E340 Methods of Teaching Reading Rev.

9/7/19

Literacy Strategies Guide

Over the course of the semester, you will respond to readings in a variety of ways. Using literacy strategies to respond to reading
are beneficial in these ways:
1. to deepen your thinking about the readings and to make connections with other readings,
2. to elicit questions and comments to share during class and/or in your book clubs,
3. to use as writing prompts,
4. to model possible strategies to use with children.

Below, you will find several strategies to respond to readings but in no way is this list exhaustive. These literacy strategies should
support you in talking about the readings as part of small group and/or whole class conversations.

Some choices to consider:

1. Reflection: write a 2-page reflection about the reading; include specific reference to the text but do not merely summarize –
I want to know what you think.

2. 3-Column Notes: divide the paper/document into 3 columns – 1) The author/text says… 2) I think… 3.) Because…. – Every
few paragraphs enter a quote from the reading with the page number and use the columns to reason through the material.
You should have approximately 10-15 entries throughout the readings.

3. Quotable Quotes: Select 4-5 representative quotes from the reading and be ready to justify why they are important. You
may list justifications in bullet form or choose to write a paragraph for each quote that demonstrates your thinking.

4. Sketch-to-Stretch: Draw your understanding of the reading. You may split the reading into sections (headings can be useful
dividers) or choose to sketch the overall reading. Your sketch is documentation of your thinking, it is not about how well
your draw, rather what you draw and why.

5. 3-2-1: Select what you consider the three most interesting aspects of the reading. For each of those three aspects, explain
two connections to other readings (cite authors and page numbers), and at least one lingering question or new question.

6. Color Me Specific: Using colored pencil or highlighter as you read. After coding write a paragraph discussing/reflecting upon
your process. How did this process help/hinder your reading?
● Green – I agree with this
● Red – I disagree with this
● Yellow – I am not sure about this… sort of agree/disagree
● Blue – I want to know more about…

7. Readers Theatre: Using the text, create a script that would highlight two or three essential aspects of the reading and
engage the audience. Select your characters carefully. They should be representative of the intended audience of the
writing, people mentioned in the text, or those who may oppose or questions the claims that are made.

8. Found Poem: Use meaningful lines from the reading to create a poem. Be sure to read it aloud to verify that it has rhythm
and flows.

9. Letter to (the editor, the author, to classmates, central character text): Respond after reading by writing a letter to one of
the above. Consider your audience and what you are writing. Be sure to refer to the reading in some way, but do not
summarize it.

10. Critical lens: Before, during, and after your read, respond to the following questions: Who is the text for? Who is it not for?
Who is left out? Why? What is the resulting effect?

11. Four A’s Protocol: Respond to the reading by focusing on these four questions: 1) What Assumptions does the author or
character within the text hold? 2) What do you Agree with in the text? 3) What do you want to Argue with in the text? 3)
What parts of the text do you want to Aspire to? Write a short paragraph for each, citing the text with page numbers as
evidence. (Created by the National School Reform Faculty)

12. Anomalies – Have I Got Some Questions for You!

E340 Methods of Teaching Reading Rev. 9/7/19

As you read, jot down 8 or more questions that you have on a 3x5 cards (on the front of the card write your question
and on the back write down your current thinking/how you might answer the question.

13. "I Am . . ." Poem

To develop insight s into a particular author, character, researcher, or concept – write a reflective poem using the
following form (you can substitute/create your own opening lines):

I AM
I am . . .
I wonder . . .
I hear . . .
I see . . .
I want . . .

I am . . .
I pretend . . .
I feel . . .
I touch . . .
I worry . . .
I cry . . .

I am . . .
I understand . . .
I say . . .
I dream . . .
I try . . .
I hope . . .
I am . . .

14. Webbing or Mind-Mapping: After reading and jotting down initial responses to a text, brainstorm a web of issues, themes,
and questions that you might discuss in class. This must show attention to organization and neatness. It can be hand drawn
or computer-generated.

15. Text Coding: Code the text as you read. You can create your own codes, but please list the key! At the end of the reading,
tally the codes you used and draw conclusions about your reading of that particular text. Be sure to attach the coded text to
the brief reflection about this strategy.
● Huh? for confusion ● R for “It reminds me of…”
● ? for question ● ! for amazing or surprising information
● * for important information ● V for visualize
● L for “What I learned” ● I for inference

16. Digital Response: Consider how you might use technology to reflect and respond to the readings (i.e., video, blog post,
Glogster, podcast, digital photography, Prezi, VoiceThread, MusuemBox, Mixbook, Xtranormal, etc.).

17. Multi-Genre Piece: Consider how you might use various writing genres to reflect and respond. More ideas from Camile Allen
The Mulitgenre Research Project book:
ads eulogy timeline request
awards fable tribute review
baseball cards billboard graffiti will TV commercial
book jacket memoir critique double voice poem
brochure newscast dialogue
campaign speech pamphlet diary
cartoons poem questionnaire
children’s book puppet show