REAP

Read, Encode, Annotate, Ponder ​By Erin Shaw

● What is it? ​REAP is a strategy for helping readers read and understand
a text. It develops independent reading skills by encouraging the reader to
put the main idea of the passage into their own words, both orally and in
written form. It is an effective strategy for students in grades four through
high school and can be done with all reading levels. It is beneficial for
students with learning difficulties because it includes analysis and
synthesis. It can be used independently as a study technique. It can also
be used during small group or whole group instruction in all content areas.
● What does REAP stand for? ​R - Read the text E - Encode/summarize
the text A - Annotate the text P - Ponder the text
● Why would I teach REAP? ​REAP allows students to better comprehend
the text they are reading. As students go back into the text for each stage,
they will consider the text from a different vantage. Each stage asks the
student to analyze the text at a higher level. They first start by reading the
text. Next, they encode the text in their own words. This helps them to
summarize the text in a way that makes more sense to them. Next, they
annotate the text through highlighting and writing notes about the the main
ideas, key details, important words,
quotes, etc. Last, the students ponder the text. They make make
connections and ask questions about the text. The students have the
opportunity to discuss the text with each other either in small groups or with
the whole class.
● ​How would I teach REAP? ​*It should be taught over several days.
○ ​Step 1: ​I would first introduce the strategy to the students. I would go
through each stage and explain them in detail. I would show the class a
poster or anchor chart that we would put up in the classroom.
○ ​Step 2: ​I would model the strategy to the students using a text and a
graphic organizer either on the smart board or an anchor chart. As I go
through each stage of the strategy, I will think aloud so the students know
how good readers use REAP.
○ ​Step 3: ​I would provide guided practice on how to use the strategy. I
would provide the students with an easy to read text and a graphic
organizer. We would first read the text together. In the R box we would
write the title of the text. In the E box I would call on students to encode
and put the text in their own words and write it in the box. In the A box I
would work with the students to annotate the text and take notes on what is
important. I would show them how to properly highlight key words, quotes,
and important information directly in the text. For the P box I would prompt
students to participate in a whole group discussion about the text. We
would make connections to prior knowledge or other texts and talk about
any other questions we might have. We would write down what we
discussed in the box.
○ ​Step 4: ​I would give the students the opportunity to try using the strategy
either individually or with a
partner. I would give the students a grade level text from a content area of
my choosing. The students would complete all stages of REAP in a graphic
organizer. We would then come back as a whole group and discuss our
findings.
○ ​Step 5: ​I would prompt the students to use REAP independently when
reading texts in our content areas. I would encourage them to refer back to
the anchor chart posted in the classroom. I would take note of the students
who need additional support on how to use REAP. I would provide
additional support in a small group.

REAP
Read ​the ​text​. ​Jot ​down ​the ​tit​le ​an​d
author

Encode ​the ​text b

​ y ​putting ​the ​main ​ideas ​in ​your ​own
words​/​language

Annotate ​the ​text ​by ​writing a

​ ​statement ​that ​su​m​marizes
the ​important ​points

Ponder ​the ​text ​by ​th​inkin​g ​and ​talk​in​g ​about ​what ​y​ou ​learned​.
Ask ​yoursel​f ​why ​the ​author ​wrote ​the ​text​. ​What ​do y​ ou ​think ​the ​author
hope ​you​'​ll ​learn​?