The K-W-L chart is a reading strategy used by teachers to determine students' prior knowledge on a topic by having students fill out what they "Know" and "Want to learn" before reading, and what they "Learned" after. For example, if teaching about birds, the teacher would ask what students know about birds to fill the "Know" section, have students discuss what they want to learn to fill the "Want to learn" section, and after the unit students would fill the "Learned" section.

1. K-W-L

2. K-W-L - The K-W-L chart is a reading strategy used by many teachers. Teacher use a chart
divided into three parts labeled, “Know,” “Want to learn,” and “Learned.” When teaching a new
concept I would fill in the know section with the students. This would allow me to determine
prior knowledge of subject. Then, as a group, we would fill in the second column telling what
we want to learn. After finishing the unit or projects, I would complete the section “what we
learned’ about the concept. For example, if I was teaching a unit on birds I would ask the student
what facts they know about birds and fill in the chart. With my help and guidance, we would
discuss the things we want to learn about birds and fill in the second part of the K-W-L chart.
For example, we may learn about birds living in our area and identify birds that migrate during
the winter. Another possibility might be food birds eat. After the unit we would complete the
last section of the chart. The class would list the birds we found in our area and the migrating
birds from our area. We would also list foods birds eat.

3. Model-lead-test strategy instruction (MLT)- The MLT consists of three stages. In
the first stage I would demonstrate the correct procedure for writing an invitation by
showing a model. For the second stage the students and I would write invitations.
After completing these steps, I would test the student’s independent use of the process.
After the students score at least eighty percent on two different tests the strategy would
be completed.

4.  Recurrent random vocabulary assessment -
Recurrent random vocabulary assessment is when
teachers review words which have been discussed
in class and pick vocabulary words randomly to
check for learned vocabulary words. At the end of
a reading unit I would pick certain vocabulary words
used during the unit and test students on them.

5.  Repeated readings- Repeated reading is when a
teacher requires a student to orally read a passage
three times in a row. Each time the student should
achieve a faster speed and fewer mistakes. If
teachers are working on comprehension, students
should answer different types of questions after
each reading. For example, I might require one of
my students to read a poem. They would read the
poem out loud three times. I would check for speed
and mistakes. To check for comprehension I would
ask questions from the poem.

6.  Student developed glossary- A student developed
glossary is when students keep track of new words
in their notebooks and define them. For example, I
would require them to write and define all the words
in their science chapter on birds.
 Example- Migration- when birds fly south
habitable-fit to be lived in

7. 
 Writer’s Workshop- The writer’s workshop is a strategy
requiring the teacher and students to work as partners. The
writer workshop has four major parts: minilessons, state-of-
being conferences, writing and conferencing, and group
sharing. To begin with I might do a minilesson on a business
letter. I would introduce a business letter and show examples
to the students. My minilesson would last between five and ten
minutes. I would have state of the class conferences with
each student. During these conferences the student and I
would discuss the topic of their writing. Then the students
would write their letters. They may choose another student to
edit their work. I would also write a letter at the same time. I
would be a co-collaborator. I would also have conferences with
the students during their writing of letters. After finishing the
letters we would read them out loud and exhibit them on the
bulletin board.

9.  UNRAAVEL- UNRAAVEL is a reading strategy
students use to organize and identify information as
they read. Before my students read I would require
them to underline the title and predict the topics and
main idea of the passage. The students would then
run through and number the paragraphs. Then, I
would ask my students to read the questions and
notice the words circled or highlighted. I would ask
them to venture through the passage. I would tell
the students to eliminate the incorrect answers on
the questions and answer the questions and write
the paragraph number where the answer was
found.

11.  Venn diagram- A Venn diagram is a graphic
organizer used to organizes the thoughts of
students. The diagram consists of two overlapping
circles. For example, we might read a story which
was set in a school. I might ask the student to
compare the story school and our school. One
circle would be label “story school” and the other
“our school. “ The students would list things about
the school. In the area where the circles overlap
the students would list how the schools are alike.
After completing the Venn diagram, I would ask the
students to use that information and write an essay.

13.  Literacy Scaffolds- Literacy scaffold is a when a
teacher uses a formula for teaching a skill. For
example, I would introduce a haiku; by explaining
the formula is a three line poem with five syllables
on line one, seven syllables on line two, and five
syllables on line three. Then I would read
examples of haiku from previous classes. I would
guide my students on how to write a haiku. After
explaining the process we would brainstorm about
topics for haikus. We would choose a topic and
write a haiku together. Then, I would ask the
students to write a haiku on their own.

14. 
 Readers Theatre- Readers Theatre is a strategy which helps
to improve the fluency and oral reading of students. While
doing readers theater the students bring the characters of the
story to life by acting. In my class I would read a story, such
as “The Three Bears” out loud. After reading the story, I
would require the students to read the story out loud. Then
the students would retell the story in the correct sequence
order. The class would select a reporter to write down the
story in their own words. After writing down the story the
students would act out the play while another student reads
the play. The students would discuss how the characters
would look and talk. We would also incorporate fine arts by
finding music to go along with the play and developing
scenery. The students would make invitations for the rest of
the student body and parents. After completing these
steps, my class would perform their play.

15.  Phrase marking- Teachers use phrase marking to help
students show expression in their reading. Teachers
demonstrate to students group words can help in their
expression. In my class I would display a passage on
the overhead. I would discuss the passage and help my
students to predicate what might happen in the
passage. After reading the first sentence I would place
slashes to show the students where to pause. I would
do several sentences the same way. We would discuss
the slashes and see if they were broken into meaningful
units. Then I would let my class do several sentences
together. After finishing the passage, I would ask
questions to see if the students understood the
passage.

16.  Dialogue journals-The dialogue journal is one way
for a teacher and student to communicate with each
other on a one to one time. I might start off the
year by writing the questions on the board, “What
are your favorite activities and hobbies.” Then each
student would write the answer in their journals.
Then I would read each student’s answer and write
a message to them. We would continue this writing
in the journal all year.

18.  FLIP- FLIP stands for
friendless, language, interest, and prior knowledge.
For example, on a lesson about the oceans, we
would begin the lesson by looking at pictures and
heading in our chapter. We would discuss the
pictures and predict what the section might be
about. I would introduce and go over any new
vocabulary words. I would talk about things that
live in the ocean and how the ocean helps us. I
would ask the students to tell me facts, they know
about the oceans.


19.  DISSEC T- DISSECT stands for
discover, isolate, separate, say, examine, check, and try.
For example, in a social studies section, I would inform
my students to skip the unknown words and read to the
end of a sentence and then try to decide the meaning by
using context clues. They would try to guess the mean
of the word and see if it fits in the place of the word. The
next step would be to isolate the prefix of the word. If
the word contains a prefix the student will box it or circle
it. Then, the students will locate a suffix and box or
circle it. Students will examine the word by applying the
vowel rules. If the student still does not know the word
they can check with another student. If no help is
available or no one knows the words the student should
look the word up in the dictionary.

20. Cecil, N.L. & Gipe, J.P. (2009). Literacy in Grades 4-8. Second edition, Holcomb
Hathway, Publiser. Scottsdale, Arizona.
Montrose, L. (n.d.). International study and experiential learning: The academic context .
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organizers/printable/4301.html
(n.d.) Retrived from Teachers, Parkhill, K12.mo.us/wilsonci/unraavel.htm
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