Cross+Curricular+Literacy+Strategies



“Once you learn to read, you will be forever free.” - Frederick Douglass
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The following links connect teachers to ready-to-use literacy strategies. They offer explanations of the strategies themselves, examples of the strategies in use, and tips for effectively using the strategies in the classroom. (*, ✰)

Understanding the Rhetorical Triangle allows students to develop as writers and readers. It is a great tool to move students from decoding to analysis. It is not simply a strategy; it is a formula for inquiry.(*, ✰)

Annotating is a great skill for all students to develop. It is a means of making meaning of texts through questioning, predicting, and examining an author's strategies. It can be done at many levels and in many different ways. It is largely guided by the teacher's purpose. There really is no right or wrong way to do it.(*, ✰)

R.A.F.T. This strategy has four components. Students choose a role, audience, format and topic to share information they have read. @http://www.tantasqua.org/Superintendent/Profdevelopment/etraft.html(*, ✰)

Triple Entry Journal: This vocabulary building strategy has three columns. One is for the new word in context, the next column is where the student generates a definition and the last column is where they draw a picture, symbol or phrase to help them remember the new word. @http://www.msad54.k12.me.us/district/literacyspecialist/pdf/triplevoc.pdf(*, ✰)  Text Coding: This strategy helps students monitor their reading. They use symbols to code new information, questions about the text, and more. [](*, ✰)

Blooms Revised: Use the six levels of blooms to engage students in higher order thinking skills. [](*, ✰)

Question and Answer Relationship (QAR): Students answer four types of questions to help them understand text. The right there question has the answer in the text. The think and search question has the answer in the text but the reader needs to interpret and use many parts of the text. The author and me question has the reader use personal information and author information to answer the question. The on my own question has the reader answer question on personal experience only. [](*, ✰)

Two column note taking: This strategy is to help students organize their thoughts about the text using a personal response instead of just note taking. [](*, ✰)

Think Pair Share: This strategy has the students think about a question, prompt or problem, discuss it with a partner or group, reflect on discussion then share with whole group. [](*, ✰)

Frayer Model: This vocabulary graphic organizer has four quadrants so students can define a concept. They select a word and define examples, non examples, essential characteristics and non- essential characteristic of the word. [](*, ✰)

Sum it up: This comprehension strategy has students select key words in a text to write a sentence that sums up the text. [](*, ✰) nnnnnnnnnnnnnnnnnnnnnnnnnnnn nnmmmmmmmmmmmmmmmmmmmmmmm

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