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Q&A Relationship Three-Minute Pause Frayer Model Semantic Feature Analysis Think-Pair-Share Venn Diagram

Question and Answer Relationship

Right There Think and Search

Author and Me

On My Own

Right There
the answers are found in the text and the question is formed with similar words from answer The questions ask WHO, WHAT, WHERE, WHEN and sometimes WHY

Right There Tutorial

Penny was a yellow number 2 pencil. She lived in an orange pencil box on Tommy's desk. She liked to draw pictures, but she didnt like to do school work. Her favorite time of day was when Tommy went home. When she was alone in her pencil box, she dreamed of writing beautiful poems that would make her famous.

Right-There Question: Who was Penny?

Think and Search

the answers are found in the text, but the question is formatted with dissimilar words in the answer The questions ask:
For what reason...? How did...? Why was...? What caused...?

Author and Me
The answer is not in the text Use prior knowledge Some of the questions ask:
Would you...? Which character...? Did you agree with...? What did you think of...?

On My Own
The answer is found from the readers opinions and experiences Some of the questions ask:
Do you know...? Have you ever...? Would you ever...?

Three-Minute Pause
Enable students to take a breather from their reading and collect their information obtained from reading Steps:
Summarize key points Add their thoughts Clarify questions

How to do Three-Minute Pause?

(three minutes for the entire process)

1. Summarize key points

Ask students to focus on the key points/main ideas

2. Add their thoughts

The students will consider their prior knowledge with the new ideas from what they have read to make new information

3. Clarify questions
Are there things that are still not clear? Are there confusing parts?

Frayer Model
Use vocabulary building graphic organizer

Semantic Feature Analysis

Makes connections of students predictions and what is read Comprehension and vocabulary skills are improved

Select a topic or concept from a reading selection. Introduce the Semantic Feature Analysis graphical chart Ask students to list key vocabulary words related to the topic down the left hand column of the chart. Next, assist students in listing the properties or features of the topic across the top row of the chart.

Once the matrix is complete, review all the words and properties with the students While reading, students place check marks in the matrix. After reading and completing the matrix, have students share their observations.


A cooperative discussion strategy developed by Frank Lyman Students have time to think about it individually, and then they work in pairs to solve the problem and share their ideas with the class.

Think: Teachers begin by asking a specific higherlevel question about the text or topic students will be discussing. Students "think" about what they know or have learned about the topic for a given amount of time (usually 13 minutes).

Pair: Each student should be paired with another student. Students share their thinking with their partner, discuss ideas, and ask questions of their partner about their thoughts on the topic (25 minutes).

Share: Expand the "share" into a whole-class discussion. Allow each group to choose who will present their thoughts, ideas, and questions they had to the rest of the class.

Pollution is contamination of land, air and water. Motor vehicles are in abundance in big cities as well as there are numerous factories and industries also. Motor vehicles emit carbon monoxide and hydrocarbons. The factories contaminate air by smoke. Noise of factories results in sound pollution and waste of factories pollutes water and land. Delhi is third most polluted city in the world. Pollution here is three times the permissible limit. It may be nine times in eight years if some efforts are not made. Plastic is another big nuisance causing pollution. It never decays. If we burn it. It pollutes air. If we dump it into river or sea it pollutes water.

Examples of Questions:
Think of types of pollutions around you. Think of ways to reduce the pollutions.

Venn Diagram
To compare and contrast To search for similarities and differences

There are many things that are the same, of course, because both are ducks. They have head, bills, webbed feet, tails, wings, feathers, etc. Most interesting is that both have white edging on some of the larger feathers toward the back. His back is black, gray and white. His chest and belly are pure white. She is brown and white mottled all over. His bill is yellow. Her bill is grayish. The white lines can be compared or listed separately with nothing to compare for the other duck. He has a white ring around his neck separating the two colors. She has a distinct long white eyebrow.