1. Model for students how to organize ideas into a graphic organizer, as with this chapter’s whales and dolphins example. Then ask students to write about the information using the skills they have developed; have them practice moving from the brief points in the graphic organizer to writing complete sentences to describe, compare, and contrast the ideas. With new material, let the students try the technique. Question them regarding the effectiveness of the technique of moving from graphic organizer to fleshed-out writing. Did they feel the strategy was helpful? Why or why not?
2. Prepare a paragraph frame based on a content area selection read by a student. Discuss the detail sentences with a student who typically has difficulty with expository text material. Have the student sequence the detail sentences and then complete the paragraph frame. Reflect with the student on the effectiveness of this technique. Did the student find this strategy helpful? Why or why not?
3. Choose a topic or theme that is widely discussed in your local school districts (e.g., rain forests, conservation, the planets, geometry in our daily lives), and prepare an annotated bibliography of fiction and nonfiction materials (not just text materials) that span a wide range of reading ability levels for this topic/theme.