The document outlines several pre-reading, vocabulary, guided reading, and post-reading strategies for developing reading comprehension. Some strategies include having students make predictions before reading, create semantic maps and diagrams of vocabulary words, engage in guided reading activities like radio reading and discussion webs, and complete post-reading activities like writing in learning logs or thinking sheets. Specific vocabulary strategies involve creating word cards, concept definition maps, and sorting words by meaning.

1. SPECIFIC TYPES OF READING STRATEGIES
 PRE-READING
o Anticipation Guide
o Probable Passage
o Prediction Passages
o Concept Diagram
o Semantic Map
o Creating Relevance (Gathering Evidence) (Jana Dean)
o KWLH
o Knowledge Chart
o It's All in the Title
 VOCABULARY
o Semantic Map
o Concept Diagram
o Analogies (Jana Dean)
o Meeting New Vocabulary
o Reader Selected Miscue
o Human Tableua
o Character Physicalization: Total Physical Response (TPR)
o Word Cards
o Writer’s Word Palette
o Connotation and Collocation
o Pre-Reading Vocabulary Review
o Vocabulary self-selection
o Word Wall
o Concept Definition Map
o Cloze Sentences
o Word sorts
o Word Generation
o LIst-Group-Label
o Stephens Vocabulary Elaboration Strategy (SVES)
o Student VOC Strategy
 GUIDED READING/ORAL READING
o Radio Reading
o ReQuest

2. o Reader Selected Miscue
o QAR
o Multipass
o Discussion Webs
o Reading a Textbook (Jana Dean)
o Concept/Event Map
o Study/Reading Guides
 POST-READING
o The ANSWER Strategy
o Activities for Comprehension-Non Fiction
o Activities for Comprehension-Fiction
o SLANT
o Memory Strategy
o Discussion Webs
o Group Outline to support Discussion (Jana Dean)
o Think/Pair/Share
 FORMAL AND INFORMAL WRITING
o Learning Logs
o Double Entry Journals
o Dialogue Journal
o GIST
o Think Sheet
o Logic Puzzles
o Writing Prompts
o Planning a Trip
o You Are There
o Guess Our . . .
Human Tableau: Small group of students create human sculpture of a scene
from a text. Students guess at the meaning of the sculpture. Students can
write down feelings, images, questions they have about sculpture.

3. Character Physicalization: Total Physical Response (TPR): Students
remove descriptors of a character from a common text. Students then
pantomime their characters. Students guess what character they are.
Word Cards: Students create cards (for their Word Bank, perhaps) that have
statistics on their words. Students choose words and should arise from
readings and work in the classroom. Information to be included on the card:
visual image, sentence, part of speech, definition, synonyms, antonyms.
Writer’s Word Palette: This, too, can be included in the word cards. Students
keep track of the context the word appeared in; words that surrounded the
word; dictionary definition; marking the pronunciation; making a sentence with
that word
Connotation and Collocation: Dong (2004) emphasized that students also
need to know phrases and clichés. Many ELL students need to become
familiar with idiomatic expressions. Thus, when coming across these, the
teacher should point them out.
Pre-Reading Vocabulary Review: Teacher goes through text beforehand,
pulls out vocabulary deemed the most important, and works with students on
vocabulary prior to reading the text.
Vocabulary self-selection: students determine what vocabulary needs to be
known for certain concepts; class forms a list; teacher creates activities
around those selected vocabulary [high-intermediate and advanced ELLs]
Word Wall: A list of relevant vocabulary on a poster in the classroom. One in
the classroom, carefully maintained and changed when needed [Some
teachers get permission from students before removing the words]. Words are
ordered alphabetically.
Concept Definition Map: Concept (Vocabulary Word) is in the center of a
page and then running off it are categories such as What is it?, What is it
like?, What are some examples?

4. Cloze Sentences: Teacher gives students a text regarding material the
students have recently covered. Where key vocabulary needs to go are
blanks. Students are to place the key vocabulary in the respective spaces.
Word sorts: Teacher gives students a series of words on paper. Students cut
out words and then categorize the words. [Can use to organize suffixes,
prefixes or ideas] EX: author used American Revolution words that could be
categorized under People, Weapons, and Issues; gave another example
where students categories to organize words with the same suffixes
Word Generation: Example: Have students think of words th