Anticipation Guide (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Cornell Notes (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Anticipation Guide, (MAX, pgs. 101, 235-243,& 254) â€“ Students respond to a series of statements related to the content of the assigned reading material and their prior knowledge. How: As students respond to the statements, they anticipate or predict what the material will be about. Result: This strategy empowers students to create a meaningful purpose for reading and comprehension.

Cornell 2-column note-taking, (MAX, pg. 113) â€“ Students exercise taking personalized notes on a given assignment. How: Students divide a sheet of paper into a left margin and an even wider right margin. After taking detailed notes in the right margin, students write only the main idea of each section in the left margin. Results: This strategy assists students in retaining and comprehending large quantities of information.

Cubing (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Extreme Paired Reading (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Cubing, (MAX, pgs. 124&249) – Students use a cube to explore 6 levels of learning: description, comparison/contrast, association, analysis, application, and argument. How: On each side of a cube, students provide a response to each of the levels of learning. Results: This strategy helps students acquire deeper meaning of a given text.

Extreme Paired Reading (MAX, pg. 240) – By first carrying out the steps of the paired reading strategy, students add discussion to the end of the sequence. How: Upon reading a given assignment, students perform 4 strategies: prediction, clarification, questioning, and summarizing. Result: By building upon each other, each strategy fortifies students’ learning of the text.

Fiction Prediction Sheets (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Focused Free Write (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Fiction Prediction Sheets, (MAX, pgs. 131 & 250) â€“ Students complete a two-sided fiction prediction template upon reading the assignment. How: Students determine what they already know about a topic or react to concepts introduced in the story. Result: This strategy enhances studentsâ€™ abilities to commit in writing what they have learned.

Focused Free Write, (MAX, pg.147) Students focus on writing questions, ideas, or statements about a given topic for a specified period of time. How: Students write non-stop on the given topic by jotting down any and all ideas that come to mind until time is called to stop writing. Result: This strategy promotes studentsâ€™ abilities to deliberately commit in writing all of their thoughts toward targeting a given topic.

GIST (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Guided Reading Procedure (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

GIST, (MAX, pg. 156) Students summarize sections of a given text by writing the main ideas or paraphrasing the authorâ€™s words. How: Students read a given text to identify its key concepts and vocabulary terms. Result: This strategy fosters studentsâ€™ higher order thinking skills of analysis, synthesis, evaluation, and creation.

Guided Reading Procedure,

(MAX, pg. 163) Students learn steps to

remember what has been read from a text. How: After the teacher provides the designated steps, students read the given passage independently, then, in whole groups generate self-clarifying questions. Result: This strategy (GRP) is designed to assist students in recalling what has been read to help them generate their own questions while reading, to instill the importance of self-correction, and to improve organizational skills.

Hunt for Main Ideas (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

INSERT (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Hunt for Main Ideas, (MAX, pg. 169) Students are introduced to the writing process without having to actually write. How: First, students read the given text independently for individually selected ideas; then, students collaborate in assigned groups to reach consensus about the main idea. Result: This strategy strengthens studentsâ€™ comprehension and a analysis skills about ascertaining main ideas.

INSERT, (MAX, pg. 174) Students learn how to use personalized symbols and MAX designated short hand techniques to decipher a text. How: In addition to the 7 symbols provided for this strategy, students create their own textual marks. Results: This strategy helps students extend their learning beyond the text with annotations that provide synthesis and evaluation techniques.

Interactive CLOZE Procedure (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

KWL Sheets (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Interactive CLOZE Procedure, (MAX, pg. 180) Students interact with a text that has key words missing from it. How: Students supply the missing key words to the text. Result: This vocabulary building strategy stimulates studentsâ€™ focus on the deeper meaning of words.

KWL Sheets, (MAX pgs. 138-152) By completing a KWL template, students assess their knowledge of a given lesson. How: Students first complete the What I Know section of the sheet using their background knowledge; students, secondly, complete the What I Want to Find out section of the sheet; and thirdly, after having completed the study of the lesson, students complete the What I Learned section. Result: This strategy helps studentâ€™s gain deeper

learning about the lesson though connections, assessments, and reflections.

Math Translation (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

PQR2ST+ (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Math Translation, (MAX, pg. 150) Students put in writing the solutions to math problems. How: Using a two-column format, students list the given math problem in the right column and write the explanation of the problem in the left column. Result: This strategy fosters studentsâ€™ increased understanding of math problems while enhancing their writing skills.

PQR2ST+, (MAX, pg. 190) Students seek deeper learning of a task through designated steps: Preview, Question, Read, Remember, Scan, and Touch-up. How: Upon reading the given text, students write their responses to each of the aforementioned steps on posters. Result: This strategy affords students the opportunity to chunk their learning of a task in order to achieve deeper learning.

Paired Reading (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Pre/Post-Learning Concept Checks (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Paired Reading, (MAX pg. 185) Students work together to simply the words of an author to enhance their understanding of passages. How: Paired students read a passage silently, paraphrase it, and then share it with one another. Result: Students collaboratively construct personal meaning of a text while learning the content at the same time.

Pre/Post-Learning Concept Checks, (MAX, pg. 230) Students focus on vocabulary terms before reading the given selections to better self-monitor their comprehension. How: Students use MAX symbols to rate vocabulary terms according to their complexity in order to categorize them for further learning. Result: This strategy empowers students to boost vocabulary study and comprehension skills.

Preview Non-Fiction Text (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Sensible Sentence Highlighting (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Preview Non-Fiction Text, (MAX pg. 108) Students carefully examine the given text for clues before reading the entire work. How: Students scan and discuss the essential structural parts of the assigned text: title, introduction, sub-titles, words italicized or in bold print, pictures, charts, graphs, summaries, etc. Result: This strategy fosters studentsâ€™ initial assessment of a text prior to reading it in its entirety.

Sensible Sentence Highlighting, (MAX, pg. 205) Students use highlighting marks to gloss the assigned text. How: Students highlight words, phrases, sentences, or data in a text to further their understanding. Result: This strategy promotes studentsâ€™ abilities to retain large portions of a text for review-at-a-glance.

Student-Generated Graphic (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Stump-the-Teacher (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Student-Generated Graphic, (MAX, pg. 210) Students create graphics to better organize and remember a text. How: Students categorize terms and concepts of the text in a personalized matrix, diagram, tree, column, or other visual organizer to better analyze a text. Result: This strategy promotes students’ abilities to understand the text according to their individualized graphic.

Stump-the-Teacher, (MAX, pg. 221) Students study a text to glean the most important information to promote learning. How: Students use an “M” activity to preview a text to select salient information to use to assess the teacher’s comprehension of the text. Result: This strategy promotes collegiality of learning: student-to-student and students-to-teacher connectivity.

Think-Pair-Share (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Three-Level Study Guides (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

Think-Pair-Share, (MAX, pg. 218) Students implement cooperative learning to develop and assess learning a topic. How: After the teacher poses the given problem/concept/term to the students to solve, the students first attempt to find the solution in pairs. Then, the pair shares their solution with the whole class/ designated group. Result: This strategy promotes studentsâ€™ grammar, vocabulary, concept understanding, and math sensibility via immediate feedback from their peers.

Three-Level Study Guides, (MAX, pgs. 226 & 244) Students respond to statements in a text, but on varying levels, by carrying out a process similar to the steps of the Anticipation Guide strategy. How: Students respond in writing to a textâ€™s literal, interpretive, inferential, and synthesis levels. Results: This strategy promotes learning of all levels of Bloomâ€™s Taxonomy.

PreP (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

PreP (Foget,MAX TeachingWith Reading and Writing: Using Literacy Skills to Help Students Learn Subject Matter,2004)

PreP, (MAX, pg. 196) This strategy provides student with a prereading plan. How: Students follows the prescribed steps to generate discussion of their association to the given text. Result: This strategy affords students the opportunity to build upon their individualized background knowledge through discussion of the given topic with their peers.

PreP, (MAX, pg. 196) This strategy provides student with a prereading plan. How: Students follows the prescribed steps to generate discussion of their association to the given text. Result: This strategy affords students the opportunity to build upon their individualized background knowledge through discussion of the given topic with their peers.