WebQuest Resources Strategies &

Activities:
Comprehension Individualized Strategies:
1. Monitoring Comprehension
a. Comprehension monitoring instruction teaches students to:
i. Be aware of what they do understand
ii. Identify what they do not understand
iii. Use appropriate strategies to resolve problems in
comprehension
b. http://www.readingrockets.org/article/seven-strategies-teachstudents-text-comprehension
2. Metacognition
a. Metacognition can be defined as "thinking about thinking." Good
readers use metacognitive strategies to think about and have
control over their reading.
b. http://www.readingrockets.org/article/seven-strategies-teachstudents-text-comprehension
3. Interactive Venn-Diagrams - Graphic and Semantic Organizers
a. This Venn Diagram activity is excellent for hands-on,
collaborative and interactive way to compare text or characters.
http://www.iteachfifth.com/2015/06/interactive-venndiagrams.html
4. Carousel Brainstorming
a. You can use this strategy to activate prior knowledge before
reading a book.
b. http://www.readingquest.org/strat/carousel.html
5. Think-Pair-Share
a. A collaborative learning strategy where the students problem
solves or answer questions about the text.
b. http://www.adlit.org/strategies/23277/
6. KWL Charts Activating Prior Knowledge
a. Students write what they know, what they want to know, and
what they have learned.
http://www.readwritethink.org/files/resources/printouts/KWL
%20Chart.pdf
7. Making Connections
a. After learning how to make connections (text to self, text to
world, and text to text) we've been making connections with our
read-alouds each day. Some days, we'll write our connections on
"links" and form chains. We've noticed that we've went from

making ALL text-to-self connections to making all three types of

connections!
b. http://www.teachingmaddeness.com/2013/09/reading-strategiesconnecting.html
8. SBWST Summarizing Graphic Organizer
a. Use this summarizing graphic organizer for students to do at a
literacy station after reading a book.
https://www.teacherspayteachers.com/Product/Summary-SWBSTFoldable-and-more-FREEBIE-2208406
9. Making Connections
a. An in-depth explanation on why and how to make connections
while reading.
b. https://curriculumdepot.wikispaces.com/file/view/Making_Connec
tions_Strateg.pdf
10.
Close Reading
a. A literacy station activity for students to highlight words or
phrases, search for evidence, and mark important deals. They
are looking for important details, identifying confusing parts, and
making connections. They also writing favorite or interesting
parts.
b. http://www.createteachshare.com/2016/06/close-reading-toolboxfreebie.html
Comprehension Instructional Strategies/Activities:
11.
Smore Inference Inferring Activity
a. An unforgettable way to teach how to make inferences including
an anchor chart and worksheets. http://craftingconnections.blogspot.com/2014/06/anchors-away-mondaymonday-meet-up.html
12.
Miss Nelson is Missing Inferring Activity
a. This activity begins with a read aloud of Miss Nelson is Missing by
Harry Allard, and have students make inferences during whole
group instruction.
http://www.thelemonadestandteacher.com/2015/09/makinginferences.html
13.
Sentence Starters Anchor Chart - Making Connections
a. Metacognitive sentences starters for students to refer back to
possibly during a read out loud or to themselves. https://s-mediacacheak0.pinimg.com/originals/ff/0f/d3/ff0fd374342781b07f7b4a25c3f
b2643.jpg
14.
Book List Making Connections
a. Teachers can select books based on students interest and age
appropriateness for an interactive read-aloud or reading to
oneself. http://thisreadingmama.com/book-list-makingconnections/

15.

Book List Making Inferences and Predictions

a. Teachers can select books based on students interest and age
appropriateness for an interactive read-aloud or reading to
oneself.
http://thisreadingmama.com/books-making-inferencespredictions/
16.
Cause and Effect Task Cards Story Structure
a. This set of 40 task cards including 10 cards each of identifying
the cause, effect, possible cause, and possible effect.
https://www.teacherspayteachers.com/Product/Cause-and-EffectTask-Cards-2294248
17.
Good Readers Ask Questions - Generating and Answering
Questions
a. An anchor chart to remind students what questions to ask
themselves before, during, and after reading. https://s-mediacacheak0.pinimg.com/originals/2a/f5/c8/2af5c84228222a6a953d166b5
4651cd8.jpg
18.
Songs about Strategies All Components of Comprehension
a. Five Songs for auditory leaners about making connections,
schema, questioning, visualizing, and inferring.
https://docs.google.com/file/d/0B8oEApArT5jdRFF3cjROWjhyZVE/
edit
19.
21 Anchor Charts that Teach Reading Comprehension
a. A great resource for 3-5th grade in visually showing anchor charts
of reading comprehension.
http://www.weareteachers.com/21-anchor-charts-that-teachreading-comprehension/
20.
Basic Signal Words - Summarizing
a. This is a strategy using post-it notes to summarize with basic
signal words
http://thisreadingmama.com/summarize-basic-signal-words/
21.
Beach Ball Comprehension Kinesthetic Comprehension
a. The Beach Ball framework is my favorite framework because this
helps students to develop their ability to understand and retell
stories in a kinetic interactive way.
b. http://thethriftyslp.blogspot.com/2012/07/pinterest-project.html
22.
Kinesthetic THIEVES Summarizing
a. This strategy will help students approach text holistically in a
kinesthetic way.
b. http://ellandsiopresources.weebly.com/uploads/1/6/4/6/16460142
/kinesthetic_thieves.pdf
23.
Kahoot
a. Use Kahoot to generate the student's learning through an
interactive, technological game.

b. https://getkahoot.com/?
utm_name=controller_app&utm_source=web_app&utm_medium
=link
Phonemic/Phonological Awareness
24.
Teaching Silent E Rule CVC and CVCe
a. 3rd and 4th graders still struggle with the difference between CVC
and CVCe. These strips will help students read and learn to spell
them.
b. https://www.teacherspayteachers.com/Product/Silent-e-FlipStrips-1079705
25.
Phonemic Manipulation
a. Children who can think about and manipulate phonemes become
better readers and spellers.
b. http://www.scholastic.com/dodea/Module_2/topic2.htm
26.
Phonemic Interactions
a. Some students will be below reading level and need to go over
phonemic and phonological awareness. This will help ESL readers
as well.
b. Phoneme Isolation: Students recognize individual sounds in a
word. Teacher: What is the first sound in cap? Student: The first
sound in cap is /k/.
c. Phoneme Identity: Students recognize the same sounds in
different words.Teacher: What sound is the same in man, mop,
and mill?Student: The first sound, /m/, is the same.
d. Phoneme Categorization: Students recognize the word in a set
of three or four words that has the "odd" sound.Teacher: Which
word doesn't belong? net, nap, rug. Student: Rug does not
belong. It doesn't begin with /n/.
e. Phoneme Blending: Students listen to a sequence of separately
spoken phonemes, and then combine the phonemes to form a
word. Then they write and read the word.Teacher: What word
is /p/ /i/ /g/?Student: /p/ /i/ /g/ is pig.Teacher: Now let's write the
sounds in pig: /p/, write p; /i/, write i; /g/, write g.Teacher: (Writes
pig on the board.) Now we're going to read the word pig.
f. Phoneme Segmentation: Students break a word into its
separate sounds, saying each sound as they tap or count. Then
they write and read the word.Teacher: How many sounds are in
clap?Student: /k/ /l/ /a/ /p/. Four sounds.Teacher: Now let's write
the sounds in clap: /k/, write c; /l/, write l; /a/, write a; /p/, write p.
Teacher: (Writes clap on the board.) Now we're going to read the
word clap.
g. Phoneme Deletion: Students recognize the word that remains
when a phoneme is removed from a word.Teacher: What is cluck
without the /k/?Student: Cluck without the /k/ is luck.

h. Phoneme addition: Students make a new word by adding a

phoneme to an existing word.Teacher: What word do you have if
you add /s/ to the beginning of nail?Student: Snail.
i. Phoneme substitution: Students substitute one phoneme for
another to make a new word.Teacher: The word is run. Change
/n/ to /g/. What's the new word?Student: Rug.
j. https://www.teachervision.com/skill-builder/phonics/48550.html
27.
Rhyme through MovementUse familiar nursery rhymes while
students are in a circle. The leader goes around the inside of the circle
touching the two fists of all students while everyone says the nursery
rhyme. When the nursery rhyme gets to a rhyming word, that student
must put his fist behind his back. When both fists are behind the back,
the stu- dent is out of the game. The child with a re- maining fist out is
the winner.
a. http://literacy.cowetaschools.org/gsp/gs/handler/getmedia.ashx?
moid=2564&dt=2&g=1
28.
Beanbag tossIn a circle, the beanbag is tossed as students
complete the sentence with rhyming words to fill in the blank: The ship
is loaded with _________ (cheese, peas, fleas, bees, trees, etc.)
a. http://www.education.com/pdf/beanbag_letter_blends/
29.
Build Vocabulary with Prefixes and Suffixes
a. Letter combos are best learned in the context of the words that
they create. Here's a game to get your child thinking about these
beginnings and endings
b. http://www.education.com/pdf/build_vocabulary_prefixes_suffixes
_third/
Phonics Instructional Strategies
30.
Word Work Cheat Sheet Decoding
a. During small group time, if students have a difficult time with
certain areas, this is a sheet to refer to in which you can adjust
their word work to their individualized learning needs.
https://www.teacherspayteachers.com/FreeDownload/Word-WorkCheat-Sheet-Upper-Elementary-1468655
31.
Tips on How to Teach Affixes and Roots
a. This is a great resource that teaches an overview, step-by-step
process, meanings and examples.
b. http://www.readskill.com/Resources/LiteracySkills/pdf/AffixesTips.
pdf
32.
Rules to Suffix Change
a. Reference for students who have difficulty spelling suffixes.
b. http://www.readskill.com/Resources/StudentAids/SuffixSpellingCh
anges/350Rules.pdf
33.
Syllabus Segmentation Anchor Chart
a. This is a unique approach in teaching syllabus segmentation
using an Orton-Gillingham.

34.

35.

36.
37.

38.

39.

b. http://www.teachingwithamountainview.com/2012/11/teachingsyllable-segmentation.html
Making Words
a. An activity where children are using letters to make words. In this
activity, the students make words, sort the words into patterns,
then use the words.
b. https://education.wm.edu/centers/ttac/documents/ict/reading/ma
kingwords.pdf
Analogy phonics
a. Teaching the students unfamiliar words by analogy to known
words (e.g., recognizing that the rime segment of an unfamiliar
word is identical to that of a familiar word, and then blending the
known rime with the new word onset, such as reading brick by
recognizing that -ick is contained in the known word kick, or
reading stump by analogy to jump).
Analytic phonics
a. Teaching students to analyze letter-sound relations in previously
learned words to avoid pronouncing sounds in isolation.
Embedded phonics
a. Teaching the students phonics skills by embedding phonics
instruction in text reading, a more implicit approach that relies to
some extent on incidental learning.
Phonics through spelling
a. Teaching students to segment words into phonemes and to select
letters for those phonemes (i.e., teaching students to spell words
phonemically).
Synthetic phonics
a. Teaching students explicitly to convert letters into sounds
(phonemes) and then blend the sounds to form recognizable
words.
b. http://www.readingrockets.org/article/phonics-instruction

Fluency is:
the ability to read a text accurately and quickly.
Fluency is important because
it frees students to understand what they read.
Reading fluency can be developed
by modeling fluent reading by having students engage in repeated oral
reading.
Monitoring student progress in reading fluency
is useful in evaluating instruction, and setting instructional goals can be
motivating to students.
Armbruster, B. B., Lehr, F., & Osborn, J. (2000). The research building blocks
for teaching children to read: Put reading first. National Institute for literacy.

Fluency Instructional Strategies

40.
Choosing Just-Right Books Anchor Chart
a. Being able to read most of the content to books is important in
building fluency. When students stumble on words too much, it is
harder for them to fluently read. This anchor chart will help
students pick the right book for their reading level.
http://www.scholastic.com/teachers/sites/default/files/posts/u24/i
mages/chart_justright.jpg
41.
5 Readers Theater Myths Debunked and Tips- Readers Theater
b. This strategy is where students practice reading from a script
and share their oral reading with classmates and an audience.
http://corkboardconnections.blogspot.com/2015/01/5-readerstheater-myths-debunked.html
42.
Dialogue Partner Play Read to Someone + Comprehension
c. This activity is intended to build fluency by reading dialog.
https://www.teacherspayteachers.com/Product/Partner-PlayFREEBIE-for-grades-4-5-fluency-activity-1418550
43.
Fluency Intervention Repeated Reading
d. This package comes with 25 original fluency passages that uses
the cold, warm, and hot reading strategy. Students read the
same text for 3 days to get familiar with text and read fluently.
https://www.teacherspayteachers.com/Product/FluencyComprehension-Reading-Intervention-for-All-Seasons-4th-GradeLevel-962626
44.
Rich and Robust Vocabulary Instruction
a. This link shows four instructional strategies on how to have
http://ngl.cengage.com/assets/downloads/inside_pro0000000029
/am_moore_robust_vocab_instr_seb21_0410a.pdf
Fluency Individual Strategies:
45.

46.

47.

Read Punctuations
a. Reading Punctuations will develop the students prosody skills in
which fluency will develop. Attached are anchor charts of fluency
and a video modeling fluency.
b. http://mrsgilkison.weebly.com/fluency.html
Speed Reading and Comprehension
a. Speed reading is a strategy as a good reader, but it is very
important to comprehend what you are reading. in which
students learn to read rapidly in a way they are still
comprehending what they are reading. Attached are tips how to
break poor reading habits.
b. http://www.selfgrowth.com/articles/Speed_Reading_Tactics_7_Tips
_for_Overcoming_Sub-Vocalization.html
Fluency Reflection

48.

b. Metacognition is important for students to recognize; thus, this

checklist is something students can reflect if they are
demonstrating fluency and how they can improve.
https://www.dropbox.com/s/jkb3uba1vntbnm0/fluency
%20reflection.pdf?dl=0
Automaticity
c. For students to master fluency, they need to master rapid and
automatic word recognition. Attached are strategies and
activities to improve automaticity.
d. http://www.ncsip.org/reading/Developing-Automaticity-andFluency.pdf

Vocabulary Instructional Strategies

49.
Semantic Feature Analysis
e. The semantic feature analysis strategy uses a grid to help kids
explore how sets of things are related to one another.
f. http://www.readingrockets.org/strategies/semantic_feature_analy
sis
50.
Semantic Webs or Maps
g. Students brainstorm the meaning of a words based on their prior
knowledge then categorize their definitions.
h. http://www.cehd.umn.edu/DHHResources/Reading/semanticWebsMaps.html
51.
List Group Label
a. List-group-label is a form of semantic mapping. The strategy
encourages students to improve their vocabulary and
categorization skills and learn to organize concepts.
b. http://www.readingrockets.org/strategies/list_group_label
52.
Word Hunts
a. This strategy helps to enhance students' vocabulary growth by
looking for new words and connecting them with reading and
spelling
b. http://www.readingrockets.org/strategies/word_hunts
53.
Word Walls
a. Word walls provide a print-rich environment, but make sure to
have the students add to the word wall so that they are able to
make that connection.
b. http://www.educationworld.com/a_curr/strategy/strategy062.sht
ml
54.
Choral Reading
a. Choral reading helps build students' fluency, self-confidence, and
motivation.
b. http://www.readingrockets.org/strategies/choral_reading
Vocabulary Individual Strategies:
55.
Vocabulary Journal

56.

57.

58.

59.

60.

a. Have students add to their vocabulary journal when they come

across words they do not know.
b. http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/020
4-may2013/VM0204How.pdf
Identify Shades of Meaning
a. Students need to recognize synonyms to strengthen their use of
vocabulary in their writing.
b. http://appletasticlearning.com/2016/05/10/word-choice-5-waysto-expand-your-students-vocabulary/
Context Clues
a. This gives specific steps in using context clues to figure out a
word. For example, circle the word or phrase you don't
understand and underline key phrases and ideas in the sentence.
Look for words that give synonyms, antonyms, examples, etc.
b. https://www.sophia.org/tutorials/context-clues-as-a-readingstrategy
Cloze Procedure
a. Deleting words based on the reading ability and what kind of
vocabulary words you want to teach
b. http://study.com/academy/lesson/cloze-procedure-technique-anddefinition.html
Frayer Model
a. This instructional strategy promotes critical thinking and helps
students to identify and understand unfamiliar vocabulary.
b. http://www.adlit.org/strategies/22369/
Guess the Covered Word
a. Covering the unknown word will have students looking at the
context clues in what would make sense in a sentence and think
about letters and sounds.
http://www.reallygoodstuff.com/images/art/304974.pdf