Reading Element Card Informational Text Grades K-2

RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.2 With Prompting and support, identify the main topic and retell key details of a text.

RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text.

RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

K.RI.d3 With prompting and support, retell/identify key details in text. K.HD.d3 Discuss key details and main topic of a preferred text.

1.RI.d3 Retell/Identify key details in a text. 1.HD.d5 Discuss key details and main topic of a preferred text.

2.HD.d4 Discuss key details and main topic of a preferred text.

Identify photo, diagram, or graphic on a page of informational text. THEN Identify key details from the text base on a photo, diagram, or graphic. THEN Answer simple questions about key details from the text.

Identify photo, diagram, or graphic on a page of informational text. THEN Identify key details from the text based on a photo, diagram, or graphic. THEN Answer simple questions about key details from the text.

Explain the contribution or purpose of illustrations in informational text. THEN Identify a key idea from a list that corresponds to an illustration. THEN Answer simple questions about a key idea from the text.

Write to Understand

• KWL Charts: Before, during and after reading a text, create a KWL chart with the class to answer questions about key details in the text.

What we Know about a topic What we Wonder about a topic What we Learned about a topic

Discuss to Understand

• Instructional Conversations: Individually, in small groups, or with the whole class, engage in a conversation about a content-area topic. First, teachers should ask students what they already know about the topic to determine their background knowledge. Next, the teacher can provide direct information about the topic to build their knowledge. Then, teachers ask different questions about the topic and allow the group to have an open conversation about the topic. Students should support their ideas by using information they learned from books or other multimedia sources.
• Socratic Seminar: To encourage students to think more deeply about texts, teachers can lead students in Socratic Seminars. Before meeting with a small group or whole class, the teacher should make a list of questions to ask about a specific topic. These questions should go beyond literal (who, what, when, where) questions and should begin to ask children to delve deeper about the topic (how and why). Throughout the seminar, the teacher should position him/herself as question-asker. Students should have a free-flowing conversation with minimal interruptions from the teacher.
• Prediction: While presenting information or a nonfiction text, stop to have students make predictions.
• Critical Thinking: While presenting a story have students answer questions on each page about the key information present.

Sort to Understand

• Students can sort pictures from the text into categories of "Who, what, when, where".
• Students can sort key words into categories of "Who, what, when, where".
• Students can match identical pictures to the text (e.g., person to person, place to place).
• Concept Sort: Key Details
  • Have students sort key details associated with various topics. Choose two or more familiar topics and a text about each topic and have the students sort/match word cards, picture cards, or objects according to topic, placing the words/pictures/objects on or near the cover of the corresponding text. Then, students answer who, what, when, where, why, how questions about each topic or text verbally or by pointing to the picture or object.
  • Example/Non-Example\* of evidence from text that illustrates key ideas or details.

Model to Understand

• Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself.

Key Details

• • Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details in a story by using a story graphic organizer.

• Graphic Organizers
• Various informational Texts
• Interactive whiteboard and/or chart paper
• Read aloud texts
• Preview of the text and details, frontloading
• Highlighted important information
• Color coded information within the text
• A picture glossary for the terms who, what, where, when, why, and how
• Videos or story boards/cards of the story for visual supports
• Content delivered using multi-media (e.g., video, audio, computer)
• Black and white illustrations
• Clearly differentiated multiple-choice answers
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simpler or shorter text with the same key details, illustrations added or adapted, as needed
• Peer support, collaborative grouping

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.

RI.1.2 Identify the main topic and retell key details of a text. RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

E.RI.d Approaching informational text with a question to answer; identifying key details and main topics. E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary).

K.RI.e1 During shared literacy activities suggest things you might learn about for a given print or non-print text (e.g., What do you think we might learn about in this book?). K.HD.d3 Discuss key details and main topic of a preferred text.

1.HD.d5 Discuss key details and main topic of a preferred text.

2.HD.d4 Discuss key details and main topic of a preferred text.

With prompting and support, answer simple questions about the topic of an informational text.

Answer a simple question about the main topic of an informational text.

Identify the main topic of a simple informational text (e.g., one paragraph).

Write to Understand

• 'Information Coding for Main Topic:' Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this:

Code Meaning

_______ Here is the main topic.

\*\*\* A main detail that supports the topic.

Discuss to Understand

• Instructional Conversations: Individually, in small groups, or with the whole class, engage in a conversation about a content-area topic. First, teachers should ask students what they already know about the topic to determine their background knowledge. Next, the teacher can provide direct information about the topic to build their knowledge. Then, teachers ask different questions about the topic and allow the group to have an open conversation about the topic. Students should support their ideas by using information they learned from books or other multimedia sources.
• Socratic Seminar: To encourage students to think more deeply about texts, teachers can lead students in Socratic Seminars. Before meeting with a small group or whole class, the teacher should make a list of questions to ask about a specific topic. These questions should go beyond literal (who, what, when, where) questions and should begin to ask children to delve deeper about the topic (how and why). Throughout the seminar, the teacher should position him/herself as question-asker. Students should have a free-flowing conversation with minimal interruptions from the teacher.
• Think, Pair, Share: Ask students to think individually about a question then meet with a peer to discuss their answers. Then, after they have had time to discuss with a peer they can share their thoughts with the rest of the class.
• Prediction: While presenting information or a nonfiction text, stop to have students make predictions.

Model to Understand

• Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud about the main idea and supporting details.

Key Details

• • Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details in a story by using a story graphic organizer.

• Copies of texts for students
• Information Code guides (printed on small sheet of paper for the students to use)
• Various informational Texts
• Read aloud texts
• Preview of the text and details, frontloading
• Highlighted important information
• Color coded information within the text
• A picture glossary for the terms who, what, where, when, why, and how
• Videos or story boards/cards of the story for visual supports
• Content delivered using multi-media (e.g., video, audio, computer)
• Black and white illustrations
• Clearly differentiated multiple-choice answers
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simpler or shorter text with the same key details, illustrations added or adapted, as needed
• Peer support, collaborative grouping

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. www.liketoread.com

Answer simple questions about an individual event, idea, or piece of information.

Answer simple questions about an individual event, idea, or piece of information. THEN Identify connections between two individuals, events, or pieces of information.

Write to Understand:

• Informational Venn Diagrams: To get students to understand the connection between two individuals, events, ideas, or pieces of information use a compare/contrast text structure. Brainstorm (individually, in a small group, or with the whole class) how two or more things are alike and/or how they are different.

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• Time Lines: Individually, in pairs, or with the whole class, students can draw a timeline to record important events in history or important milestones in a well-known person's life. Students can create multiple timelines of the same historical period to compare the influence of one thing on something else (e.g. timeline of important events of the Civil Rights movement and a timeline of historical Civil Rights legislature that was passed as a result).

Discuss to Understand

• Instructional Conversations: Individually, in small groups, or with the whole class, engage in a conversation about a content-area topic. First, teachers should ask students what they already know about the topic to determine their background knowledge. Next, the teacher can provide direct information about the topic to build their knowledge. Then, teachers ask different questions about the topic and allow the group to have an open conversation about the topic. Students should support their ideas by using information they learned from books or other multimedia sources. Through these discussions, students should begin examining how different people, events, ideas, or concepts are connected.
• Socratic Seminar: To encourage students to think more deeply about texts, teachers can lead students in Socratic Seminars. Before meeting with a small group or whole class, the teacher should make a list of questions to ask about a specific topic. These questions should go beyond literal (who, what, when, where) questions and should begin to ask children to delve deeper about the topic (how and why). Specifically, students should begin to make connections between individuals, ideas, events, and concepts from the informational texts. Throughout the seminar, the teacher should position him/herself as question-asker. Students should have a free-flowing conversation with minimal interruptions from the teacher.
• Discussion Webs: Write a question about the informational text in the middle of the web. Draw lines extending from the web and ask students to provide responses for the question. For example, you may write "Who was Martin Luther King?" in the middle of the web. Then, on extended lines students can offer responses to the question. You might have connectors that specifically ask students to make connections between the topic and other aspects of the topic.
• Prediction: While presenting information or a nonfiction text, stop to have students make predictions.

Model to Understand

• Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself.

• Graphic Organizers
• Timelines
• Various informational Texts
• Preview of the text and details, frontloading
• Highlighted important information
• Color coded information within the text
• A picture glossary for the terms who, what, where, when, why, and how
• Videos or story boards/cards of the story for visual supports
• Content delivered using multi-media (e.g., video, audio, computer)
• Black and white illustrations
• Clearly differentiated multiple-choice answers
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simpler or shorter text with the same key details, illustrations added or adapted, as needed
• Peer support, collaborative grouping

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

1.HD.e2 Identify text features to aid comprehension. 1.HD.e3 Use text features to aid comprehension.

2.HD.e1 Identify text features to aid comprehension. 2.HD.e2 Use text features to aid comprehension.

Identify various text features (e.g., bold text, titles) within informational text. THEN Locate key facts and information using text features.

Identify various text features (e.g., title, bold print, illustrations, glossaries) within informational text. THEN Locate key facts and information using text features.

Write to Understand

• Informational Text Structures: To help students understand various informational text structures, pass out a blank graphic organizer (cluster map for descriptive texts, Venn Diagram for compare/contrast texts, a step-by-step guide for sequential texts, a cause/effect organizer for cause/effect texts, and a problem/solution organizer for problem/solution texts). Individually, with partners, in small groups, or as a whole class, ask students to help you fill out the graphic organizer as you read a text aloud.

Discuss to Understand

• Instructional Conversations: Individually, in small groups, or with the whole class, engage in a conversation about the text features of a content-area topic. Students should use the text features within the text to answer a series of questions about how text features help aid comprehension.
• Think, Pair, Share: Ask students to think individually about a question then meet with a peer to discuss their answers. Then, after they have had time to discuss with a peer they can share their thoughts with the rest of the class.

Model to Understand

• Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself.

• Graphic Organizers
• Various informational texts
• Interactive white board
• White board/chart paper
• Repeated exposure to content and strategies
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simplify language as needed
• Preview of the text, illustrations, and details, frontloading
• Highlighted important information
• Focusing on a few text features at a time
• Peer support, collaborative grouping

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.

Identify the author of an informational text.

Identify the author of an informational text. THEN Describe why the author might have written the text.

Identify the author of an informational text. THEN Describe why the author might have written the text.

Discuss to Understand

• Socratic Seminar: To encourage students to think more about the author's purpose of the text, including what question the author is answering, explaining, or describing, teachers can lead students in Socratic Seminars. Before meeting with a small group or whole class, the teacher should make a list of questions to ask about the author's purpose. Throughout the seminar, the teacher should position him/herself as question-asker. Students should have a free-flowing conversation with minimal interruptions from the teacher.
• Think, Pair, Share: Ask students to think individually about the author's purpose, then meet with a peer to discuss their answers. After they have had time to discuss with a peer they can share their thoughts with the rest of the class.
• Discussion Webs: Write a question about the author's purpose in the middle of a web. Draw lines extending from the web and ask students to provide responses for the question. For example, you may write "What was the author's purpose in this report about volcanoes?" in the middle of the web. Then, on extended lines students can offer responses to the question. They may respond with, "To teach us something," "To help us better understand volcanoes," "To warn us," "To scare us," etc.

Model to Understand

• Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud about the author's purpose. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself.

• Graphic Organizers
• Various informational Texts
• Interactive White Board
• Preview of the text and features, frontloading
• Highlighted important information
• A list of possible authors' purposes for reference
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simplified language as needed

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas.

E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause-effect, compare-contrast relationships).

E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause- effect, compare-contrast relationships).

K.RI.f2 With prompting and support, interpret the information provided in photos or diagrams or graphics and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

2.RI.c1 Use the illustrations and details in a text to describe or identify key ideas.

Identify a photo/diagram/graphic in an informational text. THEN Answer simple questions about the photo/diagram/graphic.

Identify a photo/diagram/graphic in an informational text. THEN Differentiate a photo/diagram/graphic from the caption describing it.

Identify a specific image in the text that matches a provided description.

Discuss to Understand

• Think, Pair, Share: First, ask students to individually identify a labeled photo or diagram or graph from within an informational text. Then, with a peer, ask students to interpret the information provided in the photograph, diagram, or graphic. After they have had time to discuss with a peer they can share their thoughts with the rest of the class. As they share with the rest of the class, the teacher can provide some prompting and support to help facilitate the discussion.
• Discussion Webs: Place a photograph, diagram, or graph in the middle of a web. Next, ask students to create strands of the web by identifying what specific images teach the reader to do. Based on the webs, students can describe or identify key elements.
• Critical Thinking: While presenting a story have students answer questions on each page about the key information present.

Model to Understand

• Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud. For this particular think aloud, the teacher should identify a photo/graphic/diagram. Then, the teacher should talk aloud as he/she distinguishes between information provided by pictures or other illustrations and information provided by the words in a text.

• Various informational Texts
• Interactive White Board
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to facilitate responding
• Identical pictures that can be matched to the illustration in the book
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simplify language as needed
• Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
• Simpler or shorter text with the same key events. Larger, more detailed, illustrations may be added
• Black and white illustrations

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.2.8 Describe how reasons support specific points the author makes in a text.

E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about…

With prompting and support, identify a fact in an informational text.

Identify a fact in an informational text. THEN Identify a detail linked to a fact in an informational text.

Identify a fact. THEN Identify a detail. THEN Identify the focus of a paragraph within a text.

Write to Understand'
Information Coding for Main Topic: Information Coding:' Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this: Code Meaning

_______ Here is the focus of a paragraph.

\*\*\* This is a fact and detail that support the focus of the paragraph.

Graphic Organizer (e.g., bubble)

• List the topic of a text or multi-media and note events and/or details that support the topic (e.g., the best time to plant pumpkins, how long it takes them to grow and ripen, typical size, uses, etc.).
• Use a system of least prompts used when selecting a supporting detail.\*

Sort to Understand

• Fact Sorting: Make a set of sorting cards with various sentences/paragraphs from the informational text. On different sorting cards, write facts from the text and other sentences that do not include facts from the text (they could be opinions or they could be facts about different sets of information). Create two category cards: Facts from the Text and Not Facts from the Texts. Then, individually, in small groups, or with the whole class sort the evidence into the two categories.

Model to Understand

• Think aloud: Model the thought processes that occur while reading the text. This may include: asking questions while reading the text, identifying important details, identifying the topic, and identifying the main idea.¹

Key Details

• • Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details using a story graphic organizer.

• Coding sheets
• Copies of informational texts for each student
• Sorting cards
• Various informational Texts
• Interactive White Board
• Highlighted important information
• Graphic organizers
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simpler or shorter text with the same key events or details
• Peer support, collaborative grouping
• Preview of the text and events, frontloading
• Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. www.liketoread.com ¹Moore, P., & Lyon, A. (2005). New essentials for teaching reading in pre-k-2. (pp. 96-97). New York, New York: Scholastic.

Identify what is the same and what is different for two similar images or photographs. THEN With prompting and support, identify the topic of a text.

Identify what is the same and what is different for two similar images or photographs. THEN Identify the topic of a text.

Identify the most important facts of a text on a familiar topic. THEN Identify the most important facts of a second text on the same familiar topic. THEN Identify if two selected facts from the two texts on the topic agree or disagree.

Write to Understand

• Informational Venn Diagrams: For texts that use a compare/contrast text structure, brainstorm (individually, in a small group, or with the whole class) how two texts about the same topic are similar and how the two texts are different.

\[\[File:Insert Picture here.jpg\]\]

Discuss to Understand

• Socratic Seminar: To encourage students to think more deeply about texts, teachers can lead students in Socratic Seminars. Before meeting with a small group or whole class, the teacher should make a list of questions to ask about how two texts about the same topic are similar/different. Throughout the seminar, the teacher should position him/herself as question-asker. Students should have a free-flowing conversation with minimal interruptions from the teacher.

Sort to Understand

• Information Sorting: On three sorting cards, create three categories with the titles: Text \#1 (name of text), Text \#2 (name of text), and Similar. On the other sorting cards write a list of similarities and differences. Present the students with a sort. Each of those concepts can be a category. On other cards, write corresponding facts that would match under the various categories. Ask students to sort the cards accordingly.

Text \#1 Panda Bears

Similarities

Text \#2 Polar Bears

Live in China

Are mammals

Live in the Arctic

• Graphic Organizers
• Sorting cards
• Various informational Texts
• Interactive White Board
• Repeated exposure to content and strategies
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simplify language as needed
• Highlighted important information
• Peer support, collaborative grouping

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.

2.RI.f3 Identify the steps in a process in an informational text. 2.RI.f4 Identify the cause and effect relationships in an informational text.

Identify the sequence of events from a provided set of familiar events. THEN Identify the steps in a process from a provided familiar process. THEN Identify the effect of a provided cause (or vice versa). THEN With guidance and support, identify the text structure of a text as either sequence or cause/effect.

Write to Understand

• Time Lines: Individually, in pairs, or with the whole class, students can draw a timeline to record important events in history or important milestones in a well-known person's life. Students can create multiple timelines of the same historical period to compare the influence of one thing on something else (e.g. timeline of important events of the Civil Rights movement and a timeline of historical Civil Rights legislature that was passed as a result).
• Sequence Graphic Organizer: For texts that use a sequential text structure, brainstorm (individually, in a small group, or with the whole class) how the events unfold in a text. As each event unfolds, place the event in each box of the graphic organizer.

\[\[File:Insert Picture here.jpg\]\]

• Sketch, Write, Type, or Choose a Pictorial Representation of the Key Events: To help students read closely while analyzing the events in an informational text, use system of least prompts\* to have students sketch, write, type, (or choose from picture or word options) the key events while focusing on the following questions:
  • What happened first/in the beginning?
  • What happened next/in the middle?
  • What happened last/at the end?
  • What caused___ to happen?
• Chart Paper/Display (key events): Keep record of key events as the text is read.
  • Preview the type of information to look for prior to reading. Practice finding KEY events with a set of short paragraphs or very short texts.
  • Teacher think-aloud of key events and evidence from the text.
  • Record any signal words used in the text.
  • Identify pictures that represent the key events (beginning, middle, and end) of a given text.

Discuss to Understand

• Critical Thinking: While presenting an informational text, have students answer questions on each page about the key information, focusing on cause/effect.
• Prediction: While presenting a text, stop to have students predict what might happen (cause/effect).

• Graphic Organizers
• Various informational Texts
• Interactive White Board
• Preview of the text and events, frontloading
• Blank storyboards
• Prepared objects, pictures, words, sentence strips, or recorded communication supports to facilitate responding
• Identical pictures that can be matched to the illustration in the book
• Highlighted key words (e.g., signal words)
• Color coding of events in story, on graphic organizer, and on charts (e.g., beginning=green, middle=yellow, end=red)
• A list of signal words for reference (e.g., first, next, after, before, last)
• Videos or story boards/cards of the story for visual supports
• Dichotomous questions that allow for making a choice of correct versus incorrect answers
• Simplify language as needed
• Use of first/then language and visual supports to identify sequencing information
• Repeated exposure to content and strategies
• Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
• Simpler or shorter text of the same story with the same key events
• Peer support, collaborative grouping

Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson.