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Strategy Learning Chart

Strategy

Open-Mind Portraits

General Purpose

-Get students to view
situation or reading from a
specific view point
(encouraging empathy,
awareness, and
understanding)
-Trying to understand why
the character did what they
did

Two Column Notetaking

Applications Discussed

(Grade 3-8)
-Get students thinking
about characters in a book,
& remembering details like
appearance

-Simple and useful for
visual learners

-Older students’ could
focus on historical figure
(could expand and do their
own Prezi, reflective
journal)

-Can make part of booklets
ahead of time for younger
students; older students can
prepare their own booklet

-To show comprehension of
key events in the story, and
use metacognitive thinking
about characters

-For reading based or video
clips in class

-A way to reflect on a
lesson and discuss the
different things each
student took away

-English/LA (novel study,
plays), Social Studies
(historical figures)
(Grade 4-12)
-Social studies & current
events; good for discussing
pros and cons

-Introduce critical thinking

Observations of Strategies
Used

-Science (what is said, what
that means or key concepts
and what they include)
-English/LA – used for
literature, text chapters,
newspaper column,
magazine article, novels

-Little preparation time
required

-Portrait page is the cover,
pages following are for further
analysis

-Fewer prep. materials
required
-Broad range of
applications to spark
discussion
-Causes students to think
about key ideas and think
more deeply about them
-Could also be used as a study
guide
-Gets students thinking

deeper about what they are
reading or viewing

SQR3/SQR4

-Purposeful study strategy for
textbooks
-Survey, Question, Read,
Recite, Relate, Review
-Reading comprehension
strategy for textbooks

(Grade 6-8)
-While students are reading
they are answering their
questions (invoking critical
and deeper thinking)

- Teachers could use SQR4
worksheet templates to guide
student questions and direct
them in their readings (with
prompts)

-Strategy that causes
students to pay attention to
bold print, italics, headings,
charts, tables, etc.
-Gives students framework for
active reading of textbooks
-Could be used for Science
(textbook reading), Social
Studies (current events, time
lines, events), English/LA
(Understanding complex
language like that written in
Shakespeare)

KWL- KWLS

-What I know, what I want to
know, what I learned, what I
still want to learn
-General acquisition of
knowledge and self-reflection
-Strategy for prompting
discussion
-Completed chart can be used
to review materials or units
-Inquiry strategy

(Grade 3-12)
-Use to guide student
reflection prior to a lesson or
unit
-Helps teachers find out
where the gaps in learning are
-Use at the end of a lesson or
unit to assess students’
understanding of material
-What students “still want to
know” could become student
projects or help teacher with
ideas for next time or next
lesson

-Younger students could give
oral responses to teacher
prompts (Ex. Teacher asks
students “what do you know
about horses?”); older
students could use a template
or create their own KWL-KWLS
chart
-Older students could also cite
source after what they
learned
-Requires teacher to gather or
gain access to materials,
article, video, texts etc. prior
to completing KWL-KWLS

chart
-Could be used in Social
Studies (to gather information
on a historical figure), Science
(researching new concepts or
theories, or units), English/LA
(Novel study)

ABC Book

Cubing

-To expand students
vocabulary, and help students
make deeper connections
between big ideas, and new
vocabulary in a meaningful
way (ESL/ELL applications)

-Used to help students reach
a higher level of thinking
-Instructional strategy that
helps students consider a
variety of perspectives

(Grade 3-8)
-Use before or after a unit –
unit must contain an overall
theme (Ex. Space)
-Used to help demonstrate
student learning about key
concepts
-Could be used in English/LA
(descriptions, poems, etc.),
Science (exploring plants &
animals), Art (drawings)
(Grade 6-8)
-Becomes a resource for the
student (can be used for
review)
-Helps students analyze a
resource based on 6 criteria
(describe, compare,
associate, analyze, apply, &
argue for/against)
-Helps student demonstrate
their knowledge &
understanding of a concept
-Could be used in English

-Needs some preparation time
to create 26 page booklet for
each student
-If used for younger students,
could limit writing to one
word; for older students make
more space for use of their
vocabulary word in context

-Materials required: scissors,
tape/glue
-Six criteria can be tailored to
different grade levels, or even
different content depending
on what your intent is for
students
-Incorporates a range of
learners and is hands on
(creating, building &
manipulating)
-Useful for ESL/ELL because of
visual representation (cube) &

(novel study), Socials
(historical events, or current
events), Science (unit review,
theories), Math (Who could
use this skill, What would you
use it for? When? Etc.)
Discussion Web

discussion involved (sharing
findings)
-Used for snowball activity
(movement break)