Name: Brook Esquivel

Strategy Resource Collection.

Fluency
Skill: Reading Rate
Strategy: Source:
1. Readers reread parts of books to work What Really Matters for Struggling
on increasing their reading rate. (Repeated Readings, Allington, p. 107
Reading with or without a model and
without interruption (one day a week)
2. Readers know that the best way to What Really Matters for Struggling
improve their reading is by reading a lot of Readings, Allington, p.107
books. (Extensive practice (wide reading
not repeated reading) with appropriate
leveled materials.)
1.Readers can reread a familiar text to help Catching Readers Before they Fall,
build fluency and think about the text Johnson and Keier, p.83
deeper.
2. Readers can occasionally (once a week) What Really Matters for Struggling
pick a book that is lower than their just-right Readers, Allington, p.106
level so they can read with accuracy and
focus on fluency. (Also to increase their
self-esteem by reading all the words
correctly)
3. Readers can Tape, Time and Chart their What Really Matters for Struggling
progress with reading rate to see how much Readers, Allington, p. 111
they have improved and push themselves
to keep going. (Students record themselves
reading a passage. Then go back and listen
to it while looking at the text. After listening
to the tape while looking at the text they
reread it again and time themselves.
Finally, they chart their progress)
4. Readers use echo reading to help What Really Matters for Struggling
improve their fluency while reading. Readers, Allington, p. 112
Skill: Reading with Expression
Strategy: Source:
1.Readers use a storytellers voice while Growing Readers, Collins, p. 133
reading to make the story sound more
interesting.
2.Readers use character voices when Catching Readers Before they Fall,
reading dialogue to make it sound like the Johnson and Keier, p.41
character is really talking.
3. Readers pay attention to quotation marks Catching Readers Before they Fall,
in dialogue so they can take note of who is Johnson and Keier, p. 41
speaking.
Skill: Phrasing (grouping words together to sound like talking)
Strategy: Source:
1.Readers chunk text to make it sound Growing Readers, Collins, p.132
smooth. (Example : peanut butter and jelly

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Name: Brook Esquivel
is read smoothly, not as each individual
word)
2.Readers use punctuation as a clue to Growing Readers, Collins, p. 132
how text sounds.
3. Readers pay attention to the phrasing of What Really Matters for Struggling
a text when listening to a book on tape and Readers, Allington, p.111
follow along in the same chunks. (Later
relate that to other books)
Skill: Accuracy (reading words correctly, decoding)
Activity: Source:
1. Readers need to use what they know to Growing Readers, Collins, p.115
read through unfamiliar words. (Specific
sounds or blends they have worked on in
phonics)
2.Readers chunk words to get through the Growing Readers, Collins, p. 115
hard parts.
3. Readers think about what would make Growing Readers, Collins, p. 115
sense and use meaning and context to help
them.
4. Readers look for definition clues an What Really Matters for Struggling
author might give when they come to a Readers, Allington, p. 138
word they dont know. (Cowboys often
wear chaps, leather trousers without a seat,
over their pants to protect their legs from
thorns.)
Comprehension
Skill: Predicting/Previewing
Strategy: Source:
1. Readers think about what they already What Really Matters for Struggling
know about a topic before they start Readings, Allington, p.136
reading to help them make better
predictions. (Activating Prior Knowledge)
1. Readers get their minds ready to read a Growing Readers, Collins, p.26
book by looking at the cover and using the
information on it to think about what the
book might be about.
2. Readers use what they know about the Growing Readers, Collins, p.175
kind of story and about life to make good
predictions.
3.Readers stay involved in the story by Growing Readers, Collins, p.170
predicting and then seeing if their
prediction was correct.
4. Readers use the features of nonfiction to Growing Readers, Collins, p. 220
help them find information. (Index, graph,
etc.)
5.Readers ask themselves what they want Catching Readers Before they Fall,
to learn before reading a nonfiction text to Johnson and Keier, p.77
get them ready to read. Then, readers keep
track of the questions that have been
answered as they read.
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Name: Brook Esquivel
6. Readers use what they already know, Catching Readers Before they Fall,
both from their experiences and from what Johnson and Keier, p.228
has happened previously in the text to
make more accurate predictions.
Skill: Retelling in order
Strategy: Source:
1.Readers follow the events of the story Growing Readers, Collins, p. 160
when they retell so it makes sense.
2. Readers use time words when they retell Growing Readers, Collins, p. 160
to help keep the story in order. (First,
second, then, next, after, suddenly, in the
end)
3.
Skill: Retelling with Details
Strategy: Source:
1.Readers identify the setting when they Growing Readers, Collins, p.160
retell to help the listener better picture the
story.
2.Readers use text evidence to clarify, Growing Readers, Collins, p. 160
confirm, or revise the retelling to make sure
it is accurate.
3.Readers search for the most important Catching Readers Before they Fall,
parts of a text when lots of information is Johnson and Keier, p. 176
given so they can remember the important
parts. (Essential vs. Nonessential details)
4. Readers include the connections they What Really Matters for Struggling
made to the text when they retell to help the Readers, Allington, p.126
listener better understand how the text may
relate to them, other texts they have read,
or the world.
Skill: Interpreting/inferring
Strategy: Source:
Authors often have a lesson when writing The Literacy Teachers Playbook,
their story. To find out what that lesson is, Serravallo, p. 119
readers look at the end of the story to see
what a character has learned, and then
think, What could I have learned?.
2. Readers think about what the author Catching Readers Before they Fall,
might really mean to better understand a Johnson and Keier, p.13
text. (Washing in the Street poem pg.13)
3. Readers think about how characters in a Catching Readers Before they Fall,
text may feel so they can better understand Johnson and Keier, p. 229
them.
4.Readers think about why an author may Catching Readers Before they Fall,
have written a book, to help them better Johnson and Keier, p. 229
understand the overall theme of the text.
5. Readers pull all the information they What Really Matters to Stuggling Readers,
gained (connections, analysis, summary) Allington, p. 127
together into a whole to synthesis and gain
one general understanding or opinion of
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Name: Brook Esquivel
the text. (Synthesizing)
Skill: Making Connections
Strategy: Source:
1.Readers are reminded of things when Growing Readers, Collins, p.90
they read. (Celebrate any connections.
Later move on to specific connections such
as text to text or text to self)
2.Readers make connections to understand Growing Readers, Collins, p. 178
the characters and the story better.
3.Readers connect the information they Growing Readers, Collins, p. 224
collect with other things they know to make
sense of it all. (Nonfiction)
4.Readers notice similarities and Growing Readers, Collins, p.227
differences among the texts of the authors
they love to compare text to text and create
a deeper understanding.
5.Readers can connect new learning to the Catching Readers Before they Fall,
learning they already know to add to their Johnson and Keier, p. 230
knowledge.
6. Readers notice how a text relates to their What Really Matters for Struggling
own lives or personal experiences to help Readers, Allington, p.125
them better understand a text from their
specific point of view.
7. Readers often make connections that What Really Matters to Struggling Readers,
lead to other connections and continually Allington, p.125
stretch their thinking when reflecting on a
text. (Text-to-text then text-to-self. This
reminds me of this book, that makes me
remember how I felt reading previous
book.)
Skill: Reflection (Authors Message, Lesson, Theme, Moral)
Strategy: Source:
1.Readers react and talk back to the text to Growing Readers, Collins, p.168
help them understand and relate to the text
deeper.
2.Readers make theories about the Growing Readers, Collins, p.225
information they learn. (Nonfiction; Snails
bury their eggs, why would they do that?)
3.Readers notice their favorite authors Growing Readers, Collins, p.229
writing style and craft to see what makes
their books unique.
4. Readers discuss their reading naturally What Really Matters to Struggling Readers,
with other readers to help them better Allington, p.122
understand the text. (Not quizzing each
other to see who remembers more, but
authentic conversation about the text)
5. Readers include their reaction to a text, What Really Matters to Struggling Readers,
how it made them feel, or what they Allington, p. 126
learned, when telling a friend about the text
to help them get a better idea of what the

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Name: Brook Esquivel
text was about.
6. Readers ask themselves, What was the What Really Matters to Struggling Readers,
author trying to convince me to believe? to Allington, p. 136
understand the authors purpose in writing.
Skill: Self Monitoring
Strategy: Source:
Readers use hand signs to help them Moving Forward with RTI, Howard, p. 106-
remember what strategies they are using as 108
they read. This helps the reader stay
engaged in a text and aware of his or her
use of strategies (or lack of)
(Comprehension Gestures)
1. Readers can ask for help after they have Growing Readers, Collins, p.130
tried their strategies. (Emphasis not to
distract other readers or conferences)
2.Readers ask themselves questions as Growing Readers, Collins, p. 130
they read. (Does this make sense? What is
happening?)
3.Readers pay attention to when they are Growing Readers, Collins, p. 170
confused so they can go back and figure
out what happened in the story.
4.Readers jot notes on sticky notes to help Growing Readers, Collins, p. 220
them remember what they read or learned
later.
5.Readers notice when their reading does Catching Readers Before they Fall,
not sounds right, look right, or make sense Johnson and Keier, p. 11
so they can go back and use a fix up
strategy.
Skill: Build Good Reading Habits
1. Strong readers read every day to build Growing Readers, Collins, p. 61
good reading habits. (Both in school & at
home)
2. Strong readers read everything in sight. Growing Readers, Collins, p. 62
(Students can read, even if they cannot
read full books yet)
3. Readers take care of books and protect Growing Readers, Collins, p.62
their reading time. (Gives students
responsibility. Also, promotes the value of
books and reading)
4.Readers critique books they have read to Catching Readers Before they Fall,
help them decide what books to read next Johnson and Keier, p.21
or to make recommendations to other
readers.
5. Readers (and teachers!) value their What Really Matters for Struggling
reading time because they know that it will Readers, Allington, p. 45
help them become stronger readers.
Skill: Visualizing
1. Readers try to picture what is going on in Growing Readers, Collins, p.170
the story to help them better understand the
story.

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Name: Brook Esquivel
2.Readers dont only see the story in their Growing Readers, Collins, p.170
minds, but they also hear it, smell it, taste it
and feel it so they can feel as if they are in
the story.
3. Readers envision the characters, Growing Readers, Collins, p.170
settings and actions in the story like a
movie to help them see what is happening.