Informational Text

Using Metacognitive Logs in Science

In this astronomy lesson, a teacher uses a two-column metacognitive reading log to help students organize their questions and observations. Listen to how she evaluates student learning through log entries, pair-share worksheets, and self-reflections. View the related sample material, Reflective Science Reading Logs and Evaluation Rubric.

 

FEATURING: Heather Howlett, Eighth-Grade Teacher, Three Fires Middle School (MI)

SOURCE: Doing What Works

Graphic Organizer Examples

View a collection of graphic organizers used across grade levels and content areas in middle and high school classrooms. The collection includes examples of visual aids teachers use to help students become more independent and insightful readers.

 

FEATURING: Burlingame High School, KIPP San Francisco Bay Academy, Pocomoke Middle School, Stoughton High School

SOURCE: Doing What Works

Classroom "Do Now" and "Exit Tickets"

This student handout contains the "Do Now" and "Exit Ticket" exercises that students complete at the beginning and end of Megan Montgomery's social studies class (I Do, We Do, You Do) each day for one week.

 

FEATURING: Megan Montgomery, Sixth-Grade Teacher, KIPP San Francisco Bay Academy (CA)

SOURCE: Doing What Works

 

I Do, We Do, You Do

Sixth-grade teacher Megan Montgomery scaffolds reading comprehension for her students using a spoke diagram graphic organizer of the social studies text. View the sample material, Classroom "Do Now" and "Exit Tickets"  for a closer look at Montgomery's assignments.

 

FEATURING: Megan Montgomery, Sixth-Grade Teacher, KIPP San Francisco Bay Academy (CA)

SOURCE: Doing What Works

Thinkaloud Examples in Comprehension and Phonics

Joseph Dimino explains how the thinkaloud strategy can be used during instruction. He demonstrates a comprehension thinkaloud using text and pictorial clues and a phonics thinkaloud using a silent "e" example. Download the Thinkaloud Survey to help teachers reflect on their implementation.

 

FEATURING: Joseph A. Dimino, Instructional Research Group

SOURCE: Doing What Works

Illustration of Gradual Release of Responsibility Model

This illustration from the Practice Guide, Improving Reading Comprehension in Kindergarten through 3rd Grade, shows instructional practices to gradually release responsibility from teachers to students as a task progresses. It describes the task, the share of responsibility for the task, and a classroom usage example for each step in the process.

 

SOURCE:  Institute of Education Sciences

Examples of Multiple Strategy Formats

This table from the Practice Guide, Improving Reading Comprehension in Kindergarten through 3rd Grade, shows four examples of multiple-strategy formats that combine strategies with an explicit method of teaching them—Reciprocal Teaching, Transactional Strategy Instruction, Informed Strategies for Learning, and Concept Oriented Reading Instruction.

 

SOURCE: Institute of Education Sciences

Examples of Effective Reading Comprehension Strategies

This table from the Practice Guide, Improving Reading Comprehension in Kindergarten through 3rd Grade, describes the six strategies that are the most important for improving reading comprehension in the primary grades and provides examples of activities to promote strategy practice.

 

SOURCE:  Institute of Education Sciences

 

Supporting Teachers’ Text Selection

 

A principal, literacy coach, and kindergarten teacher discuss ways in which the coach trains and supports teachers’ reading instruction and text selection. The coach assists with lesson planning, modeling teaching strategies, and identifying appropriate resources.

 

FEATURING: Willis Pracht, Principal; Kerry Unruh, Literacy Coach; and Abby Dunley, Kindergarten Teacher, Garfield Elementary School (KS)

SOURCE: Doing What Works

Purposeful Text Selection to Supplement Core Materials

Listen to a literacy coach discuss text selection and watch her help a kindergarten teacher choose nonfiction texts to incorporate into core instruction. The coach emphasizes selecting texts that match instructional purpose and group size and that promote partner sharing.

 

FEATURING: Serena Brittingham, Reading Coach, Woodbridge Elementary School (DE)

SOURCE: Doing What Works

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