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Resources
  445
Resources
 SpringBoard Instructional Strategies Index
READING STRATEGIES
S T
Student/Teacher

STRATEGY DEFINITION PURPOSE

Activating Prior T Providing an opportunity for students to To prepare students to encounter new
Knowledge think about what they already know about a concepts, places, persons, cultures, and so
concept, place, person, culture, and so on, on, prior to reading a text
and to share their knowledge with a
wider audience

Anticipation Guide T Activating thinking about a particular topic To provide a focus for reading and
by presenting issues or vocabulary prior to encourage students to be actively involved
reading the text (e.g., word categorization, with the text by anticipating issues or
agree/disagree, opinionnaire) new vocabulary

Chunking the Text T Breaking the text into smaller, manageable To reduce the intimidation factor when
units of sense (e.g., words, sentences, encountering long words, sentences, or
paragraphs, whole text) by numbering, whole texts; to increase comprehension of
separating phrases, drawing boxes difficult or challenging text

Close Reading S Accessing small chunks of text to read, To develop comprehensive understanding
reread, mark, and annotate key passages, by engaging in one or more focused
word-for-word, sentence-by-sentence, and readings of a text
line-by-line

Diffusing S Reading a passage, noting unfamiliar words, To facilitate a close reading of text, the
discovering meaning of unfamiliar words use of resources, an understanding of
using context clues, dictionaries, and/or synonyms, and increased comprehension
thesauruses, and replacing unfamiliar words of text
with familiar ones

Double-Entry Journal S A two-column journal (also called Dialectical To respond to a specific passage with
Journal) with a student-selected passage in comments, questions, or insights to foster
one column and the student’s response in active involvement with a text and to
the second column (e.g., asking questions facilitate increased comprehension
of the text, forming personal responses,
interpreting the text, reflecting on the
process of making meaning of
the text)

Graphic Organizer S Using a visual representation for the To facilitate increased comprehension
organization of information and discussion

Guided Reading T Identifying strategies to guide students To help students learn to use a multiplicity
through challenging text (e.g., make of strategies to make meaning from
predictions, mark the text, skim challenging text
the text)

T
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Interactive Word Wall Creating an interactive visual display of To provide a print-rich environment,
vocabulary words that serves as a constant reinforcement of learned words, a
reminder of words and groups of words as reference for reading and writing, and
they are introduced, used, and mastered an ever-present tool for building word
over the course of a year knowledge and awareness

KWHL Chart S Setting up discussion with use of a graphic To organize thinking, access prior
organizer. Allows students to activate prior knowledge, and reflect on learning to
knowledge by answering “What do I know?” increase comprehension and engagement
sets a purpose by answering “What do I
want to know?” helps preview a task by
answering “How will I learn it?” and reflects
on new knowledge by answering “What have
I learned?”

446   SpringBoard® English Textual Power™ Level 4

 STRATEGY DEFINITION PURPOSE
Manipulatives T Using a kinesthetic approach to making To provide a tactile and visual means of
meaning in which students are asked to examining text in order to encourage
assemble parts of a whole as a way of multiple ways of understanding text
understanding the text.

Marking the Text S Selecting text by highlighting, underlining, To focus reading for specific purposes,
and/or annotating for specific components, such as author’s craft, and to organize
such as main idea, imagery, literary devices, information from selections; to facilitate
and so on reexamination of a text

Metacognitive Markers S Responding to text with a system of cueing To track responses to texts and use those
marks where students use a ? for questions responses as a point of departure for
about the text; a ! for reactions related to talking or writing about texts
the text; and an * for comments about the
text and underline to signal key ideas

Predicting S Making guesses about the text by using the To help students become actively involved,
title and pictures and/or thinking ahead interested, and mentally prepared to
about events which may occur based on understand ideas
evidence in the text

Previewing S Examining a text’s structure, features, To gain familiarity with the text, make
layout, and so on, prior to reading connections to the text, and extend prior
knowledge to set a purpose for reading

QHT S Expanding prior knowledge of vocabulary To allow students to build on their prior
words by marking words with a Q, H, or T knowledge of words, to provide a forum for
(Q signals words students do not know; peer teaching and learning of new words,
H signals words students have heard and and to serve as a prereading exercise to aid
might be able to identify; T signals words in comprehension
students know well enough to teach to
their peers.)

Questioning the Text* S Developing literal, interpretive, and To engage more actively with texts,
The AP Vertical Teams universal questions about the text while read with greater purpose and focus,
Guide for English reading a text and ultimately answer questions to gain
(109-112) greater insight into the text

Quickwrite S Responding to a text by writing for a short, To activate background knowledge, clarify
specific amount of time about a designated issues, facilitate making connections, and
topic or idea related to a text allow for reflection

RAFT S Responding to and analyzing text by To initiate reader response; to facilitate

brainstorming various roles (e.g., self, an analysis of a text to gain focus prior to
characters from other texts), audiences creating a new text
(e.g., a different character, a real person),
formats (e.g., letter, brochure, essay, travel
guide), and topics; readers may choose one
particular role, audience, format, and topic
to create a new text

Rereading S Encountering the same text with more than To identify additional details; to clarify
© 2011 College Board. All rights reserved.

one reading meaning and/or reinforce comprehension

of texts

Shared Reading T Reading the text aloud (usually by the To provide support for students in a group
teacher) while students follow along or for the whole class as they interpret and
silently, or reading a text aloud with an analyze challenging text
invitation to students to read along orally

*Delineates AP strategy

SpringBoard Instructional Strategies Index   447

READING STRATEGIES (Continued)

STRATEGY DEFINITION PURPOSE

SIFT* S Analyzing a fictional text by examining To focus and facilitate an analysis of a
The AP Vertical Teams stylistic elements, especially symbol, fictional text by examining the title and
Guide for English (17–20) images, and figures of speech, in order to text for symbolism, identifying images
show how all work together to reveal tone and sensory details, analyzing figurative
and theme. language and identifying how all these
elements reveal tone and theme

Skimming/Scanning S Skimming by rapid or superficial reading To quickly form an overall impression

of a text to form an overall impression or prior to an in-depth study of a text; to
to obtain a general understanding of the answer specific questions or quickly locate
material; scanning by focusing on key targeted information or detail in a text
words, phrases, or specific details to provide
speedy recognition of information

SMELL* S Analyzing a persuasive speech or essay by To analyze a persuasive speech or essay by

The AP Vertical Teams asking five essential questions: focusing on five essential questions
Guide for English • Sender-receiver relationship—What is
(138–139) the sender-receiver relationship? Who The AP Vertical Teams Guide for English
are the images and language meant to
attract? Describe the speaker of the text.
• Message—What is the message?
Summarize the statement made in the
text.
• Emotional Strategies—What is the
desired effect?
• Logical Strategies—What logic is
operating? How does it (or its absence)
affect the message? Consider the logic of
the images as well as the words.
• Language—What does the language of
the text describe? How does it affect the
meaning and effectiveness of the writing?
Consider the language of the images as
well as the words.

SOAPSTone* S Analyzing text by discussing and identifying To use an analytical process to understand
Speaker, Occasion, Audience, Purpose, the author’s craft
Subject, and Tone

Summarizing/ S Restating in one’s own words the main To facilitate comprehension and recall of
Paraphrasing idea or essential information expressed in a text
a text, whether it be narration, dialogue, or
informational text

Think Aloud S Talking through a difficult passage or task To reflect on how readers make meaning of
by using a form of metacognition whereby challenging texts
the reader expresses how he/she has made
sense of the text

TP-CASTT* S Analyzing a poetic text by identifying and To use an analytical process to understand
© 2011 College Board. All rights reserved.

The AP Vertical Teams discussing Title, Paraphrase, Connotation, the author’s craft
Guide for English (94–99) Attitude, Shift, Theme, and Title again

Visualizing S Forming a picture (mentally and/or literally) To increase reading comprehension and
while reading a text promote active engagement with text

Vocabulary Notebook T Using a format such as a notebook, journal, To facilitate and sustain a systematic
or personal list to maintain an ongoing process of vocabulary development
list of vocabulary words, definitions, and
connection to academic study

*Delineates AP strategy

448   SpringBoard® English Textual Power™ Level 4

 STRATEGY DEFINITION PURPOSE
Word Maps S Using a clearly defined graphic organizer To provide a visual tool for identifying and
such as concept circles or word webs to remembering multiple aspects of words
identify and reinforce word meanings and word meanings

Word Sort T Organizing and sorting word card To solidify understanding of word
manipulatives into categories designated by meanings by considering the multiple uses,
the teacher or selected by the student and meanings, and relationships of word parts,
providing a written or oral justification for words, and groups of words
the classifications

Writing STRATEGIES
S T
Student/Teacher

STRATEGY DEFINITION PURPOSE

Adding S Making conscious choices to enhance a text by To refine and clarify the writer’s thoughts
adding additional words, phrases, sentences, during revision and/or drafting
or ideas

Brainstorming S Using a flexible but deliberate process of listing To generate ideas, concepts, or key words
multiple ideas in a short period of time without that provide a focus and/or establish
excluding any idea from the preliminary list organization as part of the prewriting or
revision process

Deleting S Providing clarity and cohesiveness for a text by To refine and clarify the writer’s thoughts
eliminating words, phrases, sentences, or ideas during revision and/or drafting

Double-Entry Journal S Creating a two-column journal (also called To assist in organizing key textual
Dialectical Journal) with a student-selected elements and responses noted during
passage in one column and the student’s reading in order to generate textual
response in the second column (e.g., asking support that can be incorporated into a
questions of the text, forming personal piece of writing at a later time
responses, interpreting the text, reflecting on
the process of making meaning of the text)

Drafting S Composing a text in its initial form To incorporate brainstormed or initial ideas
into a written format

Free writing S Using a fluid brainstorming process to write To refine and clarify the writer’s thoughts,
without constraints in order to solidify and spark new ideas, and/or generate content
convey the writer’s purpose during revision and/or drafting

Generating Questions S Clarifying and developing ideas by asking To clarify and develop ideas in a draft.
questions of the draft. May be part of self- Used during drafting and as part of
editing or peer editing writer response

Graphic Organizer S Representing ideas and information visually To provide a visual system for organizing
© 2011 College Board. All rights reserved.

(e.g., Venn diagrams, flowcharts, multiple ideas, details, and/or textual

cluster maps) support to be included in a piece of writing

Guided Writing T Teacher modeling of the writing that students To demonstrate the process of writing by
are expected to produce by guiding students modeling the construction, revision and/or
through the organization, generation of ideas, process of crafting texts
and revision of texts before students are asked
to do it

Looping S Focusing on one section of a text and To refine and clarify the writer’s thoughts,
generating ideas from that section and then spark new ideas, and/or generate new
repeating the process with the newly generated content during revision and/or drafting
segments

SpringBoard Instructional Strategies Index   449

Writing STRATEGIES (Continued)

STRATEGY DEFINITION PURPOSE

Manipulatives T Providing tactile and kinesthetic experiences To appeal to kinesthetic learners and help
to engage students in the process of writing students visualize the form and function of
by physically maneuvering words, phrases, various parts of speech, stylistic concerns,
or sentences to reconstruct text in as many sentence structure, and so on
different ways as possible and to note how
meaning changes with each rearrangement

Mapping S Creating a graphic organizer that serves as a To generate ideas, concepts, or key words
visual representation of the organizational plan that provide a focus and/or establish
for a written text organization during the prewriting,
drafting, or revision process

Marking the Draft S Interacting with the draft version of a piece of To encourage focused, reflective thinking
writing by highlighting, underlining, about revising drafts
color-coding, and annotating to indicate
revision ideas.

Outlining S Using a system of numerals and letters in order To generate ideas, concepts, or key words
to identify topics and supporting details and that provide a focus and/or establish
ensure an appropriate balance of ideas organization prior to writing an initial draft
and/or during the revision process

Quickwrite T Writing for a short, specific amount of time To generate multiple ideas in a quick
about a designated topic related to a text fashion that could be turned into longer
pieces of writing at a later time (May be
considered as part of the drafting process)

RAFT S Generating and/or transforming a text by To consider the main elements of the
identifying and/or manipulating its component writer’s own work in order to generate a
parts of Role, Audience, Format, and Topic focus and purpose during the prewriting
and drafting stages of the writing process

Rearranging S Selecting components of a text and moving To refine and clarify the writer’s thoughts
them to another place within the text and/or during revision and/or drafting
modifying the order in which the author’s ideas
are presented

Revisiting Prior Work S Looking through a collection of previously To build on prior experience in preparation
completed work to identify successes and for a new piece of writing and/or to revise a
challenges that may have been encountered previous piece of writing
with particular formats, conventions, style,
word choice, and so on

Self-Editing/Peer S Working with a partner to examine a text To provide a systematic process for editing
Editing closely in order to identify areas that might a written text to ensure correctness of
need to be corrected for grammar, punctuation, identified components such as conventions
spelling of standard English

Sharing and S Communicating with another person or a small To make suggestions for improvement
Responding group of peers who respond to a piece of to the work of others and/or to receive
© 2011 College Board. All rights reserved.

writing as focused readers (not necessarily as appropriate and relevant feedback on the
evaluators) writer’s own work, used during the drafting
and revision process

Sketching S Drawing or sketching ideas or ordering of ideas. To generate and/or clarify ideas by
Includes storyboarding, visualizing visualizing them. May be part of prewriting

Substituting S Replacing original words or phrases in a text To refine and clarify the writer’s thoughts
with new words or phrases that achieve the during revision and/or drafting
desired effect

450   SpringBoard® English Textual Power™ Level 4

 STRATEGY DEFINITION PURPOSE
TWIST* S Arriving at a thesis statement that incorporates To craft an interpretive thesis in response
(The AP Vertical Teams the following literary elements: tone, word to a prompt about a passage
Guide for English choice (diction), imagery, style and theme
167–174)
Visual/Auditory T Providing students with visual stimuli (e.g., a To encourage response to varied stimuli;
Prompts piece of art, film clip, visual media) or auditory to provide an opportunity for students of
stimuli (e.g., a piece of music, sound effects, various learning styles to create a
radio broadcast, other auditory expressions) written text
prior to writing

Webbing S Developing a graphic organizer that consists To generate ideas, concepts, or key words
of a series of circles connected with lines to that provide a focus and/or establish
indicate relationships among ideas organization prior to writing an initial draft
and/or during the revision process

Writer’s Checklist T Using a class-developed checklist (that could To focus the editing stage of the writing
be written on a bookmark and/or displayed on process on key areas so that the writer
the wall) to look for specific features of a text can correct common mistakes and include
and check for accuracy specific components


*Delineates AP strategy

SPEAKING AND LISTENING STRATEGIES

S T
Student/Teacher

STRATEGY DEFINITION PURPOSE

Choral Reading T Reading text lines aloud in student To develop fluency; differentiate between
groups and/or individually to present an the reading of statements and questions;
interpretation practice phrasing, pacing, and reading
dialogue; show how a character’s emotions
are captured through vocal stress
and intonation

Debate T Engaging in an informal or formal To provide students with an opportunity

argumentation of an issue to collect and orally present evidence
supporting the affirmative and negative
arguments of a proposition or issue

Drama Games T Participating in creative dramatics (e.g., To engage students in the reading and
pantomime, tableau, role playing) presenting of text and to create meaning
through a kinesthetic approach

Fishbowl T Discussing specific topics within groups; To provide students with an opportunity
(Inner/outer circles) some students will form the inner circle and to engage in a formal discussion and to
model appropriate discussion techniques experience roles both as participant and
© 2011 College Board. All rights reserved.

while an outer circle of students listen, active listener; students also have the
respond, and evaluate responsibility of supporting their opinions
and responses using specific
textual evidence

Notetaking S Creating a record of information while To facilitate active listening; to record

listening to a speaker and organize ideas that assist in
processing information

Oral Interpretation S Reading a text orally while providing the To share with an audience the reader’s
necessary inflection and emphasis that personal insight into a text through voice,
demonstrate an understanding of the fluency, tone, and purpose
meaning of the text

SpringBoard Instructional Strategies Index   451

SPEAKING AND LISTENING STRATEGIES (Continued)

STRATEGY DEFINITION PURPOSE

Oral Reading S Reading aloud one’s own text or the texts of To share one’s own work or the work
others (e.g., echo reading, choral reading, of others; build fluency and increase
paired readings) confidence in presenting to a group

Read Around T Practicing oral reading of a selected text To inspire critical thinking and promote
and providing students with an opportunity fluent and purposeful reading
to choose their favorite sentences and/or
chunks of text to read to others

Rehearsal T Encouraging multiple practices of a piece of To provide students with an opportunity

text prior to a performance to clarify the meaning of a text prior to
a performance as they refine the use of
dramatic conventions (e.g., gestures, vocal
interpretations, facial expressions)

Role Playing S Assuming the role or persona of a character To develop the voice, emotions, and
mannerisms of a character to facilitate
improved comprehension of a text

Socratic Seminar T Tying a focused discussion to an essential To help students formulate questions
question, topic, or selected text in which that address issues (in lieu of simply
students ask questions of each other; stating their opinions) to facilitate their
questions initiate a conversation that own discussion and arrive at a new
continues with a series of responses and understanding; students also have the
additional questions responsibility of supporting their opinions
and responses using specific
textual evidence

COLLABORATIVE STRATEGIES
S T
Student/Teacher

STRATEGY DEFINITION PURPOSE

Discussion Groups S Engaging in an interactive, small group To gain new understanding or insight of a
discussion, often with an assigned role; to text from multiple perspectives
consider a topic, text, question, and so on

Jigsaw T By reading different texts or passages from To summarize and present information
a single text, students become "experts"; to others in a way that facilitates an
they share information from their reading understanding of a text (or multiple texts)
with a specific group, and then return without having each student read the text
to their initial groups to share their new in its entirety
knowledge
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Literature Circles T Groups of students read the same To provide opportunities for students to
text to participate in a mutual reading interact with one another as they read,
experience; based on the objective(s) of respond to, and interpret a common text
the lesson, students take on a variety of
roles throughout the reading experience;
texts may be selected based on individual
preferences or on the demands of the text

Think-Pair-Share S Considering and thinking about a topic or To construct meaning about a topic or
question and then writing what has been question; to test thinking in relation to the
T learned; pairing with a peer or a small group ideas of others; to prepare for a discussion
to share ideas; sharing ideas and discussion with a larger group
with a larger group

452   SpringBoard® English Textual Power™ Level 4