Students actively engage with texts by writing reflections and insights before, during, and after reading to enhance their comprehension and critical thinking skills.

Students analyze images to activate prior knowledge, elicit interest in a unit of study or topic, and deepen understanding and connections.

Annotation is a powerful active reading strategy in which students take notes, highlight, and pose questions to improve their understanding.

Students unpack a text’s content by pausing after each section to think about, discuss, and write a one-sentence summary of the main ideas.

Students use a cause and effect graphic organizer to demonstrate analytical understanding of the impacts of events, policies, or people.

Students collaboratively complete a vocabulary exploration graphic organizer with definitions, sentences, and synonyms/antonyms for new lesson-specific words.

Students plan, create, and deliver presentations that strengthen communication skills and encourage collaboration and reflective learning.

Conversation Circles facilitate discussion of text-inspired ideas in a structured format through movement and dialogue with peers.

Students use this multimodal method to acquire new vocabulary by drawing a picture and writing a sentence to foster vocabulary retention.

Students use this strategy for reflection, processing new information, recalling key details, and identifying and organizing relevant information.

Students analyze diverse cultural and historical viewpoints, collaborate to interpret evidence, and communicate understanding through performance.

Students use a Frayer Model, a four-square/quadrant graphic organizer, to activate background knowledge and foster vocabulary acquisition.

Students explore teacher-displayed prompts in groups, fostering active learning, critical thinking, and peer discussion on course topics.

Students generate high-order questions, investigate answers, and draw conclusions through guided inquiry.

Students create vocabulary journals that connect academic terms to visual elements, personal experiences, and cultural knowledge to build language.

Jigsaw promotes collaboration and movement by assigning students to expert and home groups to facilitate the sharing of well-understood ideas.

K-W-L is a graphic organizer/chart system students use to determine what they already know, what they want to know, and what they learned during a lesson.

Students bridge informal and formal language through structured documentation, building awareness of language differences and academic vocabulary.

Teachers use a structured matrix to plan comprehensive language supports across receptive and productive domains for MLL student success.

Mini glossaries are used to foster vocabulary comprehension and retention so that students can integrate learned vocabulary into their written expression.

Paraphrasing requires students to maintain the integrity of a passage or text by capturing the main ideas and details without directly quoting.

This vocabulary-strengthening activity connects pictures and words whereby students draw visuals for new vocabulary words they encounter while reading.

Students create Who, What, Where, When, Why, How questions about an assigned or selected topic to encourage curiosity and analytical inquiry.

Students reflect on prior knowledge, analyze current issues, and connect global topics to personal experiences to deepen their understanding as reflective learners.

See-Think-Wonder graphic organizers help students unpack visual stimuli by documenting their observations, interpretations, and questions about images.

Students build vocabulary by examining how words and related traits connect to one another by charting their relationships on a provided matrix.

Students demonstrate their reading and listening comprehension skills by homing in on a text’s main ideas to distill it to a six-word summary.

Students exchange ideas, discover different points of view, and apply ethical reasoning to draw conclusions through critical analysis.

Students use four scaffolded questions to activate prior knowledge, refine ideas, and share viewpoints, supporting reasoning and giving teachers valuable feedback at any point in a lesson.

Students adequately develop ideas independently by being given ample time to consider a question or topic before pairing up to share ideas.

Visual note-taking can be paired with traditional note-taking; students use simple symbols and drawings to capture key points.

Teachers can use this visual technique to build students’ vocabulary by pairing words with student-created symbols, pictures, and phrases.

This word-sorting exercise encourages students to group new vocabulary based on thematic concepts to deepen their understanding of a topic or text.

Students are given a list of preselected vocabulary words to group and label with appropriate headings that reflect definition-based connections.