning
objective: 4 %
 • Classrooms in which fewer than one half of students were‐
paying attention: 85 %
 • Classrooms in which students were using worksheets (a bad
sign): 52%
 • Classrooms in which non instructional activities were occurring:‐
35%

5. continue
The research findings that were summarized
make it clear that the ‘teach, test, and hope for the
best’ approach is not working. In order to fix the
problems that plague our classrooms, teachers
need strategies—strategies that they can use to
promote higher order thinking, spark student‐
interest, clarify learning objectives, incorporate
writing and assessment tasks, and actively
involve students in the learning process.

6. What Is Strategic Teaching?
Strategic Teaching IS:
 best practices designed to increase student
achievement in ALL content classes.
 for all students regardless of their reading
abilities.
 part of every lesson, every day.
 based on scientific research about adolescent
learning.

7. 5 Components of a Strategic Lesson
1. One or more daily outcome(s) based on state standards
2. Two everyday instructional practices: chunking (breaking text,
lectures, video, etc. into small, manageable pieces) and student
discussion of concepts
3. Three parts to a purposeful lesson structure: using connected
BEFORE, DURING, and AFTER literacy strategies
4. Four steps to explicit instruction:
“I Do”, “We Do”, “Y’all Do”, and “You Do”
5. Five components of active literacy: read, write, talk, listen, and
investigate.

8. Strategic Teaching Defined…
o Strategic teaching is the process of using a variety of
literacy strategies.
 It maximizes the understanding and retention of content
material.
 It incorporates before, during, and after reading strategies.
 It incorporates a variety of vocabulary development and
writing strategies.
 The strategies a teacher chooses will depend on the
purpose of the lesson and the nature of the material being
studied.

9. Why is Strategic Teaching Necessary?
• The student performance drops off in the middle
school and high school years (International Reading
Association and National Middle School Association, 2002).
• Research has shown that many children who read at
grade level in grade 3 will not automatically become
proficient comprehenders in later grades. Therefore,
teachers must teach comprehension explicitly, beginning in
the primary grades and continuing through high school
(RAND Reading Study Group, 2002).

10. It benefits ALL of our students.
Struggling Readers
Striving Readers
Expanding
Readers

11. The Strategic Teacher
 The strategic teacher plans lessons with the outcome in
mind. The outcomes of strategic lessons move the students
toward mastery of content standards.
 The strategic teacher plans and facilitates engaging lessons.
Students in strategic classrooms have the opportunity to
talk, listen, read, write, and investigate everyday while
actively involved in the learning process.
 The strategic teacher builds assessment into every lesson.
The lesson contains elements that allow the teacher to know
which students have and have not met the stated
outcome(s).

12. Connection to Comprehension
The following six strategies appear to have a firm scientific
basis for improving text comprehension. These findings are
from Put Reading First: The Research Building Blocks for
Teaching Children to Read, 2001.
 Monitoring comprehension
 Using graphic and semantic organizers
 Answering questions
 Generating questions
 Recognizing text structure
 Summarizing
The following strategies have received some support from
the research.
 Making use of prior knowledge
 Using mental imagery

13. Before Reading Strategies
• activate background knowledge
• establish a purpose for reading
• generate questions
• make predictions about text
• encounter new vocabulary
• connect writing to reading

14. During Reading Strategies
 engage with the text
 use cognitive process
 verify and reformulate predictions
 integrate new information with prior knowledge
 self-monitor comprehension
 construct graphic organizers
 summarize text

15. After Reading Strategies
• reflect on what they read
• evaluate predictions
• examine questions that guided reading
• respond to text through discussion
• respond to text through writing
• retell or summarize

16. Strategic Teaching Involves
 Purposeful Planning- Make before, during, and after
literacy connections by choosing strategies depending on
the purpose of the lesson, student’s needs, and the nature
of the material being studied.
 Multiple Strategies - Incorporate strategies that support
various learning styles and preferences.
 Connected Strategies – Incorporate before, during, and
after reading strategies that include a variety of vocabulary
development and writing strategies.
 Explicit Instruction – Maximize the understanding and
retention of content material through direct explanation,
modeling, guided practice, and independent application. (I
do, we do, you do.)

17. Strategic Teaching Should Include…
The Five Literacy's in Every Lesson
Reading
Writing
Talking
Listening
Investigating

18. Strategic Lesson Example
Topic: Survival Course of Study
Objectives: N/A
Lesson Objectives: to
use comprehension
skills
Before Reading
Outcome: activate prior
knowledge and build
vocabulary.
Strategy: Interview and
response
Teacher Activity:
Teacher will model the
interview and response
strategy .
Student Activity:
Students will interview
three people with the
question: What does
survival mean to you?
Write responses on note
card. Then turn note card
over and write a
statement that includes
interviews as well as
personal response.
During Reading
Outcome: Students focus
on skills needed as one
reads.
Strategy: Grand
Conversations
Teacher Activity:
The teacher reads aloud
article (Hiker Resorts to
Self-Amputation)
encouraging students to
use cards.
Student Activity:
Respond to the reading
with
Wonder, Notice, Prior
Knowledge, or Spark card.
After Reading
Outcome: To reflect on
article and respond to the
reading through writing.
Strategy: Reflection Circle
Teacher Activity:
Model the use of the
reflection circle graphic
organizer (Venn diagram)
Student Activity:
Respond to each phase of
the circle about how this
man’s survival affected
him, his family, his
community, and other
hikers.

19. Wonder, Notice, Prior Knowledge, or
Spark card
oGrand Conversations Strategy
Grand conversations are discussions held by the entire
class community. This strategy allows for dialogue among
students that is student directed and each one has the
opportunity to critique, debate and extend upon each
other’s ideas.
oObjectives -To provide a skillful strategy to students that
helps them focus on comprehending and thinking as they
read. To develop deeper understanding.

20. Wonder, Notice, Prior Knowledge, or
Spark card
Procedure:
1. Hand out the think aloud cards to students and
a reading passage such as an article, a text or a
novel.
2. The teacher or a fluent reader from the class
reads aloud. As the reading takes place, the
students are directed to use the cards as follows:

21. W – “I Wonder” card- use when you have a
question about what is being read or “wonder”
about the information.
N – “I Notice” card – use when you notice
something interesting about the text or pictures,
any connections or incongruence’s.
P – “Prior Knowledge” card – use when you
have any prior knowledge to share about the
topic.
S – “Spark” card – use when someone else says
something that makes you think of something else
related to the text. This can only be used during a
discussion.
Wonder, Notice, Prior Knowledge, or Spark
card

22. 3. As each student uses a card, the card is turned
over. All students must use their cards before starting
over.
4. When all students have used their cards, turn them
back to front and start the process over.
Wonder, Notice, Prior Knowledge, or
Spark card

23. N S
WP
Wonder, Notice, Prior Knowledge, or
Spark card

24. Venn Diagram

25. Literacy Strategies to Promote Students Engagement
Quick Write
Purposes: (1) introduce a concept and connect this concept with prior
knowledge or experiences and (2) allow students to discuss and learn
from each other
Procedure:
1. Introduce a single word or phrase to the class.
2. Students copy the concept on index cards.
3. Students are given two minutes to write whatever comes to their
minds relative to the concept. They may write freely using single words,
phrases, sentences, etc.
4. After time is called, students may volunteer to share their thoughts
on the subject.

26. Exit Slips
Purpose: (1) reflect on content of lesson
The exit-slip strategy requires students to write responses to questions
you pose at the end of class. Exit slips help students reflect on what
they have learned and express what or how they are thinking about the
new information. Exit slips easily incorporate writing into your content
area classroom and require students to think critically.(Fisher & Frey,
2004)
Literacy Strategies to Promote Students Engagement

27. Say Something
Purposes: (1) make connections with texts during reading and (2)
enhance comprehension of written material through short readings
and oral discussions
Procedure:
1. Choose a text for the students to read and have them work in
pairs.
2. Designate a stopping point for reading.
3. Have students read to the stopping point and then “say something”
about the text to their partners.
4. Repeat steps 2 and 3 until they finish reading the text.
Literacy Strategies to Promote Students Engagement

28. Purposes: (1) activate prior knowledge about a major topic and (2) allow
students to build background knowledge about a topic through discussion
with other students
Procedure:
1. Present the topic of the brainstorm to the students.
2. Students list all the letters of the alphabet down a sheet of paper,
leaving room beside each letter to write out the rest of a word or phrase.
3. Students work individually thinking of as many words as they can that
are associated with the topic and write the words beside the appropriate
letters.
4. After a few minutes, let the students pair up or work in small groups to fill
in blank letters they have not yet completed.
5. Allow students to share with the entire class possible terms for the
different letters of the alphabet.
Literacy Strategies to Promote Students Engagement
ABC Brainstorm

29. Literacy Strategies to Promote Students Engagement
Carousel Brainstorm
Purposes: This strategy can fit almost any purpose developed
Procedure:
1. Teacher determines what topics will be placed on chart paper.
2. Chart paper is placed on walls around the room.
3. Teacher places students into groups of four.
4. Students begin at a designated chart.
5. They read the prompt, discuss with group, and respond directly on
the chart.
6. After an allotted amount of time, students rotate to next chart.
7. Students read next prompt and previous recordings, and then
record any new discoveries or discussion points.
8. Continue until each group has responded to each prompt.
9. Teacher shares information from charts and conversations heard
while responding.

30. Literacy Strategies to Promote Students Engagement
Anticipation Guide
Purposes: (1) set purposes for reading texts, (2) activate prior
knowledge, and (3) help make connections with the text
Procedure:
1. Analyze material to be read. Select major ideas with which
students will interact.
2. Write the ideas in short, clear declarative statements with some of
the statements being true and some of the statements being false.
3. Put statements in a format that will elicit anticipation and
prediction.
4. Discuss students’ anticipations and predictions before they read
the text.
5. Students read the text to confirm or disconfirm their original
responses. After reading, students revisit their predictions and
modify, if necessary

31. Literacy Strategies to Promote Students Engagement
Five Word Prediction
Purposes: (1) encourage students to make predictions about text, (2)
activate prior knowledge, (3) set purposes for reading, and (4) introduce
new vocabulary
Procedure:
1. Select five key vocabulary words from the text that students are about to
read.
2. List the words in order on the chalkboard.
3. Clarify the meaning of any unfamiliar words.
4. Ask students to write a paragraph predicting the theme of the lesson using
all of the words in the paragraph.
5. Allow volunteers to share their predictions.
6. After completing the lesson, ask the students to use the same words to
write a summary paragraph.