Strategy Collection Working Document With Examples

Name: Meghan Apsey
Strategy Resource Collection Template

Use this document for YOUR benefit. I have included some of the reading difficulties assessed by
The DRA and Fountas and Pinnell Assessments. The Self-Monitoring Difficulty is one that I added
when I found information in the reading. Feel free to add other categories as you see fit.
Fluency
Skill: Reading Rate
Strategy:
1. Repeated Reading with or without a
model and without interruption (one day a
week)
2. Extensive practice (wide reading not
repeated reading) with appropriate leveled
materials.
1.Read at Appropriate level
2. Paired Reading Peer Tutors (Begin by
reading aloud together until tutee wishes to
read on their own. Then the tutee can
continue on without support. If pronounces
wrong word tutor pauses for 3 seconds to
see if they correct it, prompts them, then
praises them when they fix it)
3. Tape, Check, Chart (Have students
audiotape their own reading, when done
they listen to it while following along on a
photocopy and try to mark all their
mispronunciations. Repeat this two more
times with different colored ink each time.
Then tally and chart for each reading and
students see the importance of practicing
and reading it more than once)
4. Tape, Time, Chart (Similar to the one
above but with a stop watch to time while
they listen to themselves)
5. Older kids, Baby Books (Have older
struggling students partner with lower
grades. Older kid is tutor but gets work with
easier text without feeling inadequate)
Skill: Reading with Expression

Strategy:
1. .Echo Reading (Teacher reads aloud and
then student chorally reread that segment
using a fluent model, reading in phrases,
and appropriate intonation.)
2. Readers Theatre (work on in groups and
1
Source:
What Really Matters for Struggling
Readings, Allington, p. 107
Readings, Allington, p.107
The Caf Book, Boushey & Moser, Ch.6
@70%
Readers, Allington, p.109

Readers, Allington, p. 110
What really Matters for Struggling Readers,

Allington, p.111
Source:
Name: Meghan Apsey

then perform later to class)
3. Be the Character (Similar to readers
theatre but solo)
4. Choral Reading (Having all the students
read together aloud. Led by teacher and
uses text the teacher has already read
aloud or they have read silently)
theatre but solo)
Skill: Phrasing
Strategy:
1.Echo Reading (Teacher reads aloud and
then student chorally reread that segment
using a fluent model, reading in phrases,
and appropriate intonation.)
theatre but solo)
4. Choral Reading (Having all the students
read together aloud. Led by teacher and
uses text the teacher has already read
aloud or they have read silently)
Skill: Accuracy
Activity:
1.Flip the Sound (Mad vs Made to see
which makes more sense in the context)
2.Tune in to interesting words and find out
what they mean to help expand your vocab
3. Use Beginning and Ending sounds (dont
just look at first letter and vowel and make
a guess, use both beginning and ending to
determine word)
4. Use word parts to determine the meaning
of words to expand vocabulary (look for
similar word patterns)
5. Teacher Model Initial Pages (Teacher
begins reading of text with students
following along then they read the
remainder of the text on their own)
theatre but solo)
8. Tracking Print (Use your finger to point
2

What Really Matters for struggling
Source:
Source:
@66%
@74%
@86%
@91%
Growing Readers, Collins, End of Book @
Name: Meghan Apsey

under the words or use their eyes to track
the print)
9. Using Pictures/Illustrations (use pictures
to help figure out words and deepen
understanding)
10. Noticing and Holding Patterns in Text
(Use patterns such as repeated
lines/phrases/rhyming words to help read
the words or use spelling patterns to help
figure out unknown words)
11. Searching for and using
visual/graphophonic information (Using
beginning of words, using beginning and
ending of words, looking through the words
for beginning sounds, medial, ending)
12. Checking Known parts of the word to
check for accuracy
13. Solves problems by dipping into their
strategies in different ways (reading
processing system)
14. One-to-one voice/print match.(Read it
out loud and see if what you are saying
matches the print)
15. Have students check for meaning, does
it look right, and does it sound right
86%
86%
86%

86%
Catching Readers, Johnson and Keier, @

24 %
Catching Readers, Johnson and Keier
41%
Comprehension
Skill: Predicting/Previewing
Strategy:
1. Activating Prior Knowledge helps
develop prediction skills.
1.Infer & Support with Evidence
Source:
@72%
2
Skill: Retelling in order
Strategy:
1. .Being On Oprah (Similar to be the
character but you pretend you are going to
be on a talk show and teacher prompts
students with questions about character
and book. Respond as if they are the
character.)
2. Write a letter to parents summarizing
events (or it could be someone else)
3.
Skill: Retelling with Details
Strategy:
1.Summarize the text and include the
Source:

67%
Source:
3
Name: Meghan Apsey

sequence of main events
2.Being On Oprah (Similar to be the
character.)
3. Include something that happened in the
beginning, middle, and end
4. Distinguish important parts from
nonessential information
5. Write a letter to parents summarizing
events (or it could be someone else)
@74%

32%
50%
67%
Skill: Interpreting
Strategy:
1.Use clues from text features
Source:
@89%
2. .Being On Opera (Similar to be the

character.)
3. Distinguish important parts from
nonessential information
4. Recognize subtle humor, sarcasm, or
underlying themes
5. Exam an authors perspective or a
characters point of view

50%
50%
50%
Skill: Making Connections

Strategy:
1.Linking and making analogies
Source:
Catching Readers, Johnson and Keier,
@31%
72%
2.Make connections to personal

experiences
3.
Skill: Reflection
Strategy:
1. Recalling details of the text (Flipping
back to remind oneself of the
pattern, remember a word, or
noticing details)
2. Draw a picture of the big idea
Source:
86%
67%
Skill: Self Monitoring

Strategy:
Source:
4
Name: Meghan Apsey

1. Teachers Modeling Thinking Aloud
gives students insight into the reading
process that you use as a teacher and
learn to imitate that.
1.Reread it (Reread a section to make sure
you read it right and that it makes sense)
2. Three Finger rule (read first page or two
when selecting a book and put a finger up
each time you come to a word you dont
know. If you get to three fingers the book is
probably too hard and not the right fit.
3. Searching for and using syntactic
information (noticing when something
doesnt sound right and making it sound
right)
4. Searching for and using semantic
sources of information (noticing when
something doesnt make sense and making
it make sense)
5. Self-correcting (either with prompting,
without prompting, or rereading so the text
sounds smooth)
6. Growing flexible with strategies (trying
another strategy when first one doesnt
work and knowing when and how to help
yourself)
7. Use prior knowledge combined with
information to determine meaning of a word
8. Clapping out parts of a word
9. Visualizing with Poetry to aid
comprehension

@66%
Readers, Allington, p.79

86%
86%
86%
86%
31%
55%

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Name: Meghan Apsey

Strategy Resource Collection Template

Skill: Reading with Expression

What Really Matters for Struggling

What really Matters for Struggling Readers,

Name: Meghan Apsey

Readers, Allington, p. 117

Name: Meghan Apsey

Growing Readers, Collins, End of Book @

Catching Readers, Johnson and Keier, @

Catching Readers, Johnson and Keier, @

Name: Meghan Apsey

Catching Readers, Johnson and Keier, @

2. .Being On Opera (Similar to be the

Catching Readers, Johnson and Keier, @

Skill: Making Connections

2.Make connections to personal

Skill: Self Monitoring

Name: Meghan Apsey

What Really Matters for Struggling

Growing Readers, Collins, End of Book @

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