Revisit Reflect Retell

Revisit, Reflect, Retell
updated edition
Time-Tested Strategies for Teaching Reading Comprehension
LINDA HOYT
heinemann C portsmouth, nh
Heinemann
361 Hanover Street Portsmouth, NH 038013912 www.heinemann.com Offices and agents throughout the world 2009 by Linda Hoyt All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review; and with the exception of reproducibles (identified by the Revisit, Reflect, Retell copyright line), which may be photocopied for classroom use.
Library of Congress Cataloging-in-Publication Data Hoyt, Linda. Revisit, reflect, retell : time-tested strategies for teaching reading comprehension / Linda Hoyt. Updated ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-325-02579-7 ISBN-10: 0-325-02579-7 1. Reading (Elementary). 2. Reading comprehension. 3. Reflection (Philosophy). 4. ChildrenBooks and reading. 5. Education, ElementaryActivity programs. I. Title. LB1573.H69 2008 372.47dc22 2008038208 Editor: Maura Sullivan Production editor: Abigail M. Heim Typesetter: Gina Poirier Design Cover and interior design: Jenny Jensen Greenleaf Graphic Design & Illustration Cover photography: Patrick Burke Photography & Graphic Design Video producer: Bill Miller Film & Video Productions, Inc. Manufacturing: Steve Bernier Printed in the United States of America on acid-free paper 12 11 10 09 08 ML 1 2 3 4 5
To Maura
Thank you for your wonderful book titles, creative thinking, and friendship. Heres to bunny slippers, treasured pets, and finding creative ways to connect the dots.
To Abby
Thank you for your patience, grace, and unerring attention to detail. You have the gift of making complex tasks appear to be simple. Thank you.
Dear Readers,
he quest for new knowledge and quality research to support effective practices in literacy education is unending . . . and that is good. As an educator with nearly forty years of experience and a commitment to advancing my own learning, it has been deeply gratifying to look back at Revisit, Reflect, Retell and discover that the instructional content is just as solid as it was ten years agoand new research backs it up! New research not only makes the book more relevant than ever but also offers a wonderful opportunity to create fresh, new supports for students. This updated edition of Revisit, Reflect, Retell invites you to reacquaint yourself with time-tested favorites, and to explore additional possibilities through new tools for scaffolding multidimensional understanding. In these pages you will find the influence of researchers such as P. David Pearson, Nell Duke, Richard Allington, Bob Marzano, and Michael Pressley, whose research has opened up so many important new insights. New tables have been included that organize lessons according to key comprehension strands to guide you as you plan units of study for comprehension (see pages xiiixv). There are also direct links to Robert Marzanos Classifications of Thinking that will help you select the best experiences for processing text at a number of levels (see pages xvixix). In response to requests from readers, there are also wonderful new photos showing strategies in action across a wide range of grade levels, and a CD with full-color and customizable reproducible tools, plus a DVD with video footage showing me working with students. I believe academic experiences should be like a tapestry, richly woven with opportunities for promoting reflective, critical thinking, and environments that resonate with high-quality talk. When students engage in reflections that range from clarifying and summarizing to drawing interpretations and synthesizing, they learn that comprehension is a deeply satisfying, active experience. This book is filled with suggestions for ways to engage learners as thinkers, as communicators, and as readers who understand that the primary goal is to comprehend. But I offer a caution: The learning experiences in these pages are not time fillers. They are meaningful investigations that support communicative competence and understanding. Too many students encounter learning situations in which they do little more than get through an assignment and comply with teacher directions. They dont get excited about ideas; they arent actively involved as readers. It is my hope that the learning opportunities offered in this book bring those very students into a state of attention and interesta state where problem solving, critical thought, and peer dialogue resonate with purposeful wonder. As you use this resource, I encourage you to approach the reproducibles as springboards for your own creativity. Enlarge the spaces for writing or expand thinking with
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invitations that challenge students to reach deeper and think in new ways. These are learning experiences that can be explored from your own perspective or linked to your own state standards. Best of all, these learning experiences can be explored on plain paper! Challenge yourself and your students to use these tools to help you build an environment that is alive with rich learning and spirited conversations about text. While comprehension is a deeply personal exploration that is enhanced by strategy use, we must remember that comprehension instruction isnt about a single book or a single strategy. In designing comprehension instruction, it is vital that students develop a strong sense of how to reach for understanding, and how to be strategic as they navigate print. What they learn today should help them read more deeply in the next text they select. As you consider opportunities for active comprehension, please also consider the following: 1. Am I asking my students to engage in learning that is significant, learning that will shape them as lifelong learners who question, wonder, and challenge their own understandings? 2. Is this experience one that will help these learners reach for knowledge that is deep and multidimensional, rather than shallow and superficial? 3. Have I helped the students see how the learning could transfer to their interactions with other texts? 4. Does the task require social engagement and the use of academic language? Does the vocabulary of the learning float on a sea of talk? 5. Is this experience a necessary scaffold to understanding, or would these learners be better served simply by reading another selection? Welcome to Revisit, Reflect, Retell: Updated Edition. A world of possibility awaits. Sincerely,
Linda Hoyt
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f o r e wo r d
hen I first read the first edition of Linda Hoyts popular book, Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension, I was amazed and surprised. Who is this woman, I asked myself, and how did she manage to get the comprehension revolution just right? How did she provide something so practical, yet so reflective of all we have learned about comprehension in the past thirty years? And now, with this updated and expanded edition, she gets it even righterif that is possible. At any rate, she has once again brought a remarkably useful resource to her teaching colleagues. What makes Lindas book so useful is its simultaneous grounding in solid theory and research about reading comprehension and in the everyday world of classroom practice. In the final analysis, it is Lindas uncanny ability to provide fellow teachers with down-to-earth, practical activities they can use in their classrooms that sets her book apart. In good conscience teachers can feel free to use any or all of the activities, including the reproducible graphic organizers, to promote and in some cases assess students comprehension of a wide range of texts. All the while teachers can be comfortable in the knowledge that what they are providing is just what their students need to make progress in the allimportant process of improving their comprehension. Two aspects of her approach demand special notation. First is the skilled manner in which she employs graphic organizers. These are important tools for all students, but they are doubly important for that subset of students who must see the relationship of ideas in pictures or spatial relationships rather than in words. Visual displays of information are visual representations, or, as I like to say, visual re-presentations; they literally re-present the same information to the students and, in the process, make it more accessible and more memorable. Second is her dedication to active student learning through cooperative and collaborative activities. She understands that social learning is active, engaged learning and that many students need that extra touch of support and recognition to be successful. This is a book that can be useful to teachers from kindergarten though middle school. The techniques and activities are that broad in their scope and application. I cannot imagine being a teacher and not having a resource like this at my fingertips. So my advice to fellow teachers is to get the book and get busy engaging your students in ways you never thought possible.
P. David Pearson
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contents
Dear Readers Foreword by P. David Pearson Strategies Organized by Comprehension Strand Strategies Organized by Classifications of Thinking Acknowledgments iv vi xiii xvi xx
1 C Setting the Stage: How to Scaffold for Deep Engagement

Set the Stage for Comprehension Build the Expectation That Readers Often Write About Their Reading Read, Read, Read
1 1 10 10
2 C Conversations About Books:

Partner Read and Think My Partner Said . . . I Remember! Say Something Book Reviews
Personal and Social Explorations of Meaning
12 16 20 22 26 28 30 32 36 39 41 42 44 46 50 52 53
Alphaboxes: A Reflective Strategy Two-Word Strategy Inference Equation In the Text/I Can Infer . . . Charts Understanding a Character and Hot Seat The Character and Me V.I.P. (Very Important Points) Stimulating Discussion Through Questions Book Commercials Memorable Moments Drawing Conclusions
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on ntteen nttss cco

Maybe Analyzing Poetry Get Real Have a Book Party 54 56 57 58
Assessment Tools
Partnership Observations Talking About Stories Reflection Group: Self-Assessment Literature Circle Scoring Guide Group Discussion Rating Teacher Observation: Interactions with Books Group Discussion Log 59 60 61 62 63 64 65
Parent Pages
Talking About Books at Home Strategy Celebration Linking At-Home Reading to Class Strategy Lessons: Inference 66 67 68
3 C Oral Retelling
Transition Words Preparing for a Retell Retelling Checklist for Fiction Illustrating the Story Three-Circle Map What Is Important? Partner Retelling Novel Reflections Team Retelling Spin a Story
70 76 77 78 79 80 82 84 87 88 91
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c co on nt te en nt ts s
Storytelling with Props Paper Bag Theatre Story Bag Storytelling at the Overhead Storytelling Apron and Storytelling Vest A Trick of the Hand Hand Print Retells Storytelling Glove Compare and Contrast Varying Retells Retells on Tape Support Retell and Summary with Dramatic Interpretation Spicing It Up with Line Drawings Cumulative Retells 94 94 94 94 95 96 96 96 97 98 98 98 98 99
Assessment Tools
Personal Reflection: Retelling Checklist Retelling: Self-Evaluation Retell Reflections: Self-Reflection Scoring Guide: Reading Retell Teacher Checklist: Story Retelling Retelling Profile: Plot Structure Retelling Profile: Literary Elements Student Retell Record Classroom Retelling Profile 100 101 102 103 104 105 106 107 108
Parent Pages
Observation Guide The Story Star 109 110
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4C
Written Reflections
If I Were the Author Book Rating and Book Review Image Search: The Art of Good Writing Interactive Journals Writing Letters Key Word Strategy Organizing a Summary My Character Says Story Reflections Pass Around Retells The Important Thing About . . . Creating a Readers Theatre Script Attribute Graph Sketch to Stretch Word Theatre Communicating Through Art Character Analysis Riddling Along Dual Bio Poems Personal Narrative: Written Reflections 112 116 118 122 126 129 130 135 138 139 141 142 144 146 148 150 152 153 154 156 157
Assessment Tools
Students Written Retell (Fiction) Written Retell (Fiction) Students Collaborative Grading Format Teachers Collaborative Grading Format Informational Summary 158 159 160 161 162
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Parent Pages
Writing at Home Plan a Story, Write a Story, Make a Book Letter: Drawing to Learn 163 164 165
5C
Informational Text
Good Readers of Informational Text Reading Informational Texts Word Prediction Read, Cover, Remember, Retell Coding Strategy Weave a Web of Understanding Student-Created Dictionaries Information Equation Questioning Fact or Fib? Test-Style Questions Magic Jigsaw: A Questioning Strategy Focusing on Important Ideas Sum It Up Reflecting on Main Ideas Nonfiction Scaffold Drawing Conclusions Generalization Strategy Leads, Middles, Endings! Preparing an Informational Retell Table of Contents Retell Retelling Expository Text Book Evaluation
166 170 171 172 174 176 178 179 180 182 184 186 188 190 191 192 193 194 195 196 197 198 199 200
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contents
Investigating Visual Supports Reciprocal Teaching Alpha Antics Alliteration Fun A Definition Poem Research Plan Investigations 201 202 204 206 208 209 210
Assessment: Teacher Tools

Informational Retell Retelling Scoring Guide for Informational Text Observation Guide: Reading of Informational Text Observation Guide: Writing of Informational Text During-Reading Strategy Observation Project Evaluation 214 215 216 217 218 219
Self-Assessment Tools
Book Review: Nonfiction Informational Book Rating Project Self-Reflection Research Presentation Writing Self-Assessment: Intermediate 220 221 222 223 224
Parent Pages
Interactive Assessment 225
Bibliography Index
228 230
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strategies organized by comprehension strand

Page No. Summarize Infer Determine Question Importance Connect Sensory Imaging Synthesize
Chapter 2: Conversations About Books Partner Read and Think My Partner Said . . . I Remember! Say Something Book Reviews Alphaboxes: A Reflective Strategy Two-Word Strategy Inference Equation In the Text/I Can Infer . . . Charts Understanding a Character and Hot Seat The Character and Me V.I.P. (Very Important Points) Stimulating Discussion Through Questions Book Commercials Memorable Moments Drawing Conclusions Maybe Analyzing Poetry Get Real Have a Book Party Chapter 3: Oral Retelling Preparing for a Retell Retelling Checklist for Fiction Illustrating the Story Three-Circle Map What Is Important? Partner Retelling Novel Reflections Team Retelling Spin a Story Paper Bag Theatre
12 16 20 22 26 28 30 32 36 39 41 42 44 46 50 52 53 54 56 57 58 70 77 78 79 80 82 84 87 88 91 94

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Story Bag Storytelling at the Overhead Storytelling Apron and Storytelling Vest Hand Print Retells Storytelling Glove Compare and Contrast Retells on Tape Support Retell and Summary with Dramatic Interpretation Spicing It Up with Line Drawings Cumulative Retells Chapter 4: Written Reflections If I Were the Author Book Rating and Book Review Image Search:The Art of Good Writing Interactive Journals Writing Letters Key Word Strategy Organizing a Summary My Character Says Story Reflections Pass Around Retells The Important Thing About . . . Creating a Readers Theatre Script Attribute Graph Sketch to Stretch Word Theatre Communicating Through Art Character Analysis Riddling Along Dual Bio Poems Personal Narrative:Written Reflections
94 94 95 96 96 97 98 98 98 99 112 116 118 122 126 129 130 135 138 139 141 142 144 146 148 150 152 153 154 156 157

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Chapter 5: Informational Text Word Prediction Read, Cover, Remember, Retell Coding Strategy Weave a Web of Understanding Student-Created Dictionaries Information Equation Questioning Fact or Fib? Test-Style Questions Magic Jigsaw: A Questioning Strategy Focusing on Important Ideas Sum It Up Reflecting on Main Ideas Nonfiction Scaffold Drawing Conclusions Generalization Strategy Leads, Middles, Endings! Preparing an Informational Retell Table of Contents Retell Retelling Expository Text Book Evaluation Investigating Visual Supports Reciprocal Teaching Alpha Antics Alliteration Fun A Definition Poem Research Plan Investigations
166 172 174 176 178 179 180 182 184 186 188 190 191 192 193 194 195 196 197 198 199 200 201 202 204 206 208 209 210
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strategies organized by classification of thinking

R. Marzanos Classification of Thinking Skills Verbs Related to This Classification Sample Tasks or Questions What did you do in this text when you got What did you do in this text when you got confused? confused? Describe how you used the V.I.P.strategy to Describe how you used the V.I.P.strategy to identify important points. identify important points. Show how you can use the _______ Show how you can use the _______ strategy in two different books. strategy in two different books. L. Hoyts Strategies That Support This Classification Partner Read and Think I Remember! Alphabox V.I.P. Strategy Stimulating Discussion Through Questions Partner Retelling Key Word Strategy Riddling Along Read, Cover, Remember, Retell Coding Strategy Weave a Web of Understanding Test-Style Questions Sum It Up Reflecting on Main Ideas Table of Contents Retell Reciprocal Teaching Alphabox The Character and Me Book Commercials Maybe Team Retelling Spin a Story Spicing It Up with Line Drawings Image Search Writing Letters Key Word Strategy, group in meaningful clusters Organizing a Summary Dual Bio Poems Coding Strategy Student-Created Dictionaries Information Equation Test-Style Questions Sum It Up Reflecting on Main Ideas Nonfiction Scaffold Investigations Page No. 16 22 30 44 46 84 130 154 174 176 178 186 191 192 198 202 30 42 50 54 88 91 98 122 129 130 135 156 176 179 180 186 191 192 193 210
Basic-Level Basic-Level Thinking Thinking Skills Skills
Knowing Knowing (defining,recall) (defining,recall)
List,name,label,recall, Name the strategies good readers use to List,name,label,recall, understand what they read. identify,match,choose, identify,match,choose, formulate questions,clarify questions,clarify formulate Identify strategies that you use during reading information,observe,store information,observe,store to help you remember content. information information for for recall recall Formulate Formulate a a question question about about the the habitat habitat of of a a _______. _______.
Organizing (arranging information)
Categorize,group,classify, compare,contrast, sequence,represent (change the form but not the substance) Categorize,group,classify, Categorize,group,classify, compare,contrast, sequence,represent (change the form but not the substance) Apply,make,show,record, construct,demonstrate, solve a problem,illustrate, describe how you applied Which Which fix-up fix-up strategies strategies do do good good readers readers use use when they come to a challenging when they come to a challenging word? word? List List the the strategies strategies that that help help you you to to visualize visualize as you read.Which strategies help you to identify important ideas? Compare the life cycle of a butterfly with that of a moth.
Organizing Organizing (arranging (arranging information) information)
Mid- to Upper-Level Thinking Skills
Applying (demonstrating prior knowledge in a new situation,transfer of strategy to a new context)
Mid- to Upper-Level Thinking Skills Mid- to Upper-Level Thinking Skills

Analyzing Applying (clarifying information, Applying (demonstrating prior identifying relationships, (demonstrating prior knowledge in a new and establishing a knowledge in a new situation,transfer of hierarchy of key ideas) situation,transfer of strategy to a new context) strategy to a new context) Outline,diagram, Apply,make,show,record, differentiate,analyze, Apply,make,show,record, construct,demonstrate, examine relationships, construct,demonstrate, solve a problem,illustrate, identify characteristics and solve a problem,illustrate, patterns,main idea, describe how you describe how you determine importance applied applied
All Strategies: Each strategy applied in multiple contexts and settings Also: Interactive Journals Creating a Readers Theatre Script Riddling Along Word Prediction Coding Strategy Information Equation Test-Style Questions Magic Jigsaw Focusing on Important Ideas Preparing an Informational Retell Alliteration Fun Research Plan
126 144 154 172 176 180 186 188 190 197 206 209
This table is organized around the Classifications of Thinkingby Robert J.Marzano.
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R. Marzanos Classification of Thinking Skills Verbs Related to This Classification Sample Tasks or Questions L. Hoyts Strategies That Support This Classification Say Something Alphabox, to describe a character Two-Word Strategy Understanding a Character The Character and Me V.I.P. Strategy Three-Circle Map Novel Reflections If I Were the Author Interactive Journals Key Word Strategy Sketch to Stretch Coding Strategy Information Equation Questioning Test-Style Questions Focusing on Important Ideas Preparing an Informational Retell Investigating Visual Supports Alliteration Fun Partner Read and Think My Partner Said . . . Two-Word Strategy In the Text/I Can Infer . . . Charts Stimulating Discussion Through Questions Drawing Conclusions Maybe Team Retelling Spin a Story Storytelling Glove, with details and opinions Interactive Journals Key Word Strategy My Character Says Story Reflections Sketch to Stretch Word Theatre Word Prediction Read, Cover, Remember, Retell Weave a Web of Understanding Information Equation Test-Style Questions Magic Jigsaw Generalization Strategy Reciprocal Teaching Alliteration Fun A Definition Poem Page Page No. No. 26 30 32 41 42 44 80 87 116 126 130 148 176 180 182 186 190 197 201 206 16 20 32 39 46 53, 194 54 88 91 96 126 130 138 139 148 150 172 174 178 180 186 188 195 202 206 208
Mid- to Upper-Level Thinking Skills
Analyzing (clarifying information, identifying relationships, and establishing a hierarchy of key ideas)
What kind of text requires the most frequent Outline,diagram, use of fix-up strategies for you as a reader? differentiate,analyze, examine relationships, Which strategies are you most comfortable using? identify characteristics and Which ones do you need more practice patterns,main idea, in applying? determine importance Outline the main ideas in this selection.
Generating (producing new understandings by inferring,predicting,or elaborating)
Conclude,predict,explain, What would happen if a reader never used the fixelaborate by adding details up strategy of rereading? or examples,infer,produce What are the advantages of knowing a range of new information strategies to help you remember and understand what you read? Predict five words that you expect to see in this passage on ____. Explain how you solved this problem.
continues on next page
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R. Marzanos Classification of Thinking Skills Verbs Related to This Classification Connect and combine information,summarize into cohesive statements, imagine,generalize, restructure Sample Tasks or Questions Imagine you were reading a book with a stain on the page,covering several words. What could you do to make sense of the text? Imagine that you were giving advice to a younger student on reading for meaning. Which strategies would you most encourage that younger student to use? Summarize your learning from this passage. L. Hoyts Strategies That Support This Classification My Partner Said . . . I Remember! Say Something Alphabox, words used in retell or writing Inference Equation V.I.P. Strategy Drawing Conclusions Analyzing Poetry Retelling Checklist for Fiction Three-Circle Map Novel Reflections Retells on Tape Book Rating and Book Review Interactive Journals Key Word Strategy Story Reflections Sketch to Stretch Personal Narrative Read, Cover, Remember, Retell Coding Strategy Weave a Web of Understanding Student-Created Dictionaries Information Equation Fact or Fib? Test-Style Questions Nonfiction Scaffold Preparing an Informational Retell Retelling Expository Text A Definition Poem Investigations Page No. 20 22 26 30 36 44 53, 194 56 78 80 87 98 118 126 130 139 148 157 174 176 178 179 180 184 186 193 197 199 208 210
Upper-Level Thinking Skills
Integrating (connecting and combining information to summarize and create cohesive statements)
This table is organized around the Classifications of Thinkingby Robert J.Marzano. This table is organized around the Classifications of Thinkingby Robert J.Marzano.
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R. Marzanos Classification of Thinking Skills Verbs Related to This Classification Sample Tasks or Questions L. Hoyts Strategies That Support This Classification Say Something, focused on evaluation Book Reviews Two-Word Strategy V.I.P. Strategy, partners reaching consensus on most important points Stimulating Discussion Through Questions Get Real What is Important? Partner Retelling Compare and Contrast Retells on Tape If I Were the Author Book Rating Image Search Key Word Strategy Attribute Graph Character Analysis Coding Strategy Fact or Fib? Test-Style Questions Generalization Strategy Leads, Middles, Endings! Preparing an Informational Retell Book Evaluation Investigating Visual Supports Writing self-assessment Page No. 26 28 32 44 46 57 82 84 97 98 116 118 122 130 146 153 176 184 186 195 196 197 200 201 224
Upper-Level Thinking Skills
Evaluating (assessing quality,verifying importance,considering accuracy,establishing criteria
Judge,evaluate,rate,verify, Which fix-up strategy is the most important to assess,define criteria learn? Explain why you think so. Which comprehension strategies have you found to be most helpful? Why? If we were to create a rubric for a high-quality piece of descriptive writing,what should be on the list? Evaluate the verb choices in the book ____.
Also: Create your own rubrics Read two selections on the same topic and compare author style, point of view, content Use self-assessment strategies Create lists such as Attributes of a Great Reader or Attributes of a Great Personal Narrative
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a c k n ow l e d g m e n t s
The Researchers
P. David Pearson, Nell Duke, and Bob Marzano shared the gift of their time and enormous expertise to review this work, affirm the rock-solid research base, and lend their support. They have always had my deepest respect. I add my sincere appreciation.
The Review Team

We asked elementary and middle school educators from around the country to help us reflect on the original edition of Revisit, Reflect, Retell and share their thinking about the strategies that have been sure-fire winners with students. They were also invited to offer suggestions for new features that might help this resource be even more useful to teachers and learners. The responses of this team helped us to bring new shape and vision to this resource, as well as affirming our belief that the content was already solid, and worthy of a fresh new face. Our sincere thanks to Marlene Hill, Mattie Fallen, Jan McCall, Glenda Haley, Kelly Boswell, Kelly Davis, Sally Wells, Jennifer Gotkin, Sonja Parks, Ceretha Mitchell, Marie Puett, Debbie McMahan, Denise Lutkin, and Jacquelyne Vereen for their thoughtful responses and support.
The Permissions and Photographic Team

Readers put out the call for more photographs and visuals to support the strategies described in Revisit, Reflect, Retell. Teresa Therriault, Marie Govro, Leah Starkovich, Sarah Phillips, Lory Lauridsen, Sonja Parks, April Willard, Kelly Davis, Barbara Coleman, Ceretha Mitchell, Barbara Petruccio, Marlene Hill, Mattie Fallen, Sandy Gordon, Mandy Caine, Carol Updegraff, Jeanne Yttreness, and Jan McCall came forward in amazing ways. Special thanks go to Gilbert Park Elementary in Portland, Oregon; the schools of Davidson County, North Carolina; Wingate Elementary in Monroe, North Carolina; Hudson City Schools in Hudson, Ohio; Fort Belvoir School in Fairfax County, Virginia; Kinnaman Elementary in Beaverton, Oregon; and Central Schools in Independence, Oregon. These forward-thinking educators opened their hearts and their learning environments to help us celebrate this new edition with visuals designed to empower teachers and showcase readers and writers at work. They helped us to track down parent permissions for photographs, student work samples, video footage, and so much more. Their role in the development of the updated version of Revisit was essential and very much appreciated.
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a c k n ow l e d g m e n t s
Team Heinemann
They are trusted professionals who bring art and craft together in the beautiful and educationally responsible books they publish. It has been an honor to again work with this incredible team of experts and friends. Abby Heim led the way with production while Maura Sullivan anchored my work with her insights, thoughtful editing, and mastery of the marketing world. The project team at Heinemann also includes (first and foremost!) Stephanie Turner, editorial coordinator; Denise Botelho, copyeditor; Jenny Jensen Greenleaf, cover and page designer; Gina Poirier, typesetter and page designer; Pat Carls, marketing director; Eric Chalek, copywriter; Roberta Lew, rights, permissions, and contracts supervisor; Steve Bernier, senior manufacturing buyer; Nicole Russell, CD technology coordinator and designer; and Kevin Carlson, video coordinator.
Bill Miller
Bill, thank you for creating the video clips that bring some of these strategies to life. Your friendship, artistry, and amazing ability to listen have helped me more than you know.
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Partner Read and Think

VIEW THIS STRATEGY IN ACTION ON THE DVD.

Comprehension Strands Question Infer Summarize Level of Thinking Knowing Generating Integrating Action Verbs Formulate a question Predict Summarize
artner Read and Think is based on the research that so effectively supports reciprocal teaching, but it requires fewer social skills as it is completed by partners instead of teams of four. The process engages partners in applying six distinct steps to each segment of text that is read. The combination of steps helps students engage at several levels of comprehension and encourages language use as partners navigate a selection. Partner Read and Think guides partner pairs in:
C Next, I show them how I scan quickly across the text and
C placing a stop sign C predicting words they think are likely to appear C reading the section (silently or in unison) C identifying words they find interesting or are
confused about
predict words that I think are likely to appear. This is an essential step in bringing out academic vocabulary that will support understanding.
During Word Prediction, students activate prior knowledge about the topic and focus on key academic vocabulary.
C summarizing the learning.

Model
I like using an enlarged text or a text projected on an overhead projector when modeling the steps of this strategy to ensure that students can clearly see the text as I am modeling.
C I then read the section aloud or have students join me in

reading the section in unison.
Use a Literacy Frame to model selection of an interesting word.
C Students watch as I place a sticky note stop sign in the
text. During a Partner Read and Think, it is important to complete all steps before moving the stop sign to the next chunk of text.
Explicitly show students how to place sticky notes on the text as a reminder to apply all steps in a short passage before reading on.
C For the next step, I use a Literacy Frame as originally
designed by Don Holdaway to direct student attention to words I think are worthy of attention. The frame should be proportioned to match the text you are reading so the words fit inside the frame. For student-size texts and use at the overhead, guidelines for making a
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1. Place a stop sign.
frame appear on page 18. For big books, use the pattern as a guide then enlarge the frame to fit around the words in your favorite big books.
2. Predict.
C The next step is to model asking questions and wonder-
ing aloud about the words, the visuals, or the concepts. Questions are important because they encourage readers to interact with the selection.
Notice that the words appear in a Literacy Frame, then are also written on sticky notes to make them more visible to students.
3. Read together.
May be photocopied for classroom use. 2009 by Linda Hoyt from Revisit, Reflect, Retell: Updated Edition. Portsmouth, NH: Heinemann.
C Finally, I model a brief summary to show students how I
can sum up my learning before I move the sticky note and proceed to the next section of the reading.
4. Find interesting words.
5. Ask questions.
I wonder . . .
Kay and Will think together as they navigate a newsmagazine.
Students in Mandy Caines third grade created bookmarks to support Partner Read and Think experiences.
6. Summarize.
I learned that
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Literacy Frames
Step 1:
Fold a long, thin piece of paper or oak tag in half. Cut (and save) a strip from the middle (shaded section). Then staple together (one staple) the open ends of the large piece.
fold
staple
Step 2:
Slip one side of the folded strip (removed in Step 1) into the Literacy Frame, stapling it at the bottom after insertion. The staples prevent the slider from falling out of the frame.
fold
staple
Frames should be made with windows sized to match the print you are reading:
Primary-level reading
The dog ran in.
Intermediate-level reading
The puppy dashed into the house.
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FIGURE 21: Literacy Frames. See the photographs at the top of page 17 for examples of the literacy frame in use.
1. Place a stop sign.
2. Predict words.
3. Read silently or in unison.
4. Find interesting words.
5. Ask questions.
I wonder . . .
6. Summarize. I learned that ____________

May be photocopied for classroom use. 2009 by Linda Hoyt from Revisit, Reflect, Retell: Updated Edition. Portsmouth, NH: Heinemann.
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Revisit, Reflect, Retell

Time-Tested Strategies for Teaching Reading Comprehension