Strategy Notebook

Kara Rodden
Tarleton State University

Vocabulary
1. Personal Glossary
a. Bean, T., & Readence, J. (2011). Vocabulary. In M. M. Tittle (ed.), Content area
literacy: An integrated approach (10th ed., pp. 192-193). Dubuque, IA: Kendall
Hunt Publishing Company.
b. Instructions
i.

Students make entries into a personal glossary of vocabulary words with

components in the following order
1. the word
2. its definition
3. a sentence using the word in an applicable context

ii.

Students should make an entry for every vocabulary word for their
personal glossary.

c. Strengths
i.

Students learn and retain key vocabulary words and their meanings.

ii.

This strategy can also be used in preparation for a test.

d. Example: entry for the word surplus

surplus
Definition: more than what is needed or used; excess.
Sentence: I wanted to make the most of my surplus time.

2. Contextual Redefinition
a. Bean, T., & Readence, J. (2011). Vocabulary. In M. M. Tittle (ed.), Content area
literacy: An integrated approach (10th ed., pp. 191-192). Dubuque, IA: Kendall
Hunt Publishing Company.
b. Instructions
i.

Select a few unfamiliar words that are central to understanding the key
concepts that your students are about to see and that may cause trouble
for your students.

ii.

Write a sentence for each word to provide a context for each word.
These sentences should be written with clues to its meaning. If a context
already exists in the text material your students are about to read it is
acceptable to use that sentence.

iii.

Present the words in isolation and ask the students to provide a

definition for the word. Students should be asked to come to a consensus
on the words meaning.

iv.

Using the sentence you developed already, present the word in context.
Now ask the students to provide a meaning for the unfamiliar word, and
ask them to defend their definition.

v.

A volunteer(s) can look up the word online or in a print dictionary to

verify the guesses offered by the class. It might be helpful in the students
understanding the unfamiliar word to further discuss the word and its
root.

c. Strengths
i.

Students gain another way to identify an unfamiliar word aside from just
focusing on that word, which can be frustrating and unproductive.

ii.

Students get involved in the process of discovering new words rather

than in the memorization of them.

iii.

The dictionary is not used as the primary tool for definition, rather as
confirmation for the definition formed by the class.

d. Example:

3. Analogical Guides
a. Bean, T., & Readence, J. (2011). Comprehension: Guiding Content Literacy. In
M. M. Tittle (ed.), Content area literacy: An integrated approach (10th ed., pp.
254-255). Dubuque, IA: Kendall Hunt Publishing Company.
b. Instructions
i.

Devise a list of concepts that you want them to know.

ii.

Create appropriate analogies that will connect with your students

previous knowledge and experiences.

iii.

Explain how students can use these analogies to understand and retain
the information you are wanting them to comprehend. If a student comes
up with their own analogies allow them to share them with the class, this
may lead to another point of view that allows some students to
understand that did not understand before.

c. Strengths
i.

Shows students how to connect what they are learning with prior
knowledge to better understand the vocabulary words and key concepts
given to them in class.

ii.

Allows students to comprehend vocabulary words and key concepts

based on what they already know rather than simply giving them
information and expecting them to understand it without connections.

d. Example:

English Language Learners

4. Word Sorting
a. Learning tasks: 15 vocabulary strategies in 15 minutes! [WWW page]. URL
http://www.learningtasks.weebly.com/vocabulary-strategies.html
b. Instructions
i.

Provide a list of words from a reading selection or unit.

ii.

Have students sort words into various categories

iii.

(optional, and only if applicable) Students can re-sort words into new
categories of their own choosing

c. Strengths
i.

This strategy helps students understand the meaning and function of

vocabulary words.

ii.

This strategy helps students comprehend vocabulary words by

categorizing, giving them a group to associate each word with.

d. Example:

5. KIM
a. Learning tasks: 15 vocabulary strategies in 15 minutes! [WWW page]. URL
http://www.learningtasks.weebly.com/vocabulary-strategies.html
b. Instructions
i.

Students state key word or concept in first column.

ii.

Students state information gathered (definition or process) of that key

word or concept.

iii.

Students draw on their knowledge gained of this key word or concept to

develop a Memory Cue (how they will remember) for that key word or
concept.

c. Strengths
i.

Students identify key terms with its definition or process, depending on

the subject.

ii.

Students identify a memory cue for each key term, which makes the
remembering process personal and more effective.

d. Example:

NAME: __________________________________________________________
____________________

DATE:

K.I.M. Strategy
Key Word

Information

Memory Cue

6. Vocabulary Frames
a. Learning tasks: 15 vocabulary strategies in 15 minutes! [WWW page]. URL
http://www.learningtasks.weebly.com/vocabulary-strategies.html
b. Instructions
i.

Students write a vocabulary word in the center of a note card.

ii.

On the top right corner of the note card students write the definition of
that word.

iii.

On the top left corner of the note card students write the words opposite
and cross it out.

iv.

On the lower right corner students draw a graphic to help them visualize
the concept or word.

v.

On the lower left corner of the note card students write a sentence, that
uses the definition of the word.

vi.

Students repeat steps for each vocabulary word to produce a set of

flashcards.

c. Strengths
i.

This strategy allows the student to make verbal associations to

remember the definition of vocabulary words.

ii.

This strategy allows the student to make visual associations to remember

the definition of vocabulary words.

iii.

This strategy allows the student to make a connection with vocabulary

words by identifying the words opposite.

d. Example:

NAME: __________________________________________________________ DATE: ____________________

Vocabulary Frames
DIRECTIONS: This strategy will help you to learn new vocabulary and concepts in class. Use
the following format to create flashcards:

Top Right Corner: Write the word's definition

Top Left Corner: Write the word's opposite and cross it out
Lower Left Corner: Write a silly sentence that uses the definition of the
word
Lower Right Corner: Draw a graphic to help you visualize the concept
In the Center: Write the word
Example:

Look Backward
forward

Look

Foretelling

PREDICTION
Dictator Napoleon
looked ahead by
gazing in a crystal ball.

Writing
7. Dialogue Journals
a. Bean, T., & Readence, J. (2011). Writing. In M. M. Tittle (ed.), Content area
literacy: An integrated approach (10th ed., pp. 274). Dubuque, IA: Kendall Hunt
Publishing Company.
b. Instructions
i.

Have the students keep a journal in which they keep a constant

conversation with you, the teacher.

ii.

From a writing perspective these journals can be used to discuss topic

ideas for a paper, or could just be a way for a student to get constant
feedback on their writing.

c. Strengths
i.

The student can receive constant feedback on their writing.

ii.

The student can ask questions about aspects of their topic or the
development of their topic in their paper.

iii.

If used in this manner the teacher can give the student specific advice
based on their writing and their thought process.

d. Example:

8. Quick Writes
a. Bean, T., & Readence, J. (2011). Writing. In M. M. Tittle (ed.), Content area
literacy: An integrated approach (10th ed., pp. 275). Dubuque, IA: Kendall Hunt
Publishing Company.
b. Instructions
i.

Give the students a prompt based on either something from the lesson
for the day, or from a writing perspective a brainstorming opportunity.

ii.

Give the students a short amount of time in which you allow them to
write as much as they can about the topic. They do not need to write in
complete sentences. In fact, words and sentence fragments should be
encouraged to promote raw brainstorming.

c. Strengths
i.

Engages students in quick extra thinking about a topic, which allows for
students thoughts to flow freely.

ii.

Easy to integrate into an already intensive curriculum.

9. RAFT
a. Eureka! Agora: Writing Teaching Strategies [WWW page]. URL
http://www.literacy.kent.edu/eureka/strategies/raft.pdf
b. Instructions
i.

While brainstorming or after the first draft of a paper, have students

answer these questions that represent the acronym RAFT:
1. R: Role of a Writer Who are you?
2. A: Audience To whom is this written?
3. F: Format What form will it take?
4. T: Topic + strong verb What important topic have I chosen?
Choose a strong verb to describe your intent.

c. Strengths
i.

From a brainstorming perspective, allows students to organize and plan

while devising their topic and purpose of their paper.

ii.

From an editing perspective, allow students to notice verb tense or

pronoun discrepancies, for a higher level of editing.

d. Example:

Study Skills/Test Taking

10. Anticipation Guide
a. Bean, T., & Readence, J. (2011). Comprehension: Guiding content literacy. In M.
M. Tittle (ed.), Content area literacy: An integrated approach (10th ed., pp. 239).
Dubuque, IA: Kendall Hunt Publishing Company.
b. Instructions
i.

Identify key point and terms in the text selection you plan to present to
the class, and students previous knowledge that might be challenged or
supported.

ii.

Create 3-5 statements based on the students impression of these terms

and concepts before reading the text you will provide.

iii.

Before have the students read the text, have them respond positively or
negatively to each statement and record their reasoning for their
responses.

iv.

Have the students discuss their reasoning for each response in a

prereading discussion.

c. Strengths
i.

This strategy serves as a tool to jog students thinking.

ii.

This strategy allows students to discuss their perceptions of a topic, and

get the students thinking fully about the aspects you outline in the guide,
and just thinking in general.

11. Think-Aloud
a. Bean, T., & Readence, J. (2011). Studying and preparing for examinations. In M.
M. Tittle (ed.), Content area literacy: An integrated approach (10th ed., pp. 316317). Dubuque, IA: Kendall Hunt Publishing Company.
b. Instructions
i.

Select a passage between 100 and 300 words in length from your subject
area.

ii.

Prepare comments for you to make based on what you know. The
material will not be difficult for you, therefore you should plan a set of
comments that one of your students might make while reading. You will
be acting that part of one of your students.

iii.

Tell the students what you are doing so they understand why you are
making the comments that you are making.

iv.

Read the selection to the class and make your planned comments in the
specific spots that they correspond with as you go.

v.

Allow the students to ask questions about how you think, or about the
think aloud process itself.

vi.

Have students practice the procedure with smaller segments of the

selection, maybe even having them write down their thoughts as they
read for a class discussion.

c. Strengths
i.

This strategy allows students to observe the teacher modeling good

reasoning while reading.

ii.

This strategy allows students to understand what questions they should

be asking themselves while reading to teach them better reading skills.

d. Example.

12. Study Guide

a. Bean, T., & Readence, J. (2011). Comprehension: Guiding content literacy. In M.
M. Tittle (ed.), Content area literacy: An integrated approach (10th ed., pp. 247).
Dubuque, IA: Kendall Hunt Publishing Company.
b. Instructions
i.

Identify the major concepts and important details in a text chapter or

reading selection.

ii.

Devise questions that reflect those major concepts and details at multiple
levels of understanding. Use vocabulary terms students can understand
and, in the first few guides you develop, provide page and paragraph
indicators to demonstrate the process of location and extracting
information

iii.

Assign the study guide as an adjunct to independent text reading. Then

have students discuss and defend responses in small groups.

c. Strengths
i.

This strategy, when prepared correctly, focuses students attention on

major concepts at the three levels of understanding: text explicit, text
implicit, and experience-based.

ii.

This strategy also allows students to react to the text material at each
students own level of understanding.

iii.

This strategy requires the student to read the text with the intention of
extracting the information from the material.

d. Example:

Example:
Study Guide Questions for Fahrenheit 451
As you read each section of the novel, answer briefly the following questions. These questions
should act as a reading guide and are not intended to replace careful examination of the novel's
themes and development.
Part I: The Hearth and the Salamander (pages 3-68)
1. What do the "fireman" do for a living?
Burn Books
2. In the opening scene, why are the books compared to birds?
Because their pages are like wings when they burn and books are being compared to
pigeons as though they are a nuisance.
3. According to pages 3-4, what does Montag think of his job?
He enjoys his job very much.
4. Who does Montag meet on the way home?
Clarisse McClellan
5. During his conversation, Montag says that "You never wash it off completely" referring to the
kerosene. What could this mean symbolically?
The guilt of burning books and the houses that contain them.
6. Why do you think that Bradbury would introduce Clarisse before Montag's wife, Mildred?
Bradbury introduces Clarisse first to show the contrast between personalities of Clarisse
and Mildred.
7. Why does Mildred need help when Montag gets home?
She has taken too many sleeping pills.
8. Describe the help that she receives.
Two men come and pump her stomach.
9. Is there anything unusual about the way the two men go about helping Mildred? How is it
unusual?
They are very impersonal about the ordeal. The men say this happens often.
10. How is life in Montag's house very different from that of Clarisse's house?
In Montags house, Mildred and Guy hardly ever talk or communicate in any way.
Mildred is always in the parlor and Guy is often at work. At Clarisses house, she and
her family often talk and discuss things.