A teaching idea that helps the student to utilize their prior knowledge to make connects to the text, set purposes for reading, and develop a more accurate understanding of the new informational text. An anticipation/reaction guide consists of several true or false statements related to the text.

Content-related vocabulary used in an academic setting.

The incorporation of Common Core standards into lesson plans.

Standards that focus on the ability to work with peers on projects, participate in classroom discussions, understand speakers, create presentations, and use digital media in the classroom.

A three-component model that accounts for the quantitative factors, qualitative factors, reader, and text considerations when determining the overall difficulty of the text.

Standards that define the cross-disciplinary literacy expectations that students must meet in order to be properly prepared for a successful experience at college and workforce training programs.

Literacy skills that allow learners to utilize the Internet and other Information Communication Technologies to identify important questions, find and evaluate useful information, and synthesize that information to answer questions before communicating those answers to other people. This was first coined by Leu, Kinzer, Coiro, and Cammack in 2004.

Diverse literacies that are multidimensional and learned in different ways.

The ability to understand and appreciate the parallels and differences between customs, values, and beliefs of your culture and a different culture.

A technique that uses multiple texts to shed light on several perspectives on a given topic. Groups of students each read a different text and discuss it. When finished, the students are placed into new groups so that each text is now represented in the new group.