When students are involved in small group peer-led discussions or concepts based on reading experiences involving multiple copies of informational text they are participating in
A syllable in which nothing follows the vowel and the vowel is long.
A syllable in which the vowel is followed by a consonant and the vowel is short.
The purpose of this type of writing is to create a context in which the students discover, analyze, and synthesize ideas through the process of writing. (more formal)
During this writing strategy, students identify the topic, explain how the reading passage begins, present ideas from the middle of the passage and present ideas from the closing.
A graphic organizer with shape-bound words or phrases radiating from a central figure that represents the main idea or concept.
Double Entry Journal
A type of journal writing with two focuses- What
is it? and What does it mean to me?
A visual display consisting of shape-bound text and arrows that show direction or sequence of a concept, procedure or event.
A writing strategy used to develop the main idea or drawing conclusions for a specific passage. Students consolidate their thoughts about the passage using 20 words of less.
Visual displays that help students understand, summarize, and synthesize the information from texts or other sources.
A writing strategy incorporating guided reading and summarizing. Students preview a passage and develop headings for the passage. Then they read the passage and add additional details about each heading.
Learning to Write
Teaching writing as a process with specific steps all focusing on a final product.
An arrangement of words or phrases in a table format to be read both horizontally and vertically to show relationships.
Refers to students recording notes from written materials.
Refers to students written notes from an activity, lecture, or class discussion.
Reader Response Theory
The interaction between the reader and the text.
A visual display of information most frequently used to categorize or classify information in which supporting categories branch off from a general concept.
Writing to Learn
Writing that does not produce a process writing piece. This brief writing process is meant to be catalyst for furthering student learning.
Writing to learn strategies
RAFT, Admit/Entry Slips, Exit Slips, and Found Poems
A metacognitive process that allows students to “hear” what goes on inside the head of a fluent reader. The goal of think-alouds is to transfer the responsibility of thinking about ones thinking to the reader.