Classroom Strategies

Our library provides effective, research-based classroom strategies to help strengthen your students’ skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing.

 

When using any teaching strategy, teachers should (1) help students to understand why a strategy is useful, and (2) describe explicitly how the strategy should be used. Teacher demonstration, modeling, and follow-up independent practice are critical factors for success. Student discussion following strategy instruction is also helpful.

Each strategy in the library includes:

  • Instructions on how to use the strategy
  • Classroom video
  • Downloadable templates
  • Examples
  • Differentiation for second language learners, students of varying reading skill, students with learning disabilities, and younger learners
  • Supporting research
  • Recommended children's books to use with the strategy

Which strategy?

The chart below lists all of the strategies currently in our library. To quickly find the strategies you need, use the filters below.

For the comprehension strategies, you can also see which strategies are best used before, during, and/or after reading (B/D/A). “Before” strategies activate students’ prior knowledge and set a purpose for reading. “During” strategies help students make connections, monitor their understanding, generate questions, and stay focused. “After” strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.

Strategy Focus B/D/A Template
Alphabet Matching Phonics
Anticipation Guide Comprehension
  • Before reading
Audio-Assisted Reading Fluency
  • During reading
Blending and Segmenting Games Phonological awareness
Choral Reading Fluency
  • During reading
Concept Maps Comprehension
  • During reading
Concept of Word Games Phonological awareness
  • During reading
Concept Sort Comprehension
  • Before reading
Descriptive Writing Writing
Dictation Writing
Directed Reading Thinking Activity (DRTA) Comprehension
  • During reading
Elkonin Boxes Phonological awareness
Exit Slips Comprehension
  • After reading
First Lines Comprehension
  • Before reading
Framed Paragraphs Writing
Inference Comprehension
  • During reading
  • After reading
Inquiry Chart Comprehension
  • During reading
Jigsaw Comprehension
  • During reading
List-Group-Label Vocabulary
  • After reading
Listen-Read-Discuss (LRD) Comprehension
  • Before reading
  • During reading
  • After reading
Matching Books to Phonics Features Phonics
  • During reading
  • After reading
Onset-Rime Games Phonological awareness
Paired (or Partner) Reading Fluency
  • During reading
Paragraph Hamburger Writing
Paragraph Shrinking Comprehension
  • During reading
Partner Reading Comprehension
  • During reading
Persuasive Writing Writing
Possible Sentences Vocabulary
  • Before reading
Question the Author Comprehension
  • During reading
Question-Answer Relationship (QAR) Comprehension
  • After reading
RAFT Writing
Reader’s Theater Fluency
  • During reading
Reading Guide Comprehension
  • During reading
Reciprocal Teaching Comprehension
  • During reading
Revision Writing
Rhyming Games Phonological awareness
Semantic Feature Analysis Vocabulary
Semantic Gradients Vocabulary
Sentence Combining Writing
Shared Reading Fluency
  • During reading
Story Maps Comprehension
  • During reading
  • After reading
Story Sequence Comprehension
  • Before reading
  • During reading
  • After reading
Summarizing Comprehension
  • After reading
Syllable Games Phonological awareness
Think-alouds Comprehension
  • During reading
Think-Pair-Share Comprehension
  • Before reading
Timed Repeated Readings Fluency
  • During reading
Transition Words Writing
Visual Imagery Comprehension
  • During reading
Word Hunts Vocabulary
  • During reading
Word Maps Vocabulary
Word Walls Vocabulary
  • During reading
Writing Conferences Writing
"The man who does not read good books is no better than the man who can't." — Mark Twain