1. Reading Strategies Toolkit
Double Entry Journal
Quote from Text w/page # Explanation of Importance, Personal
Connection, Agreements,
Disagreements, Interpretations.
Jennifer McCarty Plucker, EdD Page 1
2. Reading Strategies Toolkit
Triple Entry Journal
Quote from Text w/page Explanation of Importance, Questions I have
# Personal Connection,
Agreements, Disagreements,
Interpretations.
Jennifer McCarty Plucker, EdD Page 2
3. Reading Strategies Toolkit
Reading:________________ Name:__________________
Pages:______________
Please be thorough and thoughtful in your questions and
comments.
In the circle, write
down at least three
questions that you have
going around in your
brain after or as you are
reading this article.
In the triangle, write
down what you feel
are at least three of
the main points of
this article.
Jennifer McCarty Plucker, EdD Page 3
4. Reading Strategies Toolkit
In the square, write down
at least three ideas that the
author has that you agree
with. Or three parts you
really enjoyed from this
reading. The ideas are
square with you.
Name:
Date:
Reading:
Jennifer McCarty Plucker, EdD Page 4
5. Reading Strategies Toolkit
It says I say And so. . . .
Here you take a quote from Here you give your reason Here you discuss how this
the text that catches your why you chose the quote or relates to other people, history,
attention. what you have to say about it. our society, or discuss its
overall importance
1.)
2.)
3.)
4.)
5.)
6.)
7.)
Jennifer McCarty Plucker, EdD Page 5
6. Reading Strategies Toolkit
During Reading Activity
What? So What? Now What?
What? What is the article/chapter about? Summarize/Paraphrase the main
ideas below:
So What? What does this mean for me, my (future) students, our school?
Why is this important?
Now What? What do I do with what I have learned from this reading?
Jennifer McCarty Plucker, EdD Page 6
7. Reading Strategies Toolkit
Name:
Date:
Reading:
It says I say And so. . . .
Here you take a quote from Here you give your reason Here you discuss how this
the text that catches your why you chose the quote or relates to other people, history,
attention. what you have to say about it. our society, or discuss its
overall importance
1.)
2.)
3.)
4.)
5.)
6.)
7.)
Jennifer McCarty Plucker, EdD Page 7
8. Reading Strategies Toolkit
Reader Response Starters
Tapping Prior Knowledge Forming Interpretations
• I already know that… • What this means to me is…
• This reminds me of… • I think this represents…
• This relates to… • The idea I’m getting is…
Asking Questions Monitoring
• I wonder why… • I got lost here because…
• What if… • I need to reread the part where…
• How come… • I know I’m on the right track
because…
Predicting
• I’ll bet that… Revising Meaning
• I think… • At first I thought ____, but now…
• If _____, then… • My latest thought about this is…
• I’m getting a different picture here
because…
Visualizing
• I can picture…
• In my mind I see… Analyzing the Author’s Craft
• If this were a movie… • A golden line for me is…
• This word/phrase stands out for me
because…
Making Connections • I like how the author uses ___ to
• This reminds me of… show…
• I experienced this once when…
• I can relate to this because…
Reflecting and Reacting
• So, the big idea is…
Adopting an Alignment • A conclusion I’m drawing is…
• The character I most identify with • This is relevant to my life because…
is…
• I really got into this story when…
• I can relate to this author because… Evaluating
• I like/ don’t like ____ because…
• This could be more effective if…
• The most important message is…
Jennifer McCarty Plucker, EdD Page 8
9. Reading Strategies Toolkit
Previewing the Topic
4
interesting
facts
3
Details every
Student should know
From your article
2
Questions you have
After reading your text
1
Thing you want to
Learn more about
Jennifer McCarty Plucker, EdD Page 9
10. Reading Strategies Toolkit
C
What does the front cover show us about
what we might visualize in the story?
Covers What does the back cover tell us about the
story (words, pictures, ect.)
A
What is the author’s background? Has he/
she written any other stories like this?
Author What were they about? Are the characters
the same in each story?
T
What can we predict about the story based
on the title? What are your predictions?
Title
A
For whom is this written?
Author
P
Read page 1 and think/write about what
the story may be about?
Page 1
U
With what we have thought about so far,
what message or purpose might the author
Underlying have for the readers?
Message
L
What do the illustrations tell us? (If there
are not illustrations, look at cover
Look at visuals pictures)
T
What have you learned about setting/
characters? What do you think will
Time, Place, happen to them?
characters
Jennifer McCarty Plucker, EdD Page 10
11. Reading Strategies Toolkit
Three, Two, One
Name: _____________________Date: _____ Hour: _____
Three things I learned:
Two questions I now have:
One thing I will do or change as a result:
Jennifer McCarty Plucker, EdD Page 11
12. Reading Strategies Toolkit
1 2 3 4 5
Answering Retelling Merging Thinking with Acquiring Knowledge Actively Using
Literal Content New
Questions Knowledge
To answer Retelling Real understanding Once you’ve merged your With new
literal shows that you takes root when you thinking with the content, insights and
questions, can organize merge your thinking you can begin to acquire understanding
students can your thoughts with the content by knowledge and insight. s you can
skim and scan sequentially connecting, inferring, You can learn, understand, actively use
for answers and and put them questioning, and remember. This knowledge
require just in your own determining shows deep and apply
short term words. Shows importance, understanding. what you have
memory. short-term synthesizing, and learned to the
Literal recall recall of events reacting to experiences,
does not in a narrative information. situations, and
demonstrate and bits of Understanding begins circumstances
understanding. information in here. in your daily
nonfiction. lives to
Does not, in expand
and of itself, understanding
demonstrate and even take
understanding. action.
Types of Types of Types of Questions Types of Questions Types of
Questions Questions Questions
asked asked/statem
ents made
How many. . .? What What do I think? What did I learn that I What do I
What is. . .? happened is. . . What did I learn? think is important to want to do
Where did. . .? It is about. . . What does this remember? Why is it about this?
Who was. . .? I read. . . remind me of? important? Why do I want
First. . .Second. What do I wonder? Why does it matter? to take
. .Third. . What do I visualize? What do I think are some action?
When did. . .? What do I infer? big ideas here? Is there a way
I observe. . . What makes me say What do I think the I could get
that? author/photographer/arti involved?
What made me think st/musician What areas
of this? wants me to get out of could I get
this? involved in?
What is the tone/mood of What is my
the piece? plan?
How does this
relate to
something in
my life that
needs action?
Anticipation Guide (+Why)
From ISD 196
Jennifer McCarty Plucker, EdD Page 12
13. Reading Strategies Toolkit
Anticipation guides or prediction guides activate a student’s prior knowledge and set a purpose
or framework for the reading. They are most useful when the text contains controversial issues,
problems, or opinions about a topic.
Procedure:
1. Identify major concepts in the reading or lesson.
2. Create statements that question certain notions, beliefs, or opinions.
3. Have students mark their responses of agreement or disagreement in the “Before
Reading” column and then have students give reasons for their opinions by
answering the “Why?” question on the left under each statement.
4. Have students read the text.
5. After reading or other follow-up activities, have students mark the “After Reading”
column and fill in the “Why?” section on the right under each statement.
6. Conduct a discussion comparing the before and after results. Your discussion should
refer to evidence in the text and should cover students’ reasons for changes in their
before and after answers.
EXAMPLE:
A = Agree strongly a = Agree somewhat d = Disagree somewhat D = Disagree strongly
Before Reading After Reading
____ 1. Romeos’ impulsiveness, rashness, and immaturity caused him problems. _____
Why? Why?
_____ 2. Nothing is worth dying for. _____
Why? Why?
_____ 3. People who live by the sword die by the sword. _____
Why? Why?
_____ 4. A person cannot change the role that fate has ordained for him or her. _____
Why? Why?
Jennifer McCarty Plucker, EdD Page 13