1. Strategy Toolbox
By: Danelle Keninger

2. Best Practices Word Sorts Character Map Problem Solutions
Sensory Imagery
Concept Question Chain
Learning Logs
Venn Diagram
Graphic Organizers
Story Maps

3. Word Sorts What is it? Why use it? How does it work?
Word sorts help students recognize the semantic relationships among key concepts. There are two types closed sorts where provides the categories which the students need to classify the words and open sorts to group words and decide on their own labels for the groups.
Why use it?
Word sorts help students develop a deeper understanding of key concepts and also help teach complex reasoning skills of classification and deduction.
How does it work?
First students copy vocab words on 3x5 card, next either individually or in groups students sort the words into categories.

4. Character Map What is it? Why use it? How does it work?
A visual image created by drawing which would enhance the students understanding and retention.
Why use it?
It is a good way to better understand the characters of a story.
How does it work?
First students read the story, next the draw a simple picture of the character of interest. Close to the picture make four of five lines for writing what the character does or says. Write one long sentence under the picture that tells what kinds of person the character is.

5. Problematic Solutions
What is it?
This is a strategy that activates what students already know about a topic and motivates students to want to read the text. It also focuses on the main ideas presented as they read.
Why use it?
This can be used with any text material that deals with a problem/ solution relationship.
How does it work?

6. Sensory Imagery What is it? Why use it? How does it work?
This strategy has students imagine what something looks like, smells like, feels like, or even tastes like to help connect new information to prior knowledge.
Why use it?
This strategy increases comprehension, recall and retention.
How does it work?
First select a passage with sensory detail, have students follow along as the teacher reads asking questions while reading. Have students volunteer their images created in their mind while reading.

7. Concept Question Chain
What is it?
This is a strategy that consists of 3 levels of questioning: literal, interpretive, and applied. These questions are specifically designed to help students grasp text based them and apply it to other situations.
Why use it?
It requires students to use higher order thinking skills when they answer questions.
How does it work?
Select and important concept from the text, construct questions about the text at each of the 3 levels, assign reading, encourage note taking that addresses the questions, discuss as a class.

8. Learning Logs What is it? Why use it? How does it work?
A log that focuses on content covered in class.
Why use it?
Learning logs foster reflection on either text content or on students’ reading and learning process.
How does it work?
First the teacher must select a concept or process you want the students to learn. Based on what students have read assign the topic and give them time to consider their response. Have students write for 5 minutes on their topic. Students can reread their logs later and reflect on what they wrote.

9. Venn Diagram What is it? Why use it? How does it work?
A diagrams that allows students to compare and contrast two items being studied.
Why use it?
It requires students to compare and contrast two things and can be used in a variety of ways.
How does it work?
Draw 2 intersecting circles and label according to what you are comparing. Discuss the diagram and tell them they will be comparing and contrasting. Read the material and complete diagram independently or in groups. After students are finished they can share their diagram.

10. Graphic Organizers What is it? Why use it? How does it work?
A visual representation of facts and concepts allowing students to link these facts and concepts together.
Why use it?
They help students represent abstract ideas in concrete ways, depict relationships among facts and concepts, organize ideas, store and recall information.
How does it work?
Explain the importance of graphic organizers, introduce a specific organizer and describe the purpose and form, explain and model how to use the organizer, let students use graphic organizer, reflect on what they liked about the organizer, encourage students to construct their own organizer.

11. Story Maps What is it? Why use it? How does it work?
A visual representation of the story structure.
Why use it?
Graphic organizers like this are helpful in sequencing and explaining elements of a story.
How does it work?
Teacher constructs map outline and students fill in. Students can construct their own map, students can share maps with classmates and teacher.

12. Best Practices Who, What, When, Where, how and Why Journal Letters
Carousel Share
Sticky Notes
Visualizing Pictures

13. Who, what, when, where, how, and why
What is it?
A strategy in which students share about their book for 1-2 minutes and students then asked the speaker a question.
Why use it?
This strategy allows students to share about their reading, allows others to hear about different books, and has the students ask a good question about what they heard the speaker say.
How does it work?
Pick a student to share for 1-2 minutes about their free reading book they must say the title and author of the book. After the speaker is finished have 4 or 5 students ask the speaker a who, what, when, where, how or why question about the book. Once a who question is used the next person can not ask a who question, the same goes for what, when, where, how and why.

14. Journal Letters What is it? Why use it? How does it work?
A strategy where the student and teacher write weekly letters back and forth to each other sharing about what they are reading.
Why use it?
It allows students to share about their reading and also encourages writing. (Though grammar and spelling do not matter)
How does it work?
The teacher first models a good letter showing all parts of a friendly letter. Each week the student writes a letter to their teacher sharing what book they are reading and the author. The student can share what they like/ dislike about the book, connections to their life and so on. The teacher then responds to the students letter sharing what they are reading and asking the student questions about their reading. This continues throughout the year.

15. Carousel Share What is it? Why use it? How does it work?
A strategy used to retell information read.
Why use it?
When students retell information comprehension increases.
How does it work?
Teacher assigns groups specific parts from a section of the text ( I use this with Science and SS). The groups read their section and list 2 or 3 important pieces of information about it on butcher paper. Next the groups read all of the other sections, when they have finished each group rotates from one sheet to the other adding 1 important piece of information not already written. I call this Carousel share because we go around like a carousel, when all groups have been to each paper the last group shares what is written on the butcher paper.

16. Sticky Notes What is it? Why use it? How does it work?
Student mark places in their reading that they find interesting, confusing, funny, they predict something will happen, or are making connections to prior knowledge.
Why use it?
When students mark things that they find interesting or strange they are making connections to their reading which will increase comprehension.
How does it work?
The teacher gives examples of how to mark and discusses with the class that reading is thinking. The students are asked each day to mark 2 or 3 spots during their reading that made them think. Then the teacher asks a few kids to share what they have marked.

17. Visualizing Pictures What is it? Why use it? How does it work?
A reading comprehension strategy in which students draw a picture of what they see in their mind.
Why use it?
When students can visually picture what they see they often will remember what they have read easier.
How does it work?
First read a passage of section from your book. Then ask students to visualize in their mind (with out talking) what they just read. Give students 15 minutes using color to draw a picture of what they read. Students can share their pictures if they wish but students need to understand there is no bad or wrong picture.

18. Research Based Cloze Connection KWL Structured Note Taking
Character Report Cards
Semantic Webbing/ Mapping
Frayer Model
Pairs Read
Search Strategy

19. Cloze Connection What is it Why use it? How does it work?
A strategy that makes students use context clues to make an inference.
Why use it?
This strategy helps build habit of figuring out difficult words and vocabulary in text and it also connects background knowledge to text.
How does it work?
Select passage from text, choose important words from passage that you take out. Students fill in their thoughts on the word, share will groups or as a whole class. Students may like to provide evidence for their choice by highlighting or underlining.

20. KWL What is it? Why use it? How does it work?
A strategy that helps students predict and connect new information with prior knowledge. This strategy can be used to brainstorm prior knowledge, preview vocabulary and concepts and help student recall information they have read.
Why use it?
This strategy focuses student on assigned text and allows the teacher to model what effective readers do with reading assignments in content areas.
How does it work?
Teacher draws 3 columns on board. In column 1 students brainstorm about what they know or think they know about the topic, teacher lists these in column 1. Next student list what they want to know about the topic such as interesting question and the teacher writes these in column 2. Next students read the chapter purposefully because they want to discover the answers to the questions. The final step is for students to identify what they have learned and the teacher then write that in column three.

21. Structured Note Taking
What is it?
A variety of note taking which helps students take notes more efficiently.
Why use it?
It offers students a visual framework that can help them determine just which information to include in their notes.
How does it work?
Provide students with the graphic organizer you wish them to use (I prefer T notes for my 5th graders). Assign a passage from the text in which students can take notes. Show example of how to use the organizer, over time students will gain knowledge and decide on the best way for them to take notes.

22. Character Report Card What is it? Why use it? How does it work?
A reading activity that allows students to grade characters based upon traits.
Why use it?
Student use thinking skills and evidence to support choices, increases comprehension and links to prior knowledge.
How does it work?
Chose a story, brainstorm traits characters might have, generate a grading system, find evidence for each trait, discuss as a class.

23. Semantic Webbing/ Mapping
What is it?
A prereading and post reading strategy used to depict relationships among key concepts and technical terms in the passage.
Why use it?
This strategy works well to introduce a topic or even review.
How does it work?
First model for students how this works.
Write a key concept on the board
List a number of related concepts and terms.
Create a web or map for the terms listed- verbalizing your thoughts. When students understand this strategy just list a key term or concept on the board and have students complete in small groups.

24. Frayer Model What is it? Why use it? How does it work?
The Frayer model is a word categorization activity which shows relationships between words to help students understand these words
Why use it?
By using the Frayer model students analyze a word’s essential and nonessential attributes and also refine their understanding by choosing examples and nonexamples.
How does it work?
First the teacher assigns a word or concept being studied. The teacher then explains the Frayer Model. Have the students work in pairs to complete their model and then share with the class.

25. Pairs Read What is it? Why use it? How does it work?
A strategy that requires collaborative learning as students read and digest text. While one student reads aloud the other student listens and then summarizes what they heard as the main ideas.
Why use it?
This strategy allows students work together to help each other increase their knowledge and understanding of the text by reading together.
How does it work?
First select a passage for the students to read. Put students with a partner one is the reader and the other the coach. Reader then reads the passage out loud to the coach. When the reader is finished the coach summarizes the main idea of the passage and discusses supporting details. The students the reverse roles until the entire passage is read. Finally the students cooperatively summarize and discuss supporting details for the entire passage.

26. Search Strategy What is it? Why use it? How does it work?
This strategy is used when students are asked to research a project. The project is to answer a question rather than focus on a topic.
Why use it?
This strategy will stimulate students to find answers to questions they have developed while reading.
How does it work?
Select a topic, Establish what students know, Ask questions, Read resource materials, Come together like scholars, Have a large group discussion.