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.

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.

The literacy skills required to navigate society successfully.

The use of literacy in specific areas such as math literacy or science literacy.

A student-created text that represents a new viewpoint compared to standard texts. This can include oral, written, visual, or imagined representations.

Readers who are willing to attempt more challenging material. They have intrinsic reasons for reading such as a desire to gain new knowledge or enjoyment. Motivated readers also tend to enjoy the social aspect of discussing the things they learned from their readings.