Running Head: Holder-Strategy Folder 1

Strategy Folder

Amanda Holder

Drexel University
Holder-Strategy Folder 2

Writing Strategy
Graphic Organizers
Description:

The use of graphic organizers is an important strategy to use when developing an elementary

student’s writing skills. Graphic organizers can be used to plan out a paragraph, an essay, or a

response to a question. There are many graphic organizers that can be used to help students

create pieces of writing. The use of graphic organizers help students stay on track with their

writing as well as include everything necessary for their writing piece. “Graphic Organizers can

be used to help students get their thoughts in order before they begin to draft their assignment”

(West Virginia Department of Education, 2017).

How to be used in a lesson plan:

During a lesson about writing, such as learning to write persuasively, a teacher would be able to

hand out a graphic organizer to help the students plan their writing piece. This graphic organizer

will help the students generate and copy down their ideas. Graphic organizers can be used in any

lesson that a student is asked to craft a writing piece. The graphic organizer should be given out

in the beginning of the drafting process so that students can plan the outline of their writing. An

example of a graphic organizer that can be used to develop a paragraph is on the following page.
Holder-Strategy Folder 3

West

Virginia Department of Education. (2017). Graphic Organizers for Writing. Retrieved June

14, 2017, from https://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html

Holder-Strategy Folder 4

Writing Strategy
The Highlighting Strategy
Description:

The Highlighting Strategy is a strategy which uses highlighting of main ideas and supporting

details to help parents teach children to improve the organization of their writing” (Rogers, n.d.)

The Highlighting Strategy can be extremely useful when helping students identify different parts

of writing. Especially in the editing process, The Highlighting Strategy can help students find the

essential parts of their writing to ensure that their writing is fluent and cohesive. In this strategy,

a student should take different colored highlighters and find the topic sentences, concluding

sentences, and detail sentences in their writing during the revision process to ensure all their

information is included.

How to be used in a lesson plan:

This strategy can be implemented during the revision part of a writing lesson. Students can be

asked to review their writing or a friend’s writing. During this peer review or self review,

students can be asked to identify the different parts that should be included in their writing

pieces. This will not only help the person’s paper that is being edited, but the person editing will

work on their skills being able to identify topic sentences, concluding sentences, etc.

Rogers, K. (n.d.). The Highlighting Strategy. Retrieved June 14, 2017, from

http://gse.buffalo.edu/org/writingstrategies/3-6highlighting.htm
Holder-Strategy Folder 5
Holder-Strategy Folder 6

Writing Strategy
Journal Writing
Description:

Journal writing is a useful strategy when it comes to developing the creativeness in students.

“Writing in journals can be a powerful strategy for students to respond to literature, gain writing

fluency, dialogue in writing with another student or the teacher, or write in the content areas”

(Cox, 2012). Daily journal writing allows students to choose their topic of writing as well as

develop their writing skills. In journal writing, there can also be use of specific prompts to get

the students thinking about their personal connections with topics in class. Journal writing can

also give the students and opportunity to be a bit less formal in their writing.

How to be used in a lesson plan:

I would not specifically add this to just one lesson plan, but I believe that students should journal

write every day. For instance, as a wrap up in a Kindergarten classroom, students should be

asked to write a journal entry. In this time, students can work together to sound out words and

ask a teacher for help, sometimes this is referred to as Kid Writing. Students have the

opportunity to share events that happened in their life or even just write about something they

enjoy. Implementing journal writing into a classroom on a daily basis will help students learn to

enjoy writing while also improving their skills.

Cox, C. (2012). Literature Based Teaching in the Content Areas. Thousand Oaks, CA: SAGE
Holder-Strategy Folder 7

Publications, Inc.

Writing Strategy
Peer Revision
Description:

This strategy is used when students are in the midst of writing. Peer revision becomes an

important strategy because students have the opportunity to edit other people’s writing. “Such

opportunities to engage in “peer review,” when well planned, can help students improve their

reading and writing skills and learn how to collaborate effectively” (Washington University,

n.d.).. This gives students the opportunity to identify errors themselves instead of having a

teacher give feedback. This also allows children to take responsibility and accountability for

revising papers, which is crucial for a democratic classroom.

How to be used in a lesson plan:

This should be included during the end of a lesson plan that students are doing a writing piece.

Students should be asked to partner up with someone and then edit their writing. During the peer

revision time, the students should also communicate their revision ideas with one another. The

inclusion of peer revision can be in any lesson plan where students are asked to compose a

writing piece.

Washington University. (n.d.). Using Peer Review to Help Students Improve Their Writing.

Retrieved June 14, 2017, from

Holder-Strategy Folder 8

https://teachingcenter.wustl.edu/resources/writing-assignments-feedback/using-peer-

review-to-help-students-improve-their-writing/
Holder-Strategy Folder 9

Writing Strategy
Editing Checklist
Description:

An editing checklist becomes an important strategy in the revision process of writing. An editing

checklist will help students identify the necessary parts of their paper as well as help them revise

their writing or a peer’s writing. The checklist would include components such as topic

sentences, proper grammar, paragraph structure, etc. “This helpful tool will give your students

the opportunity to edit their own writing and then observe as their peers edit the same work”

(ReadWriteThink, n.d.). The students can also compare editing checklists to ensure each student

understands the different components that go into writing and revising.

How to be used in a lesson plan:

The editing checklist should be given out during the revision part of a writing lesson. The teacher

should go over the components of the checklist prior to the writing so that students are including

the components in the paper before the revising process. Students should be encouraged to use

the checklist to ensure that the necessary pieces of their writing are provided.
Holder-Strategy Folder 10

ReadWriteThink. (n.d.). Editing Checklist for Self- and Peer Editing - ReadWriteThink.

Retrieved June 14, 2017, from

http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-peer-

30232.html
Holder-Strategy Folder 11

Vocabulary Strategy
Semantic Maps
Description:

“Semantic maps (or graphic organizers) are maps or webs of words. The purpose of creating a

map is to visually display the meaning-based connections between a word or phrase and a set of

related words or concepts” (Zorfass, Gray, & PowerUp WHAT WORKS, 1970). This vocabulary

strategy can help students make connections between words. This will help students strengthen

their vocabulary as well as help them recognize the meanings of words. There are many different

types of semantic maps that can be used for more than just a vocabulary strategy.

How to be used in a lesson plan:

The strategy of semantic mapping should be used in a lesson where students are asked to make

connections between words. For instance, if there is a lesson being taught with the use of a word

that’s unfamiliar to students, semantic mapping can help students connect the word with other

words and meanings so that they can better understand the vocabulary presented. THerefore,

semantic mapping can be used in any lesson that is introducing new and challenging vocabulary

to students.

Zorfass, J., Gray, T., & PowerUp WHAT WORKS. (1970, January 01). Connecting Word

Meanings Through Semantic Mapping. Retrieved June 14, 2017, from

http://www.readingrockets.org/article/connecting-word-meanings-through-semantic-

mapping
Holder-Strategy Folder 12

Vocabulary Strategy
KIM Chart
Description:

“The KIM vocabulary chart is simple to use and can be done as a student handout or students can

set up pages in their notebook for this strategy. The strategy is based upon a 3 column graphic

organizer. Students write the key term (K) in the left column, information (I) about that term in

the middle column, and provide a memory clue (M) in the form of a drawing in the last column.”

(Kenan Fellows, n.d.). This is a super beneficial strategy to use when learning new and

challenging vocabulary. Students can make connections with their own memory clue.

How to be used in a lesson plan:

This can be used in the beginning of any lesson when new vocabulary is being introduced. In the

beginning of the lesson, the teacher should hand out one of these charts for students to fill out

about the new vocabulary that will be covered in the lesson. This chart will also serve as a

reference for students to look back out in future lessons.

Holder-Strategy Folder 13

Kenan Fellows. (n.d.). Vocabulary Strategies. Retrieved June 14, 2017, from

https://kenanfellows.org/kfp-cp-sites/cp20/cp20/sites/kfp-cp

sites.localhost.com.cp20/files/Resources.pdf
Holder-Strategy Folder 14

Vocabulary Strategy
Contextual Redefinition
Description:

“Contextual Redefinition (Cunningham, Cunningham, and Arthur 1981) is a teaching strategy

that helps students learn the importance of context clues in understanding the meaning of a word

or concept” (Allen, 2007). This is an important skill to use in vocabulary decoding for students.

By teaching this skill, students will better understand how to figure out the meaning of a word

they are unfamiliar with by looking at the text and information surrounding the word. By using

this skill, teachers will instill the ability for their students to make good inferences about what a

word means when they come across it in a passage they’re reading.

How to be used in a lesson plan:

This skill can be used in a lesson plan where students are asked to read a passage that may

contain unfamiliar words. A full lesson could be dedicated to this strategy by providing students

with multiple opportunity to infer what a word means based on context clues. This is a very

important strategy to use in many different types of lessons that include words that children may

not know.

Allen, J. (2007). Inside Words: Tools for Teaching Academic Vocabulary. Retrieved June 14,

2017, from

http://www.blwd.k12.pa.us/schools/es/readii/Shared%20Documents/Vocabulary/Context

ual%20Definition.pdf
Holder-Strategy Folder 15

Vocabulary Strategy
PAVE Procedure
Description:

“This vocabulary strategy encourages students to predict an unknown word’s meaning by using

context clues, and to verify it through the use of a dictionary” (FL History Strategies, n.d.). The

procedure can be written and displayed in a classroom to help students with decoding

vocabulary. The steps of the procedure are as follows: Predict, Associate, Verify, Evaluate.

How to be used in a lesson plan:

This can be used in a lesson plan itself when talking about specific vocabulary. I would have

students become familiar with this procedure in a lesson dedicated to researching the meanings

of words through a dictionary. The lesson could have a base concepts for decoding vocabulary,

and this can be given as a resource.

FL History Strategies. (n.d.). The PAVE Procedure. Retrieved June 18, 2017, from

http://fcit.usf.edu/fcat/references/pdf/vo4.pdf
Holder-Strategy Folder 16

Vocabulary Strategy
Word Banks
Description:

Word banks help students remember words that they may have learned throughout the year. The

strategy of asking a student to keep word banks or even keeping a class word bank will help

students learn words and their meanings. “Words can either be collected on a large chart for

group reference (Word Wall), or they can be collected in a personal collection of words for

individual student reference (Word Bank).” (University of Virginia, 2010)

How to be used in a lesson plan:

This can be used in any lesson that has vocabulary for the student to remember. Word banks will

become especially handy in lessons that follow because students will be able to revisit the word

bank to remember the meaning from a previous lesson.

University of Virginia. (2010). Phonics and Word Study: Instructional Activities to Develop

Sight Word Vocabulary. Retrieved June 18, 2017, from

http://www.readingfirst.virginia.edu/prof_dev/phonics/iadswv.html#wall
Holder-Strategy Folder 17

Comprehension Strategy
Summarizing
Description:

Summarizing may sound like a general strategy used in teaching comprehension, but it’s crucial

for students when talking about understanding the text they are reading. Students should always

be asked to summarize in some type of way after a reading of a text to reinforce the information

they just read. “There is extensive research that shows that summarization is among the top nine

most effective teaching strategies in the history of education (Marzano, Pickering, and Pollock,

2001)” (Summarization Techniques, n.d.).

How to be used in a lesson plan:

At the end of a lesson, students could be asked to write on an exit slip the main ideas of a

passage they read or lesson they learned to summarize the main idea of the topics discussed.

Summarization may also be a strategy used to evaluate a student’s understanding of a text in

assessment form.

Summarization Techniques. (n.d.). Retrieved June 14, 2017, from

https://wvde.state.wv.us/strategybank/summarization.html
Holder-Strategy Folder 18

Comprehension Strategy
Generating Questions
Description:

“Question Generation is a strategy that assists students with their comprehension of text.

Students learn to formulate and respond to questions about situations, facts, and ideas while

engaged in understanding a text. During this process, there are several different types of

questions that may be derived” (Adolescent Literacy).

How to be used in a lesson plan:

Generating questions can be used in a lesson plan where students were asked to read a passage

and then they can get with a partner to ask each other questions in regards to the text and their

feelings towards the text. This strategy will help students understand the text and the ideas

presented.

All About Adolescent Literacy. (n.d.). Retrieved June 14, 2017, from

http://www.adlit.org/strategies/22093/
Holder-Strategy Folder 19

Comprehension Strategy
Literature Circles
Description:

“Literature circles provide a way for students to engage in critical thinking and reflection as they

read, discuss, and respond to books” (Hill, Noe, & Johnson, 2001). These circles create a

connection between students to communicate their ideas and discuss the books they are reading.

These discussions are student lead and give the group an opportunity to generate their own

topics.

How to be used in a lesson plan:

A literature circle can be implemented in a lesson plan where students are reading the same

passage. The teacher can ask students to get into groups and discuss what they’ve read. It’s

important to emphasize that it’s student led discussion so that they have the opportunity to

address questions and topics that they are interested in.

Bonnie Hill, Katherine Noe, & Nancy Johnson. (2001). Overview of Literature Circles.

Retrieved June 18, 2017, from http://www.litcircles.org/Overview/overview.html

Holder-Strategy Folder 20

Comprehension Strategy
DR-TA
Description:

The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides

students in asking questions about a text, making predictions, and then reading to confirm or

refute their predictions” (ReadingRockets, n.d.). Students learn to make predictions based on

their prior knowledge and then identify whether or not their prediction was correct. This is not

only important in English Language Arts, but also sciences.

How to be used in a lesson plan:

This skill can be used in a lesson plan where students are reading a novel. The teacher can hand

out this organizer to help students make predictions throughout a book and then verify the

accuracy of their prediction.

Reading Rockets. (n.d.). Retrieved June 14, 2017, from

http://www.readingrockets.org/strategies/drta

Snowball, Diane. (2005). Teaching Comprehension: An interactive professional development

Holder-Strategy Folder 21

course (CD-ROM Level K-2). NY, AUSSIE Interactive

Holder-Strategy Folder 22

Comprehension Strategy
SQ3R
Description:

SQ3R stands for “Survey! Question! Read! Recite! Review!”. “SQ3R will help you build a

framework to understand your reading assignment” (Study Guides and Strategies, n.d.) This

strategy is a great way to instruct students how to process their reading of a passage. A graphic

organizer can be made for this process to make it easier for students to review the reading. This

method should be displayed in the classroom to help students remember what to do when reading

to help with comprehension.

How to be used in a lesson plan:

This could be used in any lesson where the student is asked to read a long passage. This will

provide the student with a step by step method in helping them analyze and understand the text

given to them. This strategy could be integrated into the lesson as a way to help study text, or the

teacher could hand it out in the form of a worksheet.

Study Guides and Strategies. (n.d.). SQ3R Reading Method. Retrieved June 18, 2017, from

http://www.studygs.net/texred2.htm
Holder-Strategy Folder 23

Phonic Strategy
Matching Books
Description:

“Careful pairing of reading with phonics study gives children a chance to apply what they are

learning about letters and sounds to the reading of words and stories” (Reading Rockets, n.d.).

This is an important connection that should be made between phonics and reading. Students will

not benefit from learning phonics without the application in reading.

How to be used in a lesson plan:

When a specific lesson concerning a phonics feature is introduced, a reading should be included

to reinforce the concept introduced. The teacher should review the lesson, and find a book or

passage that helps the students practice the new phonics feature they’ve learned.

Reading Rockets. (n.d.). Matching Books to Phonics Features. Retrieved June 18, 2017, from

http://www.readingrockets.org/strategies/matching_books_to_phonics_features
Holder-Strategy Folder 24

Phonics Strategy
Word/Alphabet Matching
Description:

“Very young learners are developing their understanding of the alphabetic principle — the

understanding that there are systematic and predictable relationships between written letters and

spoken sounds” (ReadingRockets, n.d.). Consistent practice with matching letters and words to

other letters, words, or visuals will help the students phonics skills. By creating a system where

students can recognize relationships between sounds, words, and letters, they will be able to

learn larger ideas more quickly.

How to be used in a lesson plan:

This can be used as a beginning lesson plan for younger ages. When teaching the alphabet, the

teacher should introduce each letter with a noun for the students to hear the sound in. For

instance, A-Apple, B-Boy, and C-Cat. This can also be something that is practiced throughout

different lessons when other concepts are introduced. These relationships can also be displayed

in the classroom so that students can visually connect the sounds to the letters as well.

Reading Rockets. (n.d.). Alphabet Matching. Retrieved June 18, 2017, from

http://www.readingrockets.org/strategies/alphabet_matching
Holder-Strategy Folder 25

Phonics Strategy
Air Writing
Description:

“Air writing helps children remember letter formation, which is a motion-oriented "memory,"

and which is an entirely different (and separate) memory than the visual memories of letter

shapes” (Ratz, n.d.). Students are asked to write letters in the air with their finger to work on

letter formation as well as phonics. By giving the students this strategy, they will be able to

visually and physically see how a letter is formed.

How to be used in a lesson plan:

When students are learning about letters (more likely in younger grades), in a lesson, students

should be encouraged to write the letters in the air to remember the letter shapes by motion. This

can be incorporated in any lesson where students are learning about specific units of language.

Ratz, M. K. (n.d.). Capital Letters. Retrieved June 14, 2017, from

http://www.progressivephonics.com/alphabet/capital-letters/221-air-writing
Holder-Strategy Folder 26

Phonics Strategy
Phoneme Counting
Description:

“Reading teachers must have expert ability to count phonemes because they must help children

connect letters to phonemes in phonics and spelling work” (Auburn University, n.d.). This skill is

something that a teacher must have to help students progress through phonics lessons.

How to be used in a lesson plan:

This skill can be used in a lesson where the teacher is explaining different sounds in words. By

helping children sound out words, they will have an easier time decoding words in the future.

Auburn University. (n.d.). How to Count Phonemes in Spoken Words. Retrieved June 14, 2017,

from http://www.auburn.edu/academic/education/reading_genie/phoncount.html
Holder-Strategy Folder 27

Phonic Strategy
Phoneme Segmentation
Description:

“Phoneme segmentation is the ability to break words down into individual sounds” (Light and

McNaugton, n.d.).This strategy comes in handy when teaching students how to sound out words

or rhyme words. Teaching children to listen for a beginning, middle, and end to a word will help

them learn how to say and write the word.

How to be used in a lesson plan:

During a lesson on onsets and rimes, phoneme segmentation can be used to help the students

understand how to sound out the onsets and the rimes of words so that they can categorize them

appropriately. This can also be used in lessons where the students are learning new sight words,

and then need to break the word apart to read it.

Light, J. (n.d.). Phoneme Segmentation. Retrieved June 14, 2017, from

http://aacliteracy.psu.edu/index.php/page/show/id/5/
Holder-Strategy Folder 28

Fluency Strategy
Repeated Reading
Description:

Repeated reading is where one piece of writing is read multiple times by the students and the

teacher. “Repeated reading was found to have potentially positive effects on reading

comprehension and no discernible effects on alphabetics, reading fluency, and general reading

achievement for students with learning disabilities” (Repeated Reading Students with Learning

Disabilities, n.d.).

How to be used in a lesson plan:

This strategy does not have to be specifically used in a lesson plan. But, in lesson plans where a

piece of writing may be looked over for a few days, the teacher could implement this strategy by

asking the students to read the passage a different way every day, such as choral reading, partner

reading, or independent reading.

Repeated Reading Students with Learning Disabilities. (n.d.). Retrieved June 14, 2017, from

https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/576
Holder-Strategy Folder 29

Fluency Strategy
Model Reading
Description:

Model Reading is an important strategy to use in elementary classrooms because students are

able to listen to and learn from the teacher reading aloud. Teacher should read the text aloud

fluently” (Burkins, 2017) to help model the way the students should read text.

How to be used in a lesson plan:

This can be incorporated into any lesson where the whole class is reading the same piece, but I

think that I would make it a daily strategy during a read aloud time. After recess to calm students

down, I think it would be beneficial to do a read aloud of a popular book for the age group

you’re teaching. That way students enjoy the reading and also get to experience modeling of

good fluency.

Burkins. (n.d.). Teacher Read-Aloud That Models Reading for Deep Understanding -

ReadWriteThink. Retrieved June 14, 2017, from

http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-al

oud-that-30799.html
Holder-Strategy Folder 30

Fluency Strategy
Reader’s Theater
Description:

Reader's Theater offers an entertaining and engaging means of improving fluency and enhancing

comprehension (Bafile, 2013). Reader’s Theater helps the students improve their fluency skills

while also providing the students with the opportunity to have fun when learning. Students

would be given a script and a specific part to read from. Sometimes props can be used or

students can just sit at their desks.

How to be used in a lesson plan:

An entire lesson can be dedicated to acting out a book or scene from a book that the class has

been studying in previous lessons. Reader’s Theater does not just have to be used in the subject

of ELA, but scenes or plays can also be acted out in other subjects such as science or social

studies.

Bafile, C. (2013, November 12). Reader's Theater: Giving Students a Reason to Read Aloud.

Retrieved June 14, 2017, from

http://www.readingrockets.org/article/readers-theater-giving-students-reason-read-aloud
Holder-Strategy Folder 31

Fluency Strategy
Partner Reading
Description:

Partner reading is a simple strategy to help students build fluency in their reading and “is a

cooperative learning strategy in which two students work together to read an assigned text”

(Reading Rockets, n.d.). During partner reading, one partner read aloud while the other follows

along and listens. Having the partner listen is important because the partner can help, but is also

listening to fluency as well.

How to be used in a lesson plan:

This strategy can be used in a lesson plan where students are asked to read a passage. The

students can be paired up and asked to read together. This does not have to be just a reading

lesson. Fluency can be taught in other subjects where reading is necessary.

Reading Rockets. (n.d.). Partner Reading. Retrieved June 14, 2017, from

http://www.readingrockets.org/strategies/partner_reading
Holder-Strategy Folder 32

Fluency Strategy
Choral Reading
Description:

Choral reading is a strategy used to help reading fluency and “is an instructional technique for

incorporating fluency training into the general education setting” (Area Education Agency 267).

Choral reading is when a large group or whole class reads together out loud. This is crucial to

helping students understand how to be fluent in their reading.

How to be used in a lesson plan:

This can be used in any part of a lesson plan where students are reading the same piece of

literature, article, ect. Choral reading also comes in handy when learning new vocab words. The

teacher could ask the students to read words aloud as a class to understand the pronunciation.

267, A. E. (n.d.). Choral Reading | AEA 267 English Language Arts. Retrieved June 14, 2017,

from https://www.aea267.k12.ia.us/english-language-arts/reading/fluency/choral-reading/
Holder-Strategy Folder 33

References

All About Adolescent Literacy. (n.d.). Retrieved June 14, 2017, from

http://www.adlit.org/strategies/22093/

Allen, J. (2007). Inside Words: Tools for Teaching Academic Vocabulary. Retrieved June 14,

2017, from

http://www.blwd.k12.pa.us/schools/es/readii/Shared%20Documents/Vocabulary/Context

ual%20Definition.pdf

Auburn University. (n.d.). How to Count Phonemes in Spoken Words. Retrieved June 14, 2017,

from http://www.auburn.edu/academic/education/reading_genie/phoncount.html

Bafile, C. (2013, November 12). Reader's Theater: Giving Students a Reason to Read Aloud.

Retrieved June 14, 2017, from http://www.readingrockets.org/article/readers-theater-

giving-students-reason-read-aloud

Bonnie Hill, Katherine Noe, & Nancy Johnson. (2001). Overview of Literature Circles.

Retrieved June 18, 2017, from http://www.litcircles.org/Overview/overview.html

Burkins. (n.d.). Teacher Read-Aloud That Models Reading for Deep Understanding -

ReadWriteThink. Retrieved June 14, 2017, from

http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-

aloud-that-30799.html

Cox, C. (2012). Literature Based Teaching in the Content Areas. Thousand Oaks, CA: SAGE

Publications, Inc.

FL History Strategies. (n.d.). The PAVE Procedure. Retrieved June 18, 2017, from

http://fcit.usf.edu/fcat/references/pdf/vo4.pdf

Kenan Fellows. (n.d.). Vocabulary Strategies. Retrieved June 14, 2017, from
Holder-Strategy Folder 34

https://kenanfellows.org/kfp-cp-sites/cp20/cp20/sites/kfp-cp-

sites.localhost.com.cp20/files/Resources.pdf

Light, J. (n.d.). Phoneme Segmentation. Retrieved June 14, 2017, from

http://aacliteracy.psu.edu/index.php/page/show/id/5/

Ratz, M. K. (n.d.). Capital Letters. Retrieved June 14, 2017, from

http://www.progressivephonics.com/alphabet/capital-letters/221-air-writing

Reading Rockets. (n.d.). Alphabet Matching. Retrieved June 18, 2017, from

http://www.readingrockets.org/strategies/alphabet_matching

Reading Rockets. (n.d.). DRTA. Retrieved June 14, 2017, from

http://www.readingrockets.org/strategies/drta

Reading Rockets. (n.d.). Matching Books to Phonics Features. Retrieved June 18, 2017, from

http://www.readingrockets.org/strategies/matching_books_to_phonics_features

Reading Rockets. (n.d.). Partner Reading. Retrieved June 14, 2017, from

http://www.readingrockets.org/strategies/partner_reading

ReadWriteThink. (n.d.). Editing Checklist for Self- and Peer Editing - ReadWriteThink.

Retrieved June 14, 2017, from

http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-peer-

30232.html

Repeated Reading Students with Learning Disabilities. (n.d.). Retrieved June 14, 2017, from

https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/576

Rogers, K. (n.d.). The Highlighting Strategy. Retrieved June 14, 2017, from

http://gse.buffalo.edu/org/writingstrategies/3-6highlighting.htm

Snowball, Diane. (2005). Teaching Comprehension: An interactive professional development

Holder-Strategy Folder 35

course (CD-ROM Level K-2). NY, AUSSIE Interactive

Study Guides and Strategies. (n.d.). SQ3R Reading Method. Retrieved June 18, 2017, from

http://www.studygs.net/texred2.htm

Summarization Techniques. (n.d.). Retrieved June 14, 2017, from

https://wvde.state.wv.us/strategybank/summarization.html

University of Virginia. (2010). Phonics and Word Study: Instructional Activities to Develop

Sight Word Vocabulary. Retrieved June 18, 2017, from

http://www.readingfirst.virginia.edu/prof_dev/phonics/iadswv.html#wall

Washington University. (n.d.). Using Peer Review to Help Students Improve Their Writing.

Retrieved June 14, 2017, from

https://teachingcenter.wustl.edu/resources/writing-assignments-feedback/using-peer-revie

w-to-help-students-improve-their-writing/

West Virginia Department of Education. (2017). Graphic Organizers for Writing. Retrieved June

14, 2017, from https://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html

WHI | Get lost in what you love. (2017, December 08). Highlighting system uploaded by

Fernanda on We Heart It. Retrieved December 09, 2017, from

https://weheartit.com/entry/231429106#

Zorfass, J., Gray, T., & PowerUp WHAT WORKS. (1970, January 01). Connecting Word

Meanings Through Semantic Mapping. Retrieved June 14, 2017, from

http://www.readingrockets.org/article/connecting-word-meanings-through-semantic-

mapping