A teaching idea created to help encourage students to ask more questions and to provide a model for active thinking while reading a given text. The statements can be used with any type of text either before, during, or after the reading. The “I wonder” statements can be made orally,

A teaching idea designed to encourage students to become engaged readers by inserting different symbols into the text. This gives students an opportunity to reflect on what they know and make decisions about the different ideas presented in the text.

A teaching idea that can help to monitor reading comprehension and make evaluative judgments about the text simultaneously. This technique can be used for in-class assignments and homework assignments using narrative and expository texts.

A teaching idea designed to engage prior knowledge, introduce content-specific vocabulary, and organize new information about a topic. In order to make a semantic map, the teacher or the student will choose a word. Students will then brainstorm more information about that word, creating a graphic organizer with categories and

A teaching idea designed to help students express a connection through visual representations. Students read the text and consider a connection that they can make, sketch the connection, and label it (text-self, text-text, or text-world). They must then explain why it is that type of connection. Sketch and label connections

A broad concept that covers instructional settings, resources, approaches, and tasks.

A reading comprehension strategy where students engage their prior knowledge, establish a purpose for their reading and making predictions or inferences about the text.

A teaching idea used to engage prior knowledge about a topic, provide new vocabulary, and make connections. While students are getting used to the idea of creating a PreP, the teacher will provide an idea and students must brainstorm related words or concepts.

A reading comprehension strategy where students use their prior knowledge to make connections to the text they are reading. Three types of connections exist in this category: text-self, text-text, and text-world.

The process of helping students to interact with the text to improve comprehension while reading.