An instruction process based on explaining, demonstrating, guiding, practicing, and reflecting that can scaffold comprehension.

Encouraging students to integrate their thoughts and extend what they learned to other subject areas after reading.

Motivating students to read by activating their background knowledge, explaining the purpose of the reading, and making predictions about the text before you they begin reading.

An idea that helps students to make connections between the text they are reading, their own lives, other texts, and the world around them. These stems can be used before, during, or after a student is assigned to read a given text.

The construction of the meaning of a written, spoken, or visual communication through an exchange of ideas between the learner and the composer.

A teaching idea used prior to a reading assignment to predict what information the upcoming text will contain. To create a bio-impression, students will choose a person and receive a list of clues about their life connected by downward arrows. A pair of students will try to use the clues

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.

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.