Literacy Instructional Strategy: Frame Routine

Strategy Purpose: Frame routines are useful in organizing information found

in dense content texts. The frame resembles a graphic organizer, but extends
learning by requiring students to break a reading down. As they read, students
list key words, locate evidence or important details, rank those details in order
of importance, and formulate a main idea.
When strategy is best applied: before during Content Options: science history
language arts
Materials required to enact strategy: content textblank framepencils
Outline steps to implement the strategy:
Before:
* introduce the passage students will read (activate background knowledge) *
students list any key words or concepts they know about the topic in
the is about box frameDuring:* in the three boxes below the is about frame,
students list major themes or
ideas they believe are covered in the text; these are the main concepts; this can
be completed after doing a scan of topics covered or after class discussion
* students read the text independently or follow as the teacher reads* key
pieces of evidence or details are listed in boxes below each main concept
frame* evidence and/or details noted under each main concept can be rank
ordered,
or shifted, by importance following completion of the reading or class
discussion
After:
* students construct the big idea (this could be a summary, a connection, an
inference, etc...)
* a final discussion, facilitated by the teacher, is used to evaluate findings and
conclusions
Ellis, E.S. (2008). The framing routine: Framing the big picture with essential
details. The University of Kansas Center for Research on Learning.
Meister, D. (2007). Labor ~ and a whole lot more: Viva la causa!
Literacy Instructional Strategy: SQ3R
Strategy Purpose: The purpose of SQ3R is to help students understand what
they are reading as they are reading it. This strategy helps learners take away
meaning by teaching them elements to become effective readers.
When strategy is best applied: before during after
Content Options: science history language arts
Materials required to enact strategy:
Pencils ,text, Paper for notes
Outline steps to implement the strategy: Before:
Introduce passage (activate background knowledge: does anyone recognize this president? How do we
know him best?)

Before, students will survey (the S in SQ3R) the passage; students will ask questions and think about
the title. Students will glance over any summary or intro to the passage.

Students will then question (the Q in SQ3R) what they are reading. They will write down any
questions that come to mind during the survey. Students will also write down any unfamiliar vocabulary
words.
During:
Students will read (the first R in SQ3R) through material and answer questions asked
previously, and will define words by using context clues throughout the text.
Looking away from the text and notes, students will recite (the second R in SQ3R) what they
have learned to themselves, and will summarize. (Students can reread if necessary)
After:
Students will answer any major questions about the text.
Students will then review (the last R in SQ3R) what was read and summarize
the text.
Roosevelt, F. D. (n.d.). FDRS Pearl Harbor Speech. Retrieved September 05,
2016, from http://www.k12reader.com/worksheet/whats-the-purpose-fdrs-
pearl-harbor-speech/
 Literacy
Instructional
Strategy:
Directed
Reading
Thinking
Activity
Strategy Purpose:
DRTA is a reading comprehension strategy, it helps guides the student through a text by making
predictions about the text, then reading to confirm the prediction. It encourages students to be
active readers and question what they are reading.
When strategy is best applied: before during after
Content Options: sciencehistory language arts
Materials required to enact strategy:
Text, and an active mind.
Outline steps to implement the strategy: (as appropriate to your strategy)
Before: Students will begin this strategy by making predictions about the text that they are
reading. They will think about what they think the passage/book will hold and begin to formulate
ideas on what it is about. This could be based off the title, book cover, etc.
During: The students will begin reading the passage up to a certain point, at this point the
students will formulate ideas on where the passage is leading to. If needed ask the students open
ended questions on how they feel about the passage or their prediction.
After: At the end of the passage, have the students reflect over the material that they predicated.
Were they correct? What items did they find to support their prediction? Did their prediction
change throughout? Why? Etc
Examples:
Trapped by Jose Jamie Perez Segura
What do you think this passage is about? Predictions? Once again, like many times before, he
was in the same situation. Hed promised himself not to be defeated by that same enemy
anymore, but it seemed so impossible.
Where is this leading too? Along the years, his enemy had become stronger, and he weaker.
That was his daily struggle with getting out of bed.
Was your prediction, right?
Bedtime Story by Jonathan Houston
What do you think this passage is about? Predictions? Darkness crept over him like a sheet of
ice. Is this the end? he wondered. He shuddered as the light was extinguished, leaving him alone
in the emptiness of nothing. Suddenly, a beacon of light pierced the blackness.
Where is this leading too?Goodnight sweetheart. His mother always made sure to turn on the
nightlight.
Was your prediction, right?
Literacy Instructional Strategy: KWL
Strategy Purpose: The purposes of KWL are to elicit students [rior knowledge of the topic of
the text, sets a purpose for reading, helps students monitor their comprehension.
When strategy is best applied: before during after
Content Options: science history language arts
Materials required to enact strategy:
Pencils text
Paper (KWL chart)
Outline steps to implement the strategy:
Before:
Introduce passage (activate background knowledge by asking questions to help students
brainstorm their ideas: Tell me everything you know about Oklahoma.
Before, students will brainstorm their ideas of what they already KNOW prior to reading the
passage. They will write their ideas under the Know (K) column on the KWL chart.
Then ask the students questions about what they WANT TO learn from the passage. What do
you think you will learn about Oklahoma from the text you will be reading? Choose an idea
from the K column and ask, What would you like to learn more about this idea? The students
should write their ideas under the Want to know (W) column on the KWL chart.
During:
Have students read the text and fill out the Learned (L) column of their charts. Students should
look for the answers to the questions in their W column. Students can fill out their (L) columns
either during or after reading.
In addition to answering the (W) column questions, encourage students to write in the (L)
column anything they found especially interesting.
After:
After students have finished the passage and filled in the (L) column, discuss the information that
students recorded. Have students consult other resources to find out the answers to questions that
were not answered in the text.

Literacy
Instructional
Strategy: Question-
Answer
Relationship (QAR)
Strategy Purpose: This strategy helps students learn to seek information from texts and their
own background knowledge. It is a research-based framework for comprehension instruction.
Students learn how to locate information, determine text structures, and how these structures
might convey information, and determine if inference is required when they use this strategy.
When strategy is best applied: after reading
Content Options: science history language arts/writing math
Materials required to enact strategy: paper, highlighters, pencils/pens, and a text
Outline steps to implement the strategy:
After: You tell the students that there are four question to answer. You read the story out
loud and have your questions ready for the students to answer. Ask the questions out loud to the
students and explain how you want the students to answer the question and which type of
question you are using. Then show the students how to find the information to answer the
question.
In the Book Strategies:
Right There Questions-literal questions whose answers can be found in text. The words are
usually the same found in the text. Think and Search Questions- answers are gathered from
several parts of the text and put together to make meaning.
In My Head Strategies:
Author and You- these questions are based on information provided in the text but the student is
required to relate it to their own experience. On My Own- the students do not have to read the
passage but use their background or prior knowledge to answer the question.
So the old woman did all of those things the lady had told her to. In a week, there was a
beautiful yellow flower in place of the seed. The next day, the flower bloomed. Inside the flower
was a beautiful little girl who was the size of the woman's thumb so she a called her
Thumbellina. She made her a little dress out of golden threads. Thumbellina slept in a walnut
shell and brought the old woman joy and happiness.
But, one day when Thumbellina went down for her nap, a frog hopped through the open window
and said, You will be a perfect bride for my son, and she took Thumbellina to a lily pad and
hopped off to find her son.
Right There:
What color was the flower that took place of the seed?
Think and Search:
Where did Thumbelina sleep?
Author and Me:
If you could add or change a part of the story, what would it be?
On My Own:
What do you think it would be like to be the size of a thumb?
Literacy Instructional Strategy: Concept Maps
and Graphic Organizers
Strategy Purpose: Concept maps help students
see a bigger picture by starting with a main idea
or concept in the center of the map and then
branching out into smaller, more specific concepts. A concept map can help
students integrate new concepts with older ideas that might already know and
it can also help students to generate new ideas.
When strategy is best applied: during
Content Options: math science history language arts
Materials required to enact strategy: paper, pencil, text
Outline steps to implement the strategy:
Prior to implementing graphic organizers in your classroom, it is
important to spend time teaching the concept of the concept map
itself to the students.
Come up with any major ideas or concepts that might be presented
in the selected text.
Have the students organize their ideas into categories and
remember to tell them that these categories may change while they
are reading and as they add additional information.
Connect related ideas to each other using lines or arrows to show
how they relate to the main ideas and main concepts.
After the students have completed their maps, allow them to share
their concept maps to explain to each other why they made the
connections they did.
An extension of the concept map could be to have the students
summarize the story that was read in order to develop
comprehension skills even more.
Literacy Instructional Strategy: Anticipation Guide
Strategy Purpose: stimulate students' past knowledge, encourage curiosity
about new content, and define a purpose for reading a passage.
When strategy is best applied: before
Content Options: math science history language arts
Materials required to enact strategy: paper, pencil, anticipation guide, text
Outline steps to implement the strategy:

1. The teacher will identify the main topics of the passage and write
statements that will likely challenge the beliefs the students have
concerning that topic.

2. Before reading the passage, students will agree or disagree with each
statement.

3. Discuss different students anticipation guides with the whole class.

4. Students will then read the text while marking where the text supports
their guide, or changes their minds.

5. Have a class discussion and ask the students for examples of how their
answers were proved right by the text or how they changed their answers
in response to the text.
 Literacy Instructional Strategy: Reading
Roadmap
Strategy Purpose: A Reading Roadmap is meant to keep students thinking while they read. By
giving the students purposeful questions at particular points, they find meaning and are
productive in their read. The roadmap is simply a prompt to allow students to be engaged or on
the lookout for valuable information in texts.
When strategy is best applied: during after
Content Options: math sciencehistory language arts
Materials required to enact strategy: content text, blank Reading Roadmap, pencils/pens
Outline steps to implement the strategy:
Before:
- Prepare you students by first explaining the intention of filling out the map. They should
understand that it is to help them obtain the need-to-know information.
- -It is suggested to read through the questions once, so that they are at least familiar. It is
also suggested that reading the text once through may be helpful, but that depends on the
length or context of the text.
During:
- While reading the text, whether for the first or second time, the students should be
purposefully looking for the answers to the questions on the map.
 - By anticipating an answer to the question the students should be engaged.
- When they find the answer in the text they need to write it on the response page provided
and also include the page number where the answer was found.
After:
- Once the students are finished, they should go back over their questions and responses to
the questions. Review of the roadmap will help them absorb the information as they focus on
each particular question once more.
4.Who was
1.What Valentine?
was the
name of
the

3.What did
2. What was 5. Why did
the
the reason Valentine
he thought
Emperor
want
the men marriage
7. What
6. What did
Literacy Instructional Strategy: ClosedidReading/Annotating
Valentine Text
Valentine
8. When
do while Textdo
Strategy Purpose: Close Reading/Annotating that leda
provides
was to his text in a
means through which students can connect with content
Valentine
more profound manner. By recording key ideas within the margins of the text, students are more
executed?
apt to improve their concentration, construct meaningful paraphrases, and self-check their
understanding of the subject matter. If utilized effectively, this strategy can ultimately enable
students to conceptualize (and appreciate), the texts subject matter, its intended purpose, and its
real-world connections.
When strategy is best applied: Before During After
Content Options: Math Science History Language arts
Materials required to enact strategy:
Content Text , Pencil/Pen, Paper (If necessary) , Highlighters (If necessary) , Sticky notes
(If necessary)
Outline steps to implement the strategy:
Before:
Encourage students to skim through the text and determine its structure, making note of
subheadings and visual representations.
Prompt students to skim the introduction, followed by the conclusion, in order to activate
background knowledge and obtain a sense of direction prior to reading.
 During:
Depending upon the grade level and the subject matter, advise students to read a
designated portion of text (ex: one or two paragraphs) and instruct them to pause
immediately afterwards.
Students will reflect upon the previously read subject matter through means of
questioning; What is the author arguing? How is the author supporting his or her
argument?
Further refining their reflection, students will make note of key ideas within the margins
of the text through an emphasis upon definitions, examples, causes and effects,
similarities and differences, descriptors, insightful connections, and names or dates of
important information.
After:
Students will profoundly review their annotations and construct meaning, whether it be
through means of summarization, analysis, and/or inferencing.
A collaborative approach can be utilized amongst both the teacher and the students in an
effort to effectively address the subject matter, its intended purpose, and its associated
real-world connections.

Literacy Instructional Strategy: List-Group-Label

Strategy Purpose: The purpose of this strategy is to help students make
connections between words. This strategy allows a student to brainstorm
different ways that these categories relate.
When strategy is best applied: Before After
Content Options: Math Science History Language Arts
Materials required to enact strategy: Paper, Pencil, Text
Outline steps to implement the strategy:
Before: One method which can be used is the List-Group-Label technique,
which activates background knowledge before beginning to read. Informing the
students about the topic that will be the focus of the reading in order that the
student has an understanding of what they will read before getting started.
Then, allow the students to call out words that they think relate to the topic.
Once the words are collected, group the words in to categories and label each
category. Once the categories are built, allow the students to tell how the words
are related to the topic. Once the discussion is complete, read the text to the
students and with a secondary objective, have the students look for additional
words in the reading, to add to the categories.
 After: Once the reading of the passage is complete, students should be
prompted to think of any new words that they think relates to the topic. This is
considered the List in this technique. Then, have the students group each set
of words. The students should label each category on the list and should be
able to explain why they added the word to the specific category.

Literacy Instructional Strategy: Knowledge Rating Chart

Strategy Purpose:
The purpose of the knowledge rating literacy strategy is to evaluate
students prior knowledge of a topic or concept. Knowledge rating charts can
help students actively be aware of new vocabulary and also help activate their
own background knowledge. If the teacher can identify terms student do not
know well, the teacher will be better able to prepare students for reading,
listening, and discussing a new topic or text.
When strategy is best applied: before during after
Content Options: math science history language arts
Materials required to enact strategy:
pencil/pen, knowledge rating worksheet, reading passage
Outline steps to implement the strategy:
Before:
 At the beginning of the lesson, the teacher should explain the strategy to
the students. Before reading a passage, students will review the list of
vocabulary given on the knowledge rating handout. They will go through the
list of words and put an X in the corresponding boxes that apply to their own
personal knowledge of the vocabulary words. The teacher and students can
discuss the words and make educated guesses on what the each of the words
may mean. Example chart:

During:
While reading the passage, students will use context clues to help them
learn the meanings of the given vocabulary. It may be useful for students to
highlight or underline the sentences that the words are found in.
After:
After reading the passage, the students and teacher will engage in a class
discussion to go over the meaning of the given of the vocabulary words and will
define them correctly. Students will be encouraged to take notes of the words
on their knowledge rating worksheets.
Literacy Instructional Strategy: Concept Circles
Strategy Purpose: Concept circles are a strategy used to help students make a
connection between a vocabulary word/term and their importance in the
concept or topic being learned. The big idea behind the Concept Circle is that,
while informational text is organized around concepts or topics, organizing
ideas, and details and facts, it all rests on vocabulary knowledge. Concept
circles can be used for discussions, quick check, assessments and more. The
use of concept circles can be used in many ways including; The circle provided
has vocabulary words in it and the students must tell what the words have in
common deciphering the topic or, a blank circle is provided and the topic is
given and the student must fill in the circle with relating words. Another way is
to have the student choose which term does not belong.
When strategy is best applied: before during after
Content Options: math science history language arts
Materials required to enact strategy: Concept Circle outline, text/
information being taught, and something to write with
Outline steps to implement the strategy: (as appropriate to your strategy)
Before: Depending on how the teacher is using the concept circle, before
the students could either look at the concept circle and start to brainstorm
what topic or concept they are learning about. The student could also see the
topic and start to brainstorm some vocabulary words that go along with the
topic given.
During: The students could fill out the concept circle with vocabulary
words, or the student could come up with ideas on what they think the main
concept of the text is.
After: The students can compare and contrast as a class their concept
circle and discuss how the words they found, or the topic ideas they found
relate to the information they were given.

Literacy Instructional Strategy:

The Frayer Model
Strategy Purpose: This strategy
focuses on vocabulary expansion,
retention,
and comprehension.
When strategy is best applied: before after
Content Options: math science language arts
Materials required to enact strategy: Pen or pencil, Frayer Model sheet
Outline steps to implement the strategy:
Before: Have a list of key terms you wish to focus on and share them
with your students before they begin reading. Hand out copies of the
Frayer Model. Then give an example of how to use this model with a
common vocabulary word such as sentence. Break students into
groups and assign each group one of the words from the list. Allow
students to then read the passage, keeping their key term in mind.

Literacy Instructional Strategy: Double-sided Vocabulary List

Strategy Purpose: To help students with content retention, comprehension,
and vocabulary knowledge. This strategy helps to develop an enhanced
connection between reading and writing.
When strategy is best applied: before during after
Content Options: science history language arts
Materials required to enact strategy:

Passage with handout , Pen/pencil

Outline steps to implement the strategy: (as appropriate to your strategy)
Before:

Review the passage beforehand and select key words that you want your
students to focus on.
 When students are seated, pass out the double-sided vocabulary list to
them.
Present the passage to them and have the key vocabulary terms
underlined, so that they know what to look for.
Double-Sided Vocabulary Lists
Word What I think it means Clues

During:

Students will follow along as the teacher reads the passage

While reading, students will focus on the underlined key terms in the
passage
They will fill in the What I think it means column individually
After:

After finishing the passage, ask the students to complete the Clues
column
When everyone is done, have the students talk about the answers that
they got, in a whole group discussion
LiteracyInstructionalStrategy:SQRQCQStrategy

Purpose:SQRQCQstandsforSurvey,Question,Read,Question,Compute,Question.Itcanbe
usedtosolvemathproblemsacrossallgradelevels.SQRQCQisespeciallyhelpfulbecauseit
providesstudentswithanoutlineofstepstosolvingaproblem,helpsstudentstopullinformation
outoftheproblem,andallowsstudentstomakeconnectionsbetweenwhattheproblemisasking
andhowtogoaboutsolvingtheproblem.Whenstrategyisbestapplied:beforeduringafter
ContentOptions:mathsciencehistorylanguagearts

Materialsrequiredtoenactstrategy:PaperPencilWordproblem/text
Outlinestepstoimplementthestrategy:
During:First,thestudentswillreadthroughtheproblemquicklyandsurveywhatthey
thinkitisasking.
After:Oncethestudentsreadthroughtheproblemonce,theyquestionwhattheproblem
isspecificallyaskingthestudenttodo.
Then,thestudentsshouldrereadtheproblemtoassessspecificdetailsoftheproblem.In
thisstep,studentsshouldtakenoteofhowdifferentpartsoftheproblemrelatetoeach
otherandfindoutwhatunittheanswershouldbein(ifapplicable).
 Afterrereadingtheproblem,studentsshouldquestionwhatmathoperationsthatthe
problemrequires.
Nowthatthestudentshaveanideaofwhatmathoperationtheywillbeperforming,they
shouldcomputeeachoperationandcheckitoffasitiscompleted.
Thelaststepistoquestiononelasttime.Inthisstep,studentslookattheanswer(s)tosee
iftheyseemreasonablebasedontheproblem.Iftheanswerdoesnotseemtofit,students
shouldreworkthecomputationsandcheckanswersduringeachstepoftheoperation.

Example: Sally had some stuffed animals. At her 7th birthday party, she got 9 more.
Now, she has 15 stuffed animals. How many stuffed animals did she have before her birthday party?
Survey: Notice that Sally had some items and was given 9 more, giving her a total of 15 items.
Question: It looks like the problem is asking How many items did she start with?
Reread: Rereading the problem would cause the students to think some number plus 9 equals15.
Question: Students would think When I know a sum and one of the two addends, how can I find the
other addend? or If x + 9 = 15, how can I find x?

The students would realize that they must subtract to find the answer since subtraction is the inverse, or
opposite, operation of addition.

Compute: x + 9 = 15

-9 -9_______

x=6

Question: Students would ask themselves Is it true that 6 + 9 = 15 ? or If Sally started with 6 stuffed
animals and received 9 more, would she have 15? The answer is yes, so the computation is correct.

Literacy Instructional Strategy: KNWS Chart

Strategy Purpose: KNWS Charts are used to help students break down word problems in mathematics
and science. They help students determine what the problem is actually asking and how to solve it.
KNWS Charts do this by creating a table that asks for what students Know from the question, what
information is Not needed, What the question is asking for, and which Strategy students should apply to
solve the problem.
When strategy is best applied: before during after
Content Options: math science
Materials required to enact strategy:

Word problem
Blank KNWS Chart
Pencil
Outline steps to implement the strategy:
Before:
 Review elements of the chart
Explain what types of things are important in a problem
During:

In the K row, list all information known from reading the question.
o This is the important information that could be used to solve the problem
In the N row, list all of the information that is provided, but not necessary to solve the
problem
o This is usually things that are said but do not apply to what the question is
actually asking
In the W row, write what information is being sought
o Make sure to remind your students to read carefully to find out what the
question is actually asking
In the S row, write down the strategy or operation that can be used to solve the
problem
o Make sure to have your students look back at the W row to make sure they
are actually answering the question that was asked
After:

Reread the problem

Check to make sure the question asked was the question answered
Check over the math to make sure that all operations were completed correctly

Literacy

Instructional Strategy: Open-Minded Portraits

Strategy Purpose: The purpose of the open-minded portrait is to provide the
student with a method to think more critically about a character or person and
the significance of the character in the text.
When strategy is best applied: before during after
Content Options: math science history language arts
Materials required to enact strategy: content text, portrait template,
writing/coloring utensils, any extra craft pieces that may be needed, scissors,
glue sticks as needed
Outline steps to implement the strategy: (as appropriate to your strategy)
 Before: Begin by passing out the open-minded portrait template and
explaining to the class what the purpose of the strategy is. This may be an
opportunity to ask the students about their previous knowledge on a piece of
text, character, or person. Make sure to advise the students to be thinking
about the main characters in the text and the details of what the characters
do, think, feel, etc.
During: During the reading, the students should be writing and/or
drawing about the character on the thinking page and coloring in the face on
the other side. The students can be creative with the characters face or the
students can listen to the characteristics mentioned in the story and base the
face on what they hear from the text.
After: Once every student has completed the individual open-minded
portrait, students may share their portraits with the class by discussing both
the picture as well as the notes and drawings on the thinking page. The
students could even create a class-constructed portrait for the wall.

Literacy Instructional Strategy:

R.A.F.T.
Strategy Purpose: RAFT is a
writing strategy, which assists
students understand their own roles
as writers, the audience they are addressing, the different forms of writing, and the topic they will
write about. It gets students to think creatively about their writing, and helps motivate them.
When strategy is best applied: before during after
Content Options: science history language arts math
Materials required to enact strategy: RAFT sheet, paper, writing utensil
Outline steps to implement the strategy: (as appropriate to your strategy)
 As a teacher, you can take liberty with these steps, and decide whether you want to
introduce this before the reading or after the reading, or even during the reading (for example if
you are half way through a book, and you want students to write something).
Before: Introduce RAFT
Write the acronym where every student can see.
Explain each one and give examples.
o R-role of writer: Who are you as the writer?
o A-audience: Who are you writing to?
o F- format: which format are you writing in?
o T- topic: What are you writing about
Model how to write responses to the prompts given.
During: Assign prompt
Students are given the same topic to work on.
They can work in small groups or individually to create their responses to the prompts.
They start out by filling out the writing template (the RAFT) and then go on to write the
response.
Make sure you rotate around the classroom, to see how they are doing.
After: Discussion
Students can read aloud what they wrote, and share with the class.
Have a class discussion about how each student had a different response, even though
they were using the same role, audience, format, and topic.
As students become more comfortable, they can be given a list of topics to choose from,
and let them use their imagination and creativity to respond to prompts.

Literacy Instructional Strategy:

Admit/Exist slips
Strategy Purpose:
Exit Slip: is an informal measure to know how well the students have
understood the topic or lesson. This helps the students to reflect on what they
have learned and to think critically.
Admit Slips: are to have the students reflect on previous day lesson/ HW to
review their understanding.
Overall, the purpose is to give students the opportunity to let the instructor
know that they are having difficulty with the material being studied.
When strategy is best applied: Exit: After / Admit: Before
Content Options: math science history language arts
Materials required to enact strategy:

Pen/Pencil, Admit/Exit slips

Outline steps to implement the strategy: (as appropriate to your strategy)
Before:
Admit:
To teach about this strategy for the first time, prepare the students to think
about the lesson that was covered on previous day and keep a small discussion
with questions to see if the students are able to answer the questions. Then
give the students the admit slip and have them fill out as what was discussed
for yesterdays lesson and turn it in before learning a new lesson. Inform the
students that starting next day and so forth they will be given an admit slip
with questions on it and they are required to fill it out first thing in the
morning before doing anything else in the classroom. Students will be given
admit slip as soon as they enter in the classroom.
Questions examples:
1) What confuses you about the material you read for yesterday?
2) What did you like or did not like about yesterdays lesson?
3) What is the cause/ effect relationship between A and B?
4) What problems did you have with your assignment?
After:
Exit:
After teaching the content lesson, pass the exist slip to the students and have
them fill it out. Inform the students that once they have completely filled out
the exit slip, they may leave the class. This will let the students know the
concept of the exit slips.
Questions examples:

Write one thing you learned today.

Discuss how today's lesson could be used in the real world.
I didn't understand
Write one question you have about today's lesson
Did you enjoy working in small groups today?
 I would like to learn more about
Please explain more about

The most important thing I learned today is

The thing that surprised me the most today was

Examples of slips for admit and exit

Literacy Instructional Strategy: Free Writes / Quick Writes

Strategy Purpose: Free/ quick writes are beneficial literacy instructional
strategies that can develop a students writing fluency, while being able to aid
them in forming a reflection and assess both their thinkings and position
regarding a certain text. Free/ quick writes can also act to allow student to
convey their opinions and stance on an issue, while activating their
background knowledge of the lesson being taught and scaffold new concepts
with the their known knowledge.
When strategy is best applied: Before During After
Content Options: Science History Language Arts
Materials required to enact strategy: Passage-text, Open ended question or
prompt, Pencil/ Pen, Paper, Outline steps to implement the strategy:
Before: * Read and establish the open ended question or prompt for the
students knowledge.* Introduce the passage- text that students will read.
During: *Students will read the independently or follow through the text as the
teacher reads.*Students will take notes that answers and conveys their
reflection of the given passage-text.
After: *A time limit will be set in which students will put together their notes
and answer the open ended question or prompt. *Allow time for students to
review what they have written as their answer. *Students are also
recommended to share what they have written with the class.

Open-Ended Question:
After reading the passage from Great Expectations , what role do you think
social class play and how does it affect ones perceptions and actions?

Literacy Instructional Strategy: Double-Entry Journal

Strategy Purpose: Double-entry journals can be useful in helping students
retain information that was read in the text. It also activates their background
knowledge and helps them make connections from the text to other texts, their
lives, or the world around them.
When strategy is best applied: before during after
Content Options: math science history language arts
Materials required to enact strategy:
text
blank frame
pen/pencil
Outline steps to implement the strategy: (as appropriate to your strategy)
During:

Students read or follow along while the teacher reads the text and write
on the left side of the frame
They write or draw quotes and important ideas from the passage
Students can also write down words that they dont know or parts of the
text that they dont understand
After:
Students write a response on the right side of the frame to the ideas or
quotes they found during the reading
They can write reactions, comments, definitions, or anything that helps
them understand what they read
Teachers can also have students make connections between the text and
themselves, another text, or the world

Literacy Instructional Strategy: Intra-Act

Strategy Purpose:
A controversial topic is chosen for students to read about, which helps
students learn how to express their opinions in relation to a text and articulate
their feelings and values. It also shows them how to see viewpoints from other
perspectives
When strategy is best applied: before during after
Content Options: math science history language arts
Materials required to enact strategy:
Pen/pencil text form
Outline steps to implement the strategy: (as appropriate to your strategy)
Before:
The teacher must choose a text and form some controversial opinion
statements based on the text.
During:
Divide class into groups of 4-8. Each group reads and summarizes the text.
Each student completes the sheet, checking a box on each statement with their
own opinion and predicts what their group members picked as well.
After:
The students compare their answers to the statements and score themselves
on how well they predicted their group members opinions.

Literacy Instructional
Strategy : Learning Logs
Strategy Purpose: Learning
Logs serve as diaries
that keep record of their reflections of what they are learning and how they are
going about learning it. Learning logs allow students to reflect on the material
they have learned and identify points in the lesson where they lacked
understanding. This strategy is also useful for the teacher so he or she can
understand the students progress and how the student is perceiving the
material.
When strategy is best applied: before during after
Content Options: math science history language arts
Materials required to enact strategy:
Blank learning log
Pen/Pencil/Drawing Utensils
Passage
Outline steps to implement the strategy: (as appropriate to your strategy)
Before:

Review elements of the Learning Log chart

During:

Write the Topic/Big Idea in the top box (this will usually come from
the title of the passage)
Read the passage
Take notes from the text in the What I Learned column
Students have the choice to write their notes using words or can
draw pictures that will better help them understand the material
After:

Fill in the My Reactions column with explanations to the

illustrations or notes from the What I Learned column
Students can be given the opportunity to share their findings with
a partner, table group, or class