A small group strategy where students read a text on their own and then share their personal interpretation, insight, or questions about that text. This can be used to prompt discussion on informational articles, sections of text, or novels.

When teachers provide several different ways for students to demonstrate or share what they have learned.

A text pattern that illuminates the characteristics, facts, and features of a specific topic. Descriptions can apply to general topics, people, events, or objects.

A text pattern that shows how ideas, acts, and events (causes) can lead to other events or ideas (effects).

Visual representations of ideas that can be used to help students organize their thoughts.

A type of context clue that provides information about an unknown word using clues about something similar or something different.

A type of context clue that allows the reader to use reason and the result relation to predict a word’s meaning.

The type of questioning that gives students a format to express ideas created by Ciardiello in 1998. It can also be used to defend, judge, or justify our way of thinking.

A reading comprehension strategy designed by Macon (1991) that is a summary of a person’s life. It forms a pyramid shape that creates a graphic organizer of information with a specific number of words and particular information on each line.

A teaching technique created by Manzo (1969) where students participate in an active discussion of a text. Students will create questions at multiple levels based on modeling received from the teacher. Both students and teachers will answer the questions.