1. SEA
and
SPACE
exploration
Reading Strategies

2. Table of Contents
Some of the topics may overlap, but the following provides a general context for each strategy under at
least one of its main focus areas.
READING
Choice Board Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Reading Non-Fiction Bookmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Q.A.R.S. Question Answer Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Compare and Contrast Y Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Mystery Change of Frame – Summarizing Problems and Solutions . . . . . . . . . . . . . . . . . 5-6
Agree or Disagree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Three Column Note–Taking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Separating Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Question Brainstormer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
VOCABULARY
New Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Structural Indexing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
List Group Label – Organizing Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-14
WRITING
C.U.C.C. Circle-Underline-Count-Check Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
C.U.P.S for Proofreading and Editing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Writing to Inform Strategy Card. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
P.L.A.N. An Active Reading Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

3. Choice Board Activity
Developing Project ideas based on the Mysteries of Sea and Space exploration
From the project ideas below:
 Pick three you would consider before completing your research
 Complete research about Sea and Space in text and on the Internet
 Narrow down your choice to one project about Sea and/or Space
Create a paperslide videoaboutthe
timelineof the Seabeginningwhen
the earth wasformed.
Write a IMBd PowerPointabouta
mysterymovie of the Seaor Space
Create a paperslide videoof howthe
universe/universeswere formed.
My ProjectIdeaaboutthe Sea My ProjectIdeaaboutcomparingthe
Seaand Space
My IdeaaboutSpace
Create an animationinScratch
illustratingdifferentlevelsof the sea
explainthe ecosystem.Write a
summaryof the processfrom
researchthroughdevelopment.
Developaprojectcategorizingsealife
and write a reportsummarizingyour
findings
Create an animationinScratch
describingthe creationof the
universe.Write asummaryof the
processfromresearchthrough
development.
Autism Classroom.com
Page 1

4. (Cerveny, C., LaCotti, M.)
Page 2

5. Develop 5 questions each about the Sea and Space you would like to find or investigate further
on our own. Put each of the questions in the context of the QAR Process and fill in the chart.
(Cerveny, C., LaCotti, M.)
Page 3

6. (Barton, M.)
Page 4

7. (Jones, R.)
Page 5

8. (Jones, R.)
Page 6

9. (Barton, M., 2002)
Page 7

10. (Barton, M.)
Page 8
Much of whatyou readabout the seaand space,will containdetailedandscientific texts.Also,some
readings mayalsohave diagramsand infograms toexplain andhelpustounderstandconceptsof size and
quantity.Use the three columnnotetakertorecordthe detailsof yourreadings.

11. Separating Fact and Opinion
 A fact is something that can be proved to be true. For example, it is
a fact that there are 12 inches in a foot.
 An opinionis a personal belief or feeling. For example, it is an
opinionthat college basketballis the most exciting sport to watch.
 For your research, it is especially important to keep in mind the
concept of a theory: an idea or set of ideas that is intended to
explain facts or events; an idea that is suggested or presented as
possibly true but that is not known or proven to be true
Directions: As you read, list the facts stated by the authorin the left-
hand column. List the opinionsin the right-hand column.
Fact Opinion/Theory
(Barton, M.)
Page 9

12. Question Brainstormer
Fill inquestionsandanswersyouwould like toanswerwhenresearchingSeaandSpace
Question
Topic #1 Topic # 2
Sea Space
Who?
Where?
Why?
How?
What if?
Use the knowledge youhave
to pose a hypothesisand
consideroptionstohelp
developaprojectregarding
the Sea and/orSpace
(Valenza, J.)
Page 10

13. New Words
Fill in words from your readings in the spaces below:
Words about the Sea
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
Words about Space
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
(Cerveny, C., LaCotti, M.) Page 11

14. Structural Indexing
Directions: Use the grid below to place key terms from the assigned section of text. Create sentences using the words in the order in which they
appear on the grid going across, down, and diagonally.
Sentences:
1.
2.
3.
4.
5.
6.
7.
(Langer, J.)
Page 12

15. List—Group—Label
Organizing Vocabulary
Topic: OCEANS
Based on Text or Internet Resources:
1) List words which are defining characteristics of the ocean environment
2) Pick at least 3 different categories and list words in appropriate category
(Beull, D., 1995)
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16. List—Group—Label
Organizing Vocabulary
Topic: SPACE
Based on Text or Internet Resources:
1) List words which are defining characteristics of the ocean environment
2) Pick at least 3 different categories and list words in appropriate category
(Beull, D., 1995)
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17. Once your teacher has developed your project assignment, read through the
instructions carefully and follow the strategy card to assure you have completed all
of the steps:
CIRCLE the direction words in the instructions
UNDERLINE the directions that follow the direction words you circled
COUNT the total number of directions; number each of the direction words
your circled
CHECK OFF Begin working on your project. As you complete a step check it
off. Before you hand in the assignment, check off each of the directions
words
Some of the steps could include:
 Compiling all of your research and citation
 Pick the topics you are going to focus on
 Write details supporting your topics
 Develop essay with
o Introduction
o Paragraph 1
 Detail 1
 Detail 2
 Detail 3
o Paragraph 2
 Detail 1
 Detail 2
 Detail 3
o Paragraph 3
 Detail 1
 Detail 2
 Detail 3
o Conclusion
 Check for good transitions
 Check for grammar
 Make a citations page
(Cervery, C., LaCotti, M.)
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18. Use C.U.P.S. to help you proofread your writing
C – apitalization
Used at the beginning of sentences?
Use for proper names?
Used for places?
Used for names of regions?
U – sage (Grammar)
Did you write complete thoughts?
Did you have subject very agreement?
Did you use the correct form for plurals?
Did you use the correct for of adjective and adverbs?
Did you use the
P – unctuation
Used period at the end of sentences?
Used in contractions and possessives?
Used commas within sentences?
Used period for initials or abbreviations?
Used quotation marks for quotes?
S – pelling
Used grade level words?
Checked for common misspellings?
Checked for misspellings of homophones?
Checked spelling of above grade level scientific words?
(Cervery, C., LaCotti, M.)
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19. Strategy Card
for
Writing to Inform
Writing after reading of Informational Text
Organize your ideas about your topic before your
start writing
Think about the form of your writing, audience (who
you are writing to), topic and purpose of your writing
Know your main ideas, have clear details to support
your main ideas
Use vocabulary that supports your topic, and use a
variety of words trying not to repeat words to often
Proofread and revise your work
(Cervery, C., LaCotti, M.)
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20. P.L.A.N. An Active Reading Strategy - *See next page for citation and explanation
Page 18

21. This informationwas taken directly from a resource found on Internetat UC,but refersto the reference belowit
PLAN allowsstudentswhomaybe visuallyinclinedtorecordtheirreadingsinamap format.If youhave triedSQ4R or
anothertextbookreadingstrategy,butitdidn’tquite click,thentryadopting PLAN,asimple four-stepprogramthat
allowsyoutoplace mainconcepts,definitions,people,places,andtimesintoaphysical representationandcatalogue.
PLAN alsoforcesyou toimagine the informationinyourtextbookbefore youapproachthe text,place
informationinthe contextof whatyoualreadyknow,andthensearchout anyholesinyourknowledge.
Step 1: Predict
Stepone entailsscanningyourtextandlookingforthe followinginformationtomake a“predictive
map” of the text’scontents:
 Bolded,italicized,ordefinedterms
 Keypeople,places,ortime periods
 Charts,graphs, or anyother visual representationof data
 Headings,subheadings,ororganizational titles
 Examples
 Summariesorstudyquestions
Usingthis information,youwill drawamapof whatyou expectthe chapter,article,oressaytodiscuss.
Connectthe ideasusinglinesorarrows,andremembertodesignate mainideasandsmallerideas.
Step2: Locate
Afterdrawingyourmap,determine whichinformationyoualreadyknow,andwhichinformationyou
will have tofindwhenyoureadthe textbookmore thoroughly.
 Note missinginformationwithaquestionmark,andnote completedinformationwitha
checkmark.
 You can fill ininformationyou alreadyknow duringthisstep ,or waitto compare withthe textbook.
READ THE TEXT!!
Step 3: Add
Afterreadingthe text,close yourbookandtry answerthe questionsremaininginyourpredictionmap.
 Try to include asmuch informationaspossible foreachtopic,butalso
 Try to determine whichideaswere the mostprominentorimportantinyourreading.
Step 4: Note
Afterfillinginyourmissinginformation,continuetodevelopandprepare the information.Inother
words,determine how youwill use the information:willyouhave amultiple choice oressayexam,
an assignedchaptersummary,ora group presentation?
 Differentassignmentswill require youtouse the informationdifferently,andStep4 allowsyou
to organize yournotesintoa summaryparagraph,or to practice recreatingyourmapfrom
memoryto prepare fora multiple choice orfill-in-the-blankexam.
Youmay alsodecide thatyour predictive mapwasinaccurate; duringstepfouryoucan reorganize the relationships
betweenideasanddefinitionstomore accuratelyreflectwhatyoureadinthe textbook.
** Why I picked this strategy? PLANis a useful strategy for those students who need to see the
connectionsbetween ideas, and rewriting and reorganizing your noteshasbeen proven to
improve recall.
(Caverly, D.C, Mandeville, T. F., Nicholson, S.; 1995)
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22. REFERENCES
Autism Classroom.com. Autism Classroom – The Place Where Teachers Learn – CHOICE
BOARDS, 2013
Barton, M. and Heidema, C. Teaching Reading in Mathematics. McREL: Aurora, CO
Buehl, D. (1995). Classroom strategies for interactive learning. Schofield, WI: Wisconsin
Reading Association
Caverly, D.C, Mandeville, T. F., Nicholson, S. (1995). “PLAN: A study - reading strategy for
informational text ” Journal of Adolescent & Adult Literacy, 39 (3): 190-199
Cerveny, C., LaCotti, M., 35 learning tools for practicing essential reading and writing skills;
Scholastic Teaching Resources.
Jones, R. (n.d.). ReadingQuest Strategies | History Frames/Story Maps. Retrieved October 21,
2015.
Langer, J., (1986). Children reading and writing: structures and strategies. Ablex Publishing
Children Reading and Writing: Westport, CT.
University of Cincinnati Learning Resource Center. (2011). PLAN: An active reading strategy.
Retrieved October 21, 2015, from
https://www.uc.edu/content/dam/uc/aess/docs/LACResources/PLAN_Reading
strategy_6_25_2012.pdf
Valenza, J., (2004). Question brainstorming, Dare to differentiate wikispaces, contribution
from Springfield Township High School Virtual Library
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