Definitions

Template for Recipe for Strategies on Publisher the preferred method

Template for Recipe card for Strategies in Word

A		C				G
I		K	L
	R	S				W

Assessment	A way to find out what an individual knows, not what they dont know. Strategies- T or F, multiple choice, fill in the blank, portfolios, rubric, book reports, check sheets, etc.
Balanced Reading	Balanced reading is also known as the combination of Phonics and Whole Language approaches. These approaches to reading instruction reflect very different underlying philosophies and stress very different skills.

Choral reading	Choral reading can be poetry, but does not have to only poetry. It is an opportunity for reading to be done in unison, as echo reading, solo voices reading certain line. The strength of choral reading is the opportunity for students to practice reading for fluency by varying the readers.
Direct Instruction	Direct instruction is a method that is specifically designed to enhance academic learning time. Learn as much as possible in a limited amount of time. Components of Direct Instruction: 1. Setting clear goals for students and making sure they understand these goals. 2. Presenting a sequence of well-organized assignments. 3. Giving students clear, concise explanations and illustrations of the subject matter. 4. Asking frequent questions to see if the students understand the work. 5. Giving students frequent opportunities to practice what they have learned.
Expository Reading & Writing	Expository writing is a mode of writing in which the purpose of the author is to inform, explain, describe, or define his or her subject to the reader. Expository text is meant to ‘expose’ information and is the most frequently used type of writing by students in colleges and universities. Expository authors use six strategies when writing text: Major Idea/Supporting Details, Details/Conclusion, Time Order, Cause/Effect, Compare/Contrast, and Question/Answer.
Basal Readers	Reading is not one skill, but a large number of interrelated skills, which developed over a period of any years. Basic reading skills include Language, Concentration, Visual processing skills- that is discrimination in terms of foreground background, forms, size, and positions in space; synthesis, and visual closure; Auditory processing skills which, together with language, are the foundational skills for the later development of phonemic skills; Memory, visual and auditory, short-term and long term; and Reasoning skills, which enhances reading comprehension. To practice just one or two of these skills and expect a dramatic improvement in the reading is as training only one’s arm muscles and hoping to get it fit. To get fit, one has to follow comprehensive fitness program. On the mental plane, it is the same.

Graphic Organizer	PowerPoint
Guided reading	Guided Reading- teachers group children into different reading levels and books are selected to challenge but also provide success for the students.

Interactive writing	Interactive Writing- combining the reading and writing, and children can develop letters and spelling processes.
Independent reading & writing	In independent reading and writing the child desires to read and write on their own for pleasure. They include their own experiences and use meaning and expression.

KLW	Strategy that helps students recognize K-What do you know?, L-What do you want to learn? and W-What I learned.

Labeling	Objects are labeled so that students can see the written word for the item. Posters and pictures can also be labeled for vocabulary development.
Language experience	The language experience approach (LEA) is a whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners. Beginning literacy learners relate their experiences to a teacher or aide, who transcribes them. These transcriptions are then used as the basis for other reading and writing activities. Using the language that the children know to express themselves and to meet their own social and personal needs to learn the basic reading and writing materials.
Literature Circles	Small group of students who are using trade books or literature books as the core reading instruction. Nanci Atwell refers to activity as discussing what you have read at the family dinner table.
Phonics	Phonics refers to associating letters or letter groups with the sound they represent. Mastery of phonics is an important tool for reading and pronouncing words. Designed to teach children to unlock and decode the sound/symbol relationships in our language. (Our language is alphabetic: sounds are represented by letters.)
Picture Walk	Talking about the pictures before reading the story. Students become acquainted with what the book.
Prior Knowledge	Knowledge students need before they read in order to comprehend the story content. Remember sometimes pictures can help simulate understanding. Here is an example of what helped students understand as a time period.

Reader's Theater	A play requiring students to read their lines rather than require memorization of their part. The emphasis is on voice and facial expression. Aaron Shapard has wonderful Readers' Theatres on his web site http://www.aaronshep.com/rt/
Reading aloud	Teachers and others can serve as models to the students to expand childrens understanding of the world. Books read aloud should challenge their intellectual development but not exceed their maturity.
Retelling	Students are required to comprehend and remember the elements of a story. Retelling can be an assessment tool.

Shared reading & writing	Shared Reading- In the shared reading model there are multiple readings of the books and readings of the books in different forms over several days. Shared Writing or Sharing The Pen- When you share the pen, you are writing directly with the child and the teacher is jumping in to write when the child does not know the letter that represents the sound they are trying to write. This could also be when the children write to one another or writes to the teacher and then explains what they wrote so the one who was being written to can respond in writing.
Story Frame	http://curry.edschool.virginia.edu/go/readquest/strat/storymaps.html
Supported reading & writing	Helping students with reading and writing by modeling reading and by using techniques such as reading buddies, cassette tapes, and other means of support. Reading to, with, and by the students along with involving the family are key elements in this process.
Whole Language	The philosophy that states children should focus on the meaning of a word and learning through text; instead of using phonics based methods, such as breaking down a word.

Word Walls	Words are put on the wall in alphabetic order to support students in their recognition of word patterns and spelling patterns. Classroom games can be plan so students interact with the words. High-frequency words are usually on word walls.
Working with words	Children learn to write by practicing writing. They need time to write each day. They should be able to write about topics that interest them. Teachers should encourage their students to write on their own as well. For instance, keep a journal.
Four-Blocks® Literacy Model	The Four-Blocks® Literacy Model is a multilevel, balanced literacy framework that incorporates four different approaches (guided reading, self-selected reading, writing, and working with words) each day to teach children how to become better readers, writers, and spellers. This model acknowledges that not all children learn in the same way and provides substantial instruction to support the learning personalities of all students. Guided reading introduces children to a wide range of literature while teaching on-level comprehension. Self-selected reading encourages children to choose reading material for themselves as well as an opportunity to share and respond to ideas. Writing reinforces reading through writing activities. The teacher models writing and students are given an opportunity to share their writing. Working with words makes sure children read, spell, and use high frequency words correctly, and that they learn the patterns necessary for decoding and spelling.