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"Effective Reading Comprehension Strategies Introduction Reading comprehension is fundamental to ultimate educational success. Yet elementary students struggle with it on a daily basis. In order for students to comprehend their reading materials, it is helpful to explicitly teach comprehension strategies. (Check out this list!) I will be looking at three aspects of human cognition to be of assistance in this task: metacognition, working memory, and activating prior semantic knowledge. As an educator, it is important that I help my students reach as much of their potential as I can. Testing different strategies on my students can help me, but even more importantly, can help my students identify the best ones for each of them."

CCSS strategies

"Questioning: A comprehension strategy for small-group guided reading http://www.readwritethink.org/lessons/lesson_view.asp?id=408 A lesson plan for grades 3-5 English Language Arts * Learn more about language arts, metacognitive strategies, questioning, and reading. * Email * Delicious Delicious * Digg Digg * Facebook Facebook * StumbleUpon StumbleUpon\n\nIn this ReadWriteThink lesson, the teacher explains the difference between thin (factual) and thick (inferential) questions, and then models how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions, as well as monitoring their comprehension, by using question webs independently in small-group reading. This practice extends knowledge of the topic and engages readers in active comprehension. "

What You'll Learn Critical thinking is a vital component of every part of the school day. With each activity that students engage in, they are utilizing critical thinking skills - skills that must be fostered and encouraged by educators so students can perform at the highest level possible. This module will teach educators to employ various strategies and tactics that will ensure that they are continuously cultivating critical thinking skills in their students throughout the day so that student achievement is constantly being emphasized. In this course you'll learn how to encourage critical thinking and active learning, as well as tactical and structural recommendations to enhance your lessons, different approaches to thinking, and how to drive thinking through questions. You will discover: The intrapersonal components involved in critical thinking The role of critical thinking in student interactions How to incorporate critical thinking strategies into every activity and lesson plan The various approaches to thinking

Great piece about close reading for CCSS - easy to understand an implement in ALL subjects.

Booklet on CCSS strategies

The Common Core Reading Standards for Literacy require the explicit instruction in reading strategies across the content areas. The goal of these standards is to develop independent, strategic readers. LiteracyTA has created the Teacher Assistant (TA), student resources, and professional development for teachers that put the Common Core Reading Standards for Literacy into action. The table below provides links to resources that teachers should use to help implement the Common Core Literacy Standards.

A pinboard on Pinterist for CCSS reading strategies

a handbook of strategies for reading comprhension for CCSS

"III. Research and Information Fluency \nStudents apply digital tools to gather, evaluate, and use information. Students: \n A. plan strategies to guide inquiry.\n B. locate, organize, analyze, evaluate, synthesize, and ethically use information\n C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. \n D. process data and report results. \n\nIV. Critical Thinking, Problem-Solving & Decision-Making \nStudents use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed decisions using appropriate digital tools and resources. Students: \n A. identify and define authentic problems and significant questions for investigation. \n B. plan, design and manage activities to develop a solution or complete a project.\n C. collect and analyze data to identify solutions and/or make informed decisions.\n D. use multiple processes and diverse perspectives to explore alternative solutions. "

"We also engineer critical thinking into our preschool material to help engage students and teach them organized analysis. Discussion and critical thinking questioning strategy lead to deeper analysis of content. This makes the learning process more about absorbing and reflecting on all facets of the material in a natural and curious state. Here are a few examples of questions that invoke informal reasoning: "Why did you select that one?" "How are these different?" "What happened when you?" "What would happen if you?" "What can you do to make… happen?" "How do you think s/he feels about what happened?" These types of questions develop critical thinking skills and stimulate verbal development as the children try to communicate their reasoning."

"Mike Eisenberg Big 6 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Posted on November 14th, 2007 in About Big6 by The Big6 Staff Mike Eisenberg is a teacher and mentor whose personal motto is, "make it better!" He is the founding dean of the Information School at the University of Washington, serving from 1998 to 2006. During his tenure, Mike transformed the unit from a single graduate degree program into a broad-based information school with a wide range of research and academic programs, including an undergraduate degree in informatics, masters degrees in information management and library and information science (adding a distance learning program and doubling enrollment), and a doctorate degree in information science. Mike's current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20. Mike is co-author of the "Big6 approach to information problem-solving" - the most widely used information literacy program in the world. Mike is a prolific author (9 books and dozens of articles and papers) and has worked with thousands of students-pre-K through higher education-as well as people in business, government, and communities to improve their information and technology skills. For more information about Mike Eisenberg here. Mike Eisenberg Dean Emeritus and Professor The Information School of the University of Washington Seattle, WA 98195-2840 Phone: (206) 616-115

"Connect Employees' Ideas With Management's Objectives Gain business results by encouraging social innovation Connecting employees' ideas with management's objectives is both a revolutionary opportunity and a significant challenge for organizations. Every single day, employees generate ideas for new businesses, products and process improvements. By implementing a social innovation strategy in your organization, you can automate the processes of pulling together expertise, experience, and authority of individuals to manage ideas forward into actual innovation projects, improving the quality of decision-making and accelerating the pace of innovation."

This site, recommended by Suzie Boss, et al, contains several ideas about how to make thinking visible - akin to the Metacognitive Conversation work from WestEd - a worthwhile site to explore.