The Big Six Reading Skills Linked to Literacy Across the Curriculum

Skill LAC Teaching LAC Other Efficacy

Strategy Page Strategies
Summarizing Jigsaw Pg. 61 3-2-1 (Wormeli) Students read more effectively with better
– capturing the Paired Questioning Pg. 61 3-minute pause schema to rely on. (Eva Lai, Hong Kong
main ideas in as GIST Pg. 62 Re-telling Professional Teachers’ Union, 2007).
few words as KWL Pg. 105 Summarization
possible Cornell Notes Pg. 121 Pyramid Students’ grades “improve markedly”
Reciprocal Teaching Pg. 123 (Wormeli) when they use this system (Richardson
Semantic Feature and Morgan, 1994).
Analysis
To effectively summarize, students must
analyze information at a fairly deep level
(Marzano, 2001)

Teaching adolescents to summarize text

had a consistent, strong, positive effect on
their ability to write good summaries.
(Graham, 2007)

Paraphrasing Jigsaw Pg. 61 Carousel Verbatim note taking is the least effective
–putting Paired Questioning Pg. 61 brainstorming way to take notes (Marzano, 2001)
another’s ideas KWL Pg. 105 (Wormeli)
into one’s own Cornell Notes Pg. 121
words

Categorizing – KWL Pg. 105 Word sorts or Organizers help readers understand
classifying items Graphic Organizers Pg. 114 List-Group-Label relationships among concepts (Earle and
based on Concept Definition Map Pg. 115 (Daniels) Barron 1973).
similarities and Frayer Model Pg. 119 Word walls
differences Cornell Notes Pg. 121 Constructing Identifying similarities and differences
analogies enhances students’ understanding of and
(Marzano) ability to use knowledge. (Marzano,
Semantic Feature 2001)
Analysis Nonlinguistic representations elaborate on
knowledge (Marzano, 2001)
Inferring – RAFT Pg. 110 Constructing Students must be asked to decide what’s
reading between Questioning the Author Pg. 117 Metaphors important in a text; synthesize information
the lines to (Marzano) and draw inferences (Vacca, 2002)
connect ideas, Constructing
determine themes analogies Creative notetaking requires extraction
or analyze (Marzano) and reaction (explain, sort, classify,
implied meaning respond) (Jacobs, 2006)

Predicting – KWL Pg. 105 20 Questions Getting students to think about key
making Story Impressions Pg. 110 (Gallagher) concepts before they read about them
inferences about Anticipation Guides Pg. 113 provides a tangible purpose for reading.
future events Visual Prediction Guide Pg. 121 (Daniels, 2004)
based on current Reciprocal Teaching Pg. 123
evidence. Guides develop critical thinking and
“forward enhance comprehension (Conley, 1985).
thinking based on Questions are effective learning tools even
backward when asked before a learning experience
reading” (Marzano, 2001)

Advance organizers are most useful with

information that is not well organized
(Marzano, 2001)
Recognizing Vocabulary Clues Pg. 63 Janet Allen’s Students must encounter words in context
academic/ Concept Definition Map Pg. 114 Words, Words, more than once to learn them. Instruction
Mathematics Reading Pg. 118 Words in new words enhances learning those
technical
Keys Pg. 119 Concept Cards words in context. (Marzano, 2001)
vocabulary – Frayer Model Word Walls
using context Possible Sentences To be academically literate, students need
clues or a strong and constantly growing
morphology to vocabulary base (Short, 2007)
determine
meanings of Vocabulary is not learned effectively by
content-specific memorizing lists and definitions, but by
language seeing words in use, in their customary
contexts. (Daniels, 2004)

Teaching word meanings directly affects

comprehension. (Jacobs, 2006)

Allen. Words, Words, Words. Stenhouse. 1999.

Gallagher. Deeper Reading. Stenhouse. 2004.
Graham, Perin. Writing Next. Carnegie Corporation. 2007.
Jacobs. Active Literacy Across the Curriculum. Eye on Education. 2006
Kenney, Literacy Strategies for Improving Mathematics Instruction
Marzano, Pickering, Pollock. Classroom Instruction That Works, ASCD. 2001
Mower, Algebra Out Loud
Mower, Geometry Out Loud
Short, Fitzsimmons. Double the Work. Carnegie Corporation. 2007
Vacca. “From efficient decoders to strategic readers.” Educational Leadership. November 2002
Wormeli. Summarization in Any Subject. ASCD. 2005.