Written Conversation
Written Conversation is a strategy where students are placed in pairs or small groups to “discuss” a prompt after a reading through written notes. This has the students turn their thoughts into written text, improving their writing skills. 
Source: Daniels, H. & Zemelman, S. (2014). Subjects matter: Exceeding standards through powerful content-area reading (2nd ed.). Heinemann. 
Frontloading with Images
	Before reading, this strategy opens the lesson by view images related to the reading topic. Students view images without any written text to observe and think about the image and its meaning to the text. This helps students better understand what the reading will be about.
Source: Daniels, H. & Zemelman, S. (2014). Subjects matter: Exceeding standards through powerful content-area reading (2nd ed.). Heinemann. 
Turn and Talk
           This strategy occurs when a teacher presents information to the class, taking a moment to present a question for students to interact with. When posed with a question, students are to think and discuss with a partner about their response. This allows students to exchange with a peer before having the opportunity to discuss with the whole class.
Source: Daniels, H. & Zemelman, S. (2014). Subjects matter: Exceeding standards through powerful content-area reading (2nd ed.). Heinemann. 
Think-Alouds
           During reading, teachers first model their thinking as they read aloud and stopping periodically to speak out loud their thought process. By talking aloud their process they provide examples of how the teacher makes sense of the material. This is by asking questions, connecting information to prior knowledge, where there may be struggles, and rereading when needed. Then as they share their process, they include how they will take notes on words or phrases and create cods like a question mark in the margin to label their thinking. At the end the teacher instructs the students to try on their own or in pairs. 
Source: Daniels, H. & Zemelman, S. (2014). Subjects matter: Exceeding standards through powerful content-area reading (2nd ed.). Heinemann. 
Vocabulary Tree
	Students create a “tree” where the trunk is the core word or concept and the branches show similar elements with examples. By creating a tree, students are learning more about how a word is used, its connections, and what roles it plays within the given topic. By using this strategy student can visually see the way words connect and broaden their use of the word.
Source: Daniels, H. & Zemelman, S. (2014). Subjects matter: Exceeding standards through powerful content-area reading (2nd ed.). Heinemann. 
Video Summaries
           Students are taught how to create video response another way outside of traditional written assessment of their knowledge. This can create a stronger connection between teacher and student as well as act as another form of formative assessment. As students read a text, they create notes that they identify as important information. Once the reading ends students are allowed to create a video where they summarize what they have learned and present it via a video recording. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.) 
Connecting Text to Our Own Experiences: Relating the Characters to Ourselves
Within this strategy, students are able to understand the text by thinking and relating their own experiences when reading. As students are reading a selected text, they take notes of moments in the reading that reminded them about something in their own lives. Students are then building and understanding how connections are made. It teaches students how to connect to the text and how text can connect through similarities in different reading.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.
Noticing and Thinking About New Learning
	Here students take notice of their thinking as they learn new information. This approach is used to support students when they read nonfiction as they gain new information and knowledge. It requires students to not only be able to recite facts but recognize that they need to listen to their inner voice when they read new text. Teachers can implement this strategy by having the students write on margins L (for learned) plus their thoughts on the new information. Taking pauses between instruction the teacher can ask students if they want to share any thoughts about the material just covered. By opening the floor to discuss the information the teacher can applaud the new connections or clarify any misconceptions. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)
Noticing When We Stray from the Inner Conversation
	“Noticing When We Stray from the Inner Conversation” is a strategy where teachers bring in their own reading and model how that during reading someone can stray from the text and how to notice when they stray then how to correct this behavior. As students learn how to notice when they start straying, they develop better skills on how to correct their own behavior without being told each time. By correcting behavior, it ensures that the student will retain the information rather than glazing over what they are reading without absorbing it.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)
Read, Talk, and Jot: Annotating Nonfiction Text and Images
This stagey is a good way to leave a trail of thought as someone reads. Students can paraphrase and make notes on the margins around areas to highlight the important information that one has just read. When it comes to studying or reviewing, these notes on the margins can help the learner quickly find the information they may need. By tracking they also reinforce what they just read by keeping it active in thought a bit longer, aiding in making the material last longer in their memory. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)
Synthesizing Media with Text
	“Synthesizing Media with Text” is a strategy where students synthesizing new information from being shown both a media clip and related text. For this strategy, teachers can create a document or use an app like Jamboard for students to use to record their thoughts and the new information that they learn from both. At the beginning of the content chosen the teacher will introduce the topic and inquiry if the students have any knowledge about it. Then direct them to write down what they think they know before having the students view the material. As the class progresses through the media clip, teacher will stop to model how they are thinking about the new information just seen and write down their thinking about it. This process leads students into collecting their thoughts and what they identified as important information. They can discuss how their prior knowledge may have changed or grown from the new information they have been exposed too.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)
Visualizing and Sketchnoting Using Digital Tools
	By mixing written and drawing notes, students can leave their ideas, thoughts, information, and questions in a visual form that can act as reminders for the student to remember what the text means. It can encourage students to be aware of what they are reading and become more interested in the text. When discussing information that was just read, students can share their visual notes and explain how it connects the information to their understanding.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)
Understanding Graphic Novels: Inferring and Visualizing for Deeper Comprehension
	Students are presented text in the form of a graphic novel, similar to comic books, these novels present the story in the form of illustrations and text bubbles. With the panels shown like a story board, it has its own challenge. Readers of graphic novels have to fill in the gaps and make inferences about what will happen next, actions, feelings, and events that happen through the novel. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.) 
Making Inferences in Media
	Within this strategy, students are presented with images and asked question that lead them to determine their interpretation of the piece. As technology makes imagery easier to access, the students benefit from developing skills by learning to examine and evaluate leading to inferring about the image.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.) 
Synthesizing: How Reading Changes Thinking
           Teachers discuss with students before the lesson about how reading can change the way the reader thinks. Reading can reinforce prior knowledge about a subject or that by reading new information it can change their perspective, show another way to view their thinking, and give more insight on the topic. It brings awareness to students to notice how they think before and after a reading.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.) 
Drawing to Respond to Reading
           As students are listen or read, they are given the opportunity to record their thinking by creating images. Drawn images about the information the students have read create a visual representation of what they understand. Their works aid the students to better understand and remember what they either read or listen to during readings. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)
Determining Importance in Digital Media
           Engaging the students with a digital media allows them to practice critical thinking. Showing a class a video clip about a topic, the teacher can state questions and model on how to identify important details from a video. Guided practice is a way to have the students try to hone in on how to look for the important details. As they watch the video clip or a new video clip, students are able to take notes on what they deem are important details.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing. 
Asking and Answering Questions in SeaSaw
	The example uses a program called “Seesaw”, an app where students can ask questions in a thread and other students are able to view these questions, given the option for students to answer other students’ questions. When using online programs for teaching in class or remotely, this allows the students the ability to interact with each other. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing. 
Share Your Questions About Your Own Reading
	This strategy has teachers’ model to students their own reading process. By presenting text of their own and guiding students on how to pay close attention to questions that may arise as you read. Teachers are able to connect with students as they feel that when a teacher expresses their own struggles, they feel more comfortable to share what they think and questions when they read.
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing. 
Reading with a Question in Mind
	Taking notes on information to expand thinking and answer questions. Teachers model on how to use a question about the text when reading. By thinking of a question about the text, it guides students to infer through their reading to answer their question. 
Source: Harvey, S. & Goudvis, A. (2017). Strategies that work: Teaching comprehension for understanding and engagement (3rd ed.). Stenhouse Publishing.)

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