WRITING TO LEARN

AND

READING STRATEGIES

THE PERFECT COMBINATION

Developed by Cindy Bradley

Jefferson County Public Schools

WRITING TO LEARN and READING STRATEGIES:

THE PERFECT COMBINATION

Comprehension Strategy / Mini-strategies and
Thinking prompts
/
Writing to Learn Activities
Using Prior Knowledge and Experiences/Making Connections:
Students made connections to the text and use what they already know to understand the text. / 1. Making connections with text based on personal experiences and knowledge (text to self):
“This situation reminds me of…”
“This makes me think about the time that…”
“This character reminds me of someone I know…”
2. Making connections from text to text:
“This reminds me of another book I read where…”
“This story, this part of the story, this character, this setting, etc. is different than, or the same as, another story I’ve read…”

3. Activating existing background knowledge (connecting text to world):

“I already knew ______about this topic…
“Now I’ve learned ______about this topic…”
“Now I understand …”
“I’m interested in this topic because…”
“I can use this information in my daily life when…” or “Someone might use this information when…”

4. Using illustrations and text features to display and understand new information:

“The illustration or text feature helped me to
understand ______better because…” / (1, 2, 3) Use a writer’s notebook or reading response journal to make connections to self, text, or world, or to activate prior knowledge. Draw and/or write the response in your notebook or journal. (I) Save students’ responses as seeds for potential topics for real pieces of writing for the portfolio.
(1, 2, 3) Use post-it notes and capture connections to self, text, or world. Write a connection on a post-it note. Label it with your name and the title of the text. Display post-it notes on the classroom strategy chart* or on your student strategy chart*. (I)
(3, 4) Make a K-L or a “Before and After” T-chart to activate existing background knowledge and store new information. Prior to reading nonfiction text, list what your already know about the topic in the “K” or “Before” column. Read the text and list what you learned after reading in the “L” or “After” column. (I, P)
(4) Draw an illustration and write a caption to show information. Read a portion of fiction or nonfiction text. Draw a picture that illustrates some of the information and write a caption. (I, P)
(3,4) Create a text feature (i.e., text box, bulleted list, diagram, etc.) to display new information. Make your own text feature to display information you read in nonfiction text or create a text feature for previously known information. (I, P)
Determining Important Ideas:
Students identify the main idea(s).
Students know what the author considers important. /

1. Identifying main ideas or themes:

“The most important idea(s) the author wants me to know is…’”
“So far I have learned…”
“The most important idea about this story
article, letter, etc. is…”

2. Identifying main ideas and supporting details:

“These details support the main idea…”
“These facts support the main idea…”
3. Using text features and text structures to determine importance:
“The text feature(s) that helped me learn more
about ______is…”
4. Recognizing cause and effect:
“I think ______happened because ______…”
“I think the character did ______because
______….”
5. Comparing and contrasting information:
“______and ______are alike because…”
“______and ______are different because…”
6. Classifying and ranking important vs. less important information:
“I would classify ______, ______, ______together because…”
“These ideas are more important and these are less important / (1,2,3,4,5,6) Use a reading response journal and identify main ideas. Draw and/or write an entry showing the important ideas or themes in fiction or nonfiction text. (I)
(1,2) Use post-it notes and identify main ideas. Write important ideas on post-it notes; label with your name or initials and title of text. Display notes on a class strategy chart* or your personal strategy chart*. (I, P, SG)
(2) Use the “Table” graphic organizer* to identify a main idea and supporting details. Write the main idea on the table top. Write facts, details that support the main idea on the four legs. (I, P)
(1, 2) Use alphabet boxes or alphabet book to identify main ideas, details, or vocabulary. Write words that represent important details, ideas, or themes from a story or nonfiction text in an alphabet box grid or an alphabet booklet. (I, P, SG)
(1,2,4,5,6) Write a riddle for a main idea, detail, important word. Create a riddle about a main idea, a detail, or an important word in a text. Exchange
riddles with a partner to guess an answer. (P, SG)
(2) Make a web to identify main idea, details. Read fiction or nonfiction text. Create a web. Write one main idea inside the circle. Label the spokes with supporting details. (I, P)
(1,2) Make a booklet of main ideas and supporting details. Fold paper into a mini-booklet. Write one main idea from the text on each page. Write and/or draw a supporting detail(s) or fact(s) on each
page. (I, P).
(1,2,4,5) Develop questions that focus on main ideas, themes, story elements, or significant details. Write questions that deal with the text on index cards. Write answer on the back. Trade your cards with a partner to answer. Keep score. (I, P)
(3) Draw and/or write an illustration or text box* to identify importance. Copy a text feature(s) the author used that you believe provides the most help in learning about or understanding an important idea in the text. (I, P) Explain how it helps you understand the information.
(4) Write in a double-entry journal or make a 2-column classroom poster to identify cause/effect. Read fiction or nonfiction text. Identify a particular event. Draw and/or write a cause on left side and the effect on right side. (I)
(1,2,4,5,6) Draw and/or write an illustration or text box* to understand information. Read nonfiction text. Pick out one or more important ideas or details. Draw an illustration with a caption or create a text box for some of the important information in the piece. (I, P)
(5) Use reading response journal to compare/contrast. Make a Venn diagram to compare/contrast two concepts. (I, P)

(6) Use four-box sheet* or placemat to classify. Physically classify a set of words, pictures, statements, objects, etc. into two or more groups based on criteria determined by you or the teacher. Draw and/or write to indicate the classifications and the items being classified. (I, P, SG)

Inferring:
Students use clues to figure out something that is not stated directly in the text. /

1. Forming and supporting opinions/Making critical judgments:

“I liked ______because…” I didn’t like…”
“As I was reading the story, I was surprised______
and here’s why….”
“I think the character did the right thing because..”
“I think the character should have done something else…because…”
“At this place in the story, I think the character is thinking or feeling…”
“It would have been better if…”
“This is a good idea because… It’s a bad idea because…”
2. Making and confirming predictions:
“I think (predict) the story (text) will be about…”
“I think I will learn….”
“I think I will find out about…”
“I’m guessing this story (character, setting, problem, etc.) will be just like…”
“I think ______will happen (or happen next) in this story…”
“My prediction was on the mark when…”
“My prediction changed because…” / (1) Use a reading response journal and make inferences or state opinions about a character. Think about a decision made or an action taken by the character in the story. Assume the role of the author and draw and/or write how you would have changed the character’s decision or action in the story. Write how this might have altered the ending. (I, P)
(1) Use a reading response journal and state opinions or make judgments about story, character, setting, problem, etc. Use one or more of the “Thinking Prompts” and respond in the reading response journal. (I)
(1) Use post-it notes and make inferences about a character’s perspective by “subtexting”* thoughts or feelings. Use the thinking prompt that connects to the character’s thoughts or feelings. Write a thought bubble on the sticky notes telling the character’s inner thoughts/feelings in a picture or place in the story. Post sticky notes on the page or picture in the story. (I, P)
(1) Use Table graphic organizer* to show support of an opinion. Write a statement of opinion on tabletop. Write details, facts, etc. from the story on each leg to support your opinion. (I, P)
(1) Revise a story map. Draw and/or write a map or story line of the sequence of events as the author created it. Draw an arrow to show where you would change the story. Revise the story map to show how your change would affect the story line and/or the conclusion. (I, P)
(2) Use post-it notes to capture predictions or opinions. Write predictions or opinions on post-it notes with your name and text title. Display on strategy chart. (I, P)
(2) Use a reading response journal to make predictions. Draw and/or write predictions before reading or at specific places during the story. (I, P)
(2) Use double-entry journal to make and confirm predictions.
Draw and/or write predictions on left side of the journal. Confirm or amend on the right side. (I)
(2) Make predictions and confirmations from the table of contents before and after reading. Write predictions about what may learn based on table of contents before reading. Put checkmarks beside affirmed predictions. (I,P)
Asking questions:
Students ask questions and search for answers before, during, and after reading. / 1. Asking questions before reading (based on title, cover, and/or pictures):
“I wonder about…”
“I think this question(s) will be answered when I read this text…”
2. Asking questions during reading to clarify meaning:
“I wonder about…”
“ I am confused about…”
“I wonder why, who, how...”
“I wonder what this word means…”
3. Asking questions after reading:
“I still wonder about…”
“I wonder what would have happened if…”
4. Asking questions to understand the author:
“I wonder what the author means by…”
“I wonder why the author did…”
“I wonder why the author used… or didn’t
use…”
“If I could talk to the author, I’d ask why
he/she…”

5. Asking questions to interpret story elements:

“I wonder what would happen in the story if the setting of the story changed to ….” / (1,2,3 ) Use a reading response journal to capture questions before, during, or after reading. (I)
(1,2,3 ) Use post-it notes to capture questions. Write a question on each post-it note. Flag the page and spot that prompted the question or display post-its on a classroom strategy chart or student strategy chart*. (I, P)
(1,2,3,4,5) Use double-entry journal to capture questions and answers. Write questions on the left. Write answers, if they are discovered in the text, on the right. (I)
Save student’s questions—especially those that didn’t get answered—as seeds for future topics of authentic pieces of transactive writing.
(1,2,3,4,5) Compose text messages to understand the author. Imagine writing questions or messages to the author. Compose questions to an author mimicking text messages done on a cell phone (i.e., short-hand spelling.) Write the message or question on note cards and display for others to read. Select someone to assume the role of the author who responds orally. (I, P)

(5) Draw to interpret the story elements. Think of a setting that is totally different than the one the author selected. Draw a picture of the main character(s) in your setting. Tell how the new setting would change the story. (Individuals draw. Share changes with partner or small group.)

Summarizing:
Students know how to find and organize key facts or story events from the text. / 1. Sequencing ideas and story events:
“I can tell what happened before…”
“I can tell what happened after…”
“I can retell including the characters, setting, problem, solution…”
“I can retell what happened first, next, then, last…”
“I can summarize what I can tell so far by telling the important ideas and details…”
2. Summarizing information:
“The most important ideas are…”
“This text is about…”
“I have learned…” / (1) Draw and/or write the sequence of events in a story or the sequence of information in nonfiction text. Fold blank paper into three or more parts. Draw and write a caption for the sequence of events or order of informationof the text. (I,P)
(1) Draw before and after pictures to show sequencing. Fold paper. Pick an important event in a story. Draw one picture that shows the “before” part of the important event and one picture that shows the “after” part. Write captions for both. (I, P)
(1) Write about the important moment when something changed in a story. Fold paper in thirds. Label the sections “Before the Change,” “The Cause of the Change,” and “After the Change.” Identify a moment in the story when some change occurs. Write a phrase to show what happens before the change, what causes the change, and what happens as an effect of the change. (I,P)
(1,2) Create a book jacket for the text for the summary. Use illustrations and print to create a cover for the book. Write a summary inside of the jacket. (I)
(1,2) Make a story frame to show sequence. Draw illustrations in the order the events occurred in the text to summarize main events or main ideas. Use captions to label illustrations. (I, P)
Synthesizing:
Students combine new ideas with what they already know to get something new and different. / 1. Combining new ideas with what I already know:
“Now I understand that…”
“At first I thought…but now I think… because…”
“My opinion of this story is…”
“A part (idea) that surprised me…”
“I would recommend this book because…”
2. Focusing on text elements to understand overall meaning:
“I can look at the text features to explain the theme of the topic…” / (1) Write a double-journal entry to combine new ideas and prior understanding. Write an entry on the left to indicate something you knew before reading—your prior knowledge. Write an entry on the right that shows your new understanding. (I)

(1) Write double-journal entry and combine opinions with text. Copy an excerpt of the fiction or nonfiction text on the left side of journal. Write your opinion on right. (I)

(1) Draw pictures to show new understanding. Draw one picture to show your prior knowledge and second picture to show your new understanding. (I)

(2) Make a cover sheet to show the overall meaning. Look at only the text features from a nonfiction text. Create a cover for the story or piece of writing and write a title that reflects the overall meaning. Draw a supporting illustration. (I,P)

Visualizing/

Using Sensory Details
Students use the words in the text to create a picture in my mind.
Students use all of their senses to connect to the text. / 1. Creating or using images from all senses:
“I can picture…”
“I can see (smell, hear, taste)…” / (1) Draw illustration that visualizes text. Read a descriptive passage (setting, character, action, etc.) Draw a picture to show what you can visualize from text. (I)
(1) Write a descriptive passage or labels to visually describe a picture. Write descriptive words or phrases to label parts of a picture. Labels may be written directly on the picture or on small post-it notes affixed to the picture. (I,P)
OR Write one or more descriptive sentences that describe a picture as a caption or an entry in a reading response journal. (I, P)
(1) Write a descriptive passage or label a picture using one or more sensory details. Write descriptive words or phrases to describe what might be smelled, heard, tasted, or felt in a picture. Labels may be written directly on the picture or on small post-it notes affixed to the picture. (I,P)
OR Write one or more descriptive sentences that describe the possible sensory details in a picture. Write as a caption or an entry in a reading response journal. (I, P)
(1) Create a picture and write a descriptive paragraph. Students cut pictures from a magazine (and/or draw) to create a picture. Write a descriptive paragraph about the picture using sensory details.

GLOSSARY OF TERMS

Classroom strategy chart – chart paper sheets, one for each key comprehension strategy, on which students post evidence of their use of the strategies

Double-entry journal – an entry with a dividing line drawn down the center of the page

Four-box sheet or placemat – a sheet of paper marked into fourths and laminated for a placemat

Student strategy chart – set of index cards, one for each of key comprehension strategy, on which individual students post or record evidence of his or her use of strategies

Subtexting – assuming the perspective of a character in a text and inferring the character’s unwritten thoughts and/or feelings

“Table” graphic organizer – a picture of a table with four legs; Students write a main idea or an opinion on the table top and write supporting details on the legs. This illustrates how the writer uses details to support (hold up) a main idea or an opinion.

Text box – a rectangular box used to highlight important or interesting information in authentic pieces of writing such as feature articles