1. Adolescent toolkit:
http://programs.ccsso.org/projects/adolescent_literacy_toolk
it/resources_for_teachers/10620.php

2. Sticky Notes
• Self-monitoring strategies or fix-up strategies for
students to do themselves (ex. During test!)
• Exactly the same as college students actively reading
in their textbooks!
• Uses sticky notes to tab specific points of interest or
points of strategy application in a text during reading.
It helps readers engage with text and focus on specific
aspects of the reading process. It requires them to
consciously apply reading strategies – and to think
metacognitively about these strategies, in other
words, to think about and articulate their thinking.
And most importantly, it builds readers who are
active participants, not passive recipients, of the
reading process.

3. Sticky Note Uses
(teach and model each use for a
sufficient period of time)
• Making Connections:
 Comprehension is a transaction between the reader
and the text (Louise Rosenblatt, 1978).
 Uses schema/background knowledge
 Adrienne Greer suggests that students “BIBB – Bring
It Back to the Book.
 Effective Prompt (lower grades):
When I read __________, I made a connection to
________ because __________.

4. Sticky Note Uses
• Visualizations:
 Mental Images, Mind Movies
 Students purposefully construct visual – or other
sensory – images to support comprehension
 Students could do a quick sketch on their post-it note
of the image that comes to their mind.

5. Sticky Note Uses
• Predicting:
 Not just random guesses
 Good readers use clues in the text to anticipate future
events!
 Most important part of predicting:
Using the clues in the text to come up with a
reasonable and credible thought.
 Students can track their own thinking as they confirm
or correct their predictions. (I think it it….Now I think
it is…..)

6. Sticky Note Uses
• Drawing Inferences:
 Good readers infer all the time they just don’t know
it!
 Part of the challenge is teaching students to recognize
an inference and understand both the textual clues
and the background knowledge they needed to draw
on in order to make the inference.
 I think….., Now I think…., My thinking changed
because…..
What I read What I know What I infer

7. Sticky Note Uses
• Vocabulary:
Highlighted Word What I think/know How I might
it means remember it

8. Sticky Notes
• After:
 Make sure you model each strategy until students are
capable of completing it on their own.
 Can share with a partner or small group
 Make sure students don’t do a lot of writing – this
takes away from important reading time
 Might want to set parameters on # of sticky notes
allowed.

9. Try it with a magazine independently
then share as a small group.
Pick the one most interesting post-it
to share with the whole group!

10. Partner Reading
 Research-based fluency strategy used with readers who
lack fluency.
 Purpose: supporting each other through the oral reading
of connected text
 Supports and enforces student modeling and
reinforcement of quality reading behavior
 Improves fluency, reading rate, word attack skills
 Ear to ear, knee to knee

11. Partner Reading
 Fishbowl first time…maybe with a neighbor teacher,
administrator, or someone wandering around outside your
classroom!
 Hold students accountable
 Be purposeful about pairing (high/low, high/high, problem
pairs, special needs {learning, emotional})
 Encourage pairs to ask questions as they read (“what was
your page about?”, “What was your favorite part?”)
A
 NO ROUND ROBIN!!!! (why?)

12. Partner Reading
• More to evoke ideas:
 Summarize the section read
 Ask a question to clarify meaning of a word or idea
 Identify an important question that is answered by the
passage
 Relate the content to a personal situation or real-life
example
 Share a reading skill that was useful during reading

13. Partner Reading
 React to the ideas in some way that reflects analysis or
evaluation of the reading:
• Agree or disagree with the content or the author’s
point of view
• Discuss the style or logical development of the writer
• Draw inferences from the reading
• Compare or contrast this passage with the other
readings or ideas.
• Identify effective use of a writing skill.
Initially teachers may slect the passage, have students read it
quietly, write if finished early, all pair, pairs share, then all
read the next assigned section.

14. Try it!
• Use a text on your table
• Partner with the person sitting next to
you
• You read a paragraph/page (if short) and
have partner “say something”
• Then switch
• Complete “say something” a couple of
times each

15. Comprehension Strategies
 USE ACROSS CONTENT AREAS!!!!
 Conscious plans – set of steps that good readers use to
make sense of text.
 Comprehension strategy instruction helps students
become purposeful, active readers who are in control of
their own reading comprehension.
 Metacognition: Good readers use metacognitive strategies
to think about and have control over their reading.
 Requires active engagement

16. Comprehension Monitoring Strategies
 Before Reading: they might clarify their purpose for
reading, make predictions, preview the text (picture walk)
 During Reading: students might monitor their
understanding, adjust their reading speed to fit the
difficulty of the text and “fix” any comprehension
problems they have
 After Reading: students check their understanding of what
they read

17. Comprehension Strategies
 ACTIVELY READ pages 14-16 in Handout