1st Grade - Gateway 2

The instructional materials reviewed for Grade 1 meet the expectations of Indicator 2c.

Some designated questions and tasks support students’ analysis of knowledge and ideas across a text(s). By the end of the year, integrating knowledge and ideas is embedded in students’ work (via tasks and/or culminating tasks).

Sets of questions and tasks that provide opportunities to analyze within single texts include, but are not limited to:

• In Unit 1, Week 1, Day 3, students learn how to describe connections between events in the Mentor Read-Aloud, “The Amazing Life Cycle of a Frog.” The teacher models how to use sequencing adverbs in the text to understand the connections between events. During Guided Practice, the teacher asks three text-based questions. The first question is “Which words does the author use to help you understand the sequence of events?”. The next two questions are about different stages of the frog’s life cycle. These questions help students practice connecting and sequencing events and also help students build knowledge about frogs.
• In Unit 3, Week 2, Day 5, students ask and answer questions about key details in the Extended Read, Being a Responsible Citizen by Margaret McNamara. Students work with partners to answer the following questions: “Think about the students in the photos on these pages. What question can you ask and answer to analyze how the students in the photos are being good citizens? What questions can you ask and answer to analyze how the students in the photos are being good citizens?”
• In Unit 4, Week 2, Day 4, students practice using text details to describe the setting of the Extended Read, Mother Bruce. The teacher models how to use text evidence and illustrations to answer the question: “What conclusions can you draw about the time of year at the beginning of the story?” During Guided Practice, students work with partners to answer the text-based question, “How would you contrast the setting at the beginning of the story with the setting at the end of the story?” During independent reading, students describe the setting of a previously read leveled text. Students also identify any changes in the setting and mark text evidence with sticky notes.
• In Unit 7, Week 3, students engage in an extended reading of the text Statues and Monuments by Sarah Albee and distinguish between information provided by pictures and information found in the words of a text. Questions to support this task include: “Look at the large photograph on page 12. What information do we learn from the photograph that we do not learn from the text?”

Examples of sets of questions and tasks that provide opportunities to analyze across multiple texts include, but are not limited to:

• In Unit 6, Week 2, Day 5, students compare and contrast the characters’ experiences in When the Turtle Grew Feathers by Tim Tingle and the Mentor Read-Aloud, “The Ant and the Pigeon.” The teacher models how to compare and contrast the texts using text evidence. During Guided Practice, the students answer the question, “Compare and Contrast the relationship between the ant and the pigeon with the relationship between Turtle and Turkey. Support your answer with text evidence by discussing it with a partner then sharing with the class.” During the independent task, students “reread two familiar fiction texts and compare and contrast the experiences of the main characters. Students put sticky notes in their independent reading texts next to two similar experiences or two different experiences. Then students write the comparisons and contrasts on sticky notes. Students share with the teacher during small group time or conferences.
• In Unit 8, Week 1, Day 5, students learn how to explain differences between stories and informational texts using the Mentor Read-Alouds, “Why Sun and Moon Live in the Sky” and “A Walk on the Moon.” The teacher models the skill using a Compare and Contrast Chart. During Guided Practice, the teacher guides students in identifying and explaining more differences between the two texts and further completing the chart. The teacher also asks three text-based questions which increase in complexity. Students practice this skill during independent reading time with two previously read leveled texts.
• In Unit 10, Week 2, students engage in a cross-text Mentor Read of I Hear With My Ears by Kathleen Long Bostrom and “Sounds I Love” by (author not cited). Students contrast texts to see how they are different. Questions to support this task include: “How can you compare and contrast the experiences of the narrator on pages 5–6 and 10–11 of I Hear with My Ears with the experiences of the narrator on page 44 of 'Sounds I Love!'? How can you compare and contrast the experiences of the narrator on pages 10–15 of I Hear with My Ears with the experiences of the narrator on page 45 of 'Sounds I Love!'?"

The instructional materials reviewed for Grade 1 meet the expectations of Indicator 2d.

Each culminating task or extended writing project incorporates texts from throughout the unit while allowing students to use outside sources as appropriate. Most culminating tasks provide students the opportunity to demonstrate comprehension and knowledge of a topic or topics. Every unit has an Inquiry and Research project and a Unit Reflection with Constructive Conversation that are centered around the Essential question and unit topic. Students use texts and knowledge gained from the unit in all tasks including writing tasks. Each week contains texts, writing tasks, and discussions leading to the culminating tasks for the unit. Additionally, a pacing chart for the project assigns student goals with teacher support (along with project rubrics) to assess students’ work on the project. Culminating tasks are provided and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, and listening) at the appropriate grade level.

Examples include, but are not limited to:

• In Unit 1, Week 3, Day 5, Reflect on Unit Concepts, students listen, speak, write, and recall information they have read throughout the unit. Students watch the video from the first day of the unit and discuss how the video fits with the unit and the Essential Question. In small groups, students discuss their answers to the Essential Question. Students share, and the teacher records their ideas on the anchor chart created at the beginning of the unit. Next, students work in groups to act out the life cycle of one of the animals or plants featured in the unit. The teacher helps each group record a video of their role‑play. Then, students write in response to the following questions: “How do we know that plants and animals grow and change? What is a life cycle? How are the life cycles of plants and animals different?”
• In Unit 2, the Essential Question is “How do we learn about characters?” and the unit topic is “Many Kinds of Characters.” One culminating writing task for the unit is a narrative. Over the course of three days, students write an ending for “The Ant and the Grasshopper.” Students listen to the story, write the narrative, share their writing with partners, and share with the class.
• In Unit 3, Week 3, Day 5, there is a Constructive Conversation during the Unit Reflection. Students watch the Unit 3 Video, review the Questions and Ideas Chart from Weeks 1 and 2, and then collaborate to answer the Essential Question of the unit, “Why do people get involved in their communities?” Teachers play the Unit Song to reinforce “knowledge and oral vocabulary.” Students make up and record a short song about one of the people that they read about in the unit. In writing, students answer the Essential Question and Enduring Understanding questions. This one-day culminating task incorporates all skills—reading, writing, speaking, listening, and language.
• In Unit 4, the unit topic is “Stories Have a Narrator.” One of the culminating tasks for the unit is an Opinion Writing about a favorite character from the unit texts. Students work on this writing during Weeks 2 and 3. Students listen to and read unit texts, write their opinions, discuss their writing with peers, and share with the class.
• In Unit 8, the Essential Question is “Why do the sun and moon capture our imagination?” and the unit topic is “Observing the sky.” On Week 3, Day 5, students reflect on the unit topic in a Constructive Conversation. Students review texts they have listened to and read throughout the unit. Students discuss the Essential Question and build upon their peers’ responses in small groups. Then each group shares with the class. Each group makes a digital slideshow about the sun, moon, and sky. Students also respond to questions about the unit’s Essential Question and topic.

The instructional materials reviewed for Grade 1 meet the expectations for Indicator 2f.

Materials include a year’s worth of writing instruction aligned to the standards for the grade level that provide both depth and breadth of writing instruction and practice. The materials include well-designed lesson plans covering a variety of genres, both process and on-demand writing, and teacher and student protocols. Students receive explicit instruction that guides them through the writing process in Writing Workshops lessons. Lessons also include mentor texts, shared readings, poetry, and short reads that provide students with opportunities to examine the text features of a specific genre and the styles and techniques of authors. The materials include a writing development guide for the grade level as well as writing rubrics. The materials also include a multitude of graphic organizers—Venn diagram, T-Chart, compare/contrast—and rubrics that address content, presentation, and effort and collaboration during Inquiry and Research Projects.

Writing lessons at the beginning of the year include Guided Shared Writing as well as familiar writing protocols, such as the “Three-Step Writing Strategy,” which the students practiced in Kindergarten. In the middle of the year, students learn about and practice writing how-to texts. Writing lessons use Guided Shared Writing and detailed anchor charts. At the end of the year, students learn and practice the poetry writing process. Lessons continue to use Guided Shared Writing and detailed anchor charts. At the middle and end of the year, the teacher also launches writing units by analyzing a mentor text in order to show students the key features of the writing style that they will practice in the unit. Throughout the year, writing lessons use the Gradual Release Model, as well as Guided Shared Writing and Oral Rehearsal for Independent Writing, during which students practice saying what they will write before they write. Students have opportunities to practice brainstorming, taking notes, planning, drafting, writing, revising, editing, and publishing. Students also write and draw in response to the texts they read in phonics mini-lessons throughout the year. To support students, the teacher displays pictures of the decodable words to provide visual cues for their writing

Each Unit Assessment also includes a writing task based on text passages. At the beginning of the year, the teacher reads the passages aloud while students follow along. Students write and draw their responses. In the middle of the year, the teacher reads the passages aloud while students follow along. The students write their responses using sentences. At the end of the year, the students read the passages on their own, and write their poems using sentences.

Beginning of the year examples include, but are not limited to:

• In Unit 1, students write personal responses to different texts. There is extensive modeling from the teacher. Student writing expectations are as follows: an illustration, an opinion sentence, and two detail sentences.
• In Unit 2, Week 2, Day 1, during the Guide Shared Writing component of the Writing lesson, the teacher models starting at the top left side of the page, saying a word and the sound they hear, and pointing out high-frequency words. The independent/collaborative section states that “students will begin to write and/or draw their diary entries.”
• In Unit 3, students work on the process of informative writing and spend three weeks brainstorming, drafting, revising and expanding, and sharing; focusing on the craft of writing. Referencing the mentor text, Hello, Community Garden! (author not cited), students write an informative text about places in our community.

Middle of the year examples include, but are not limited to:

• In Unit 4, Week 1, the focus is on opinion writing lessons over the entire week. Students produce one piece of writing based on the text “The City Mouse and the Country Mouse.” Students write whether they would rather live in the city or country. Writing expectations include the following: an opinion sentence, two reasons with evidence from the text, and a title.
• In Unit 5, Week 3, Day 2, students edit an explanatory text that they have been working on for several days. During Guide Shared Writing, the teacher displays their draft and models editing the draft for spelling errors using both print and online dictionaries and strategies like sounding out words and looking at a mentor text to verify correct spellings.
• In Unit 6, students complete an on-demand grammar practice using sentence frames. Students also learn about simple and compound sentences and frequently occurring conjunctions.
• In Unit 7, Week 1, Day 3, students respond to their reading of “From Place to Place,” a short text about transportation, during the phonics mini-lesson. Students draw and write a comparison of travel over time. To support students, the teacher displays pictures of the decodable words to provide visual cues for their writings.

End of the year examples include, but are not limited to:

• In Unit 8, students engage in opinion process writing for three weeks to create a finished piece. Expectations include: a statement of opinion, multiple reasons and evidence from the text, a title, a closing statement that retells the opinion, and an accompanying illustration. The example shared writing contains more than 10 sentences.
• In Unit 9, Week 3, Day 3, students draw/include pictures in their writing to help the reader better understand it. During Guide Shared Writing, the teacher and students co-create a Visual Planning Chart that includes the columns, Topic and Image. Students think through what kind of visual could help enhance the reader’s understanding of their text. During the Independent and Small Group time, students create their own Visual Planning Chart to support their writing.
• In Unit 10, students complete a writing task as part of the unit assessment. Students read the passages, “The Cave” and “Sun Dogs,” and answer text-dependent questions. The writing task at the end of the assessment states: “Imagine that you get up very early one morning to see the sun rise. What do you see? What do you hear? Write a narrative poem that tells what happens.”

Instructional materials include well-designed lesson plans, models, and protocols for teachers to implement and monitor students’ writing development. Examples include, but are not limited to:

• Grade 1 writing exemplars for the three types of writing—opinion, narrative, informative/explanatory—are available in the Benchmark Online Platform.
• Each lesson has an accompanying Anchor chart and/or Sample Shared writing as well as a picture of the text to which the writing refers.
• Writing lessons always have these components: Engage thinking, Guide Shared Writing, Oral Rehearsal for Independent Writing, Independent and Small group Writing and Conferring, and Share and Reflect.
• In Unit 2, Week 2, Day 1, instructional pacing for the Writing lesson allots two minutes for Engage, seven minutes for Guide Shared Writing, five minutes for Oral Rehearsal for Independent Writing, and one to two minutes for Share and Reflect. The margin of the lesson contains Sample Conferring Prompts for the teacher to use to support student writing. Materials provide a sample Diary Entry Writing Anchor Chart and the teacher creates an anchor chart with their class.
• In Unit 3, students complete a Culminating Research and Project Inquiry project, spending three weeks deepening their understanding of the unit topic, Being a Good Community Helper. Instructional materials include rubrics for both the teacher and student, and a lesson plan outlining the introduction, exploration, presentation, and three-week pacing chart of the project.
• In Unit 5, students complete a three-week writing task, as the teacher walks them through each step in completing an explanatory text. Materials include daily lessons with specific guidelines, models, and protocols for supporting student writing.
• In Unit 6, students engage in opinion writing pieces throughout a three-week unit. Instructional materials include unit texts, and the teacher employs daily lesson plans that include a consistent sequence of engaged thinking, modeling, guided practice, preparation for independent writing, Writer’s Workshop, and sharing. Instructional materials also include anchor charts detailing the stages of writing and graphic organizers for opinion writing.
• In Unit 7, Week 1, Day 1, students learn about process writing. The teacher introduces how-to texts by modeling how to analyze the Mentor Text, “How to Send a Letter.” The teacher displays and reads the text aloud, pointing out the key features and qualities of a strong how-to text. The teacher also creates and displays an anchor chart listing the characteristics of “How-To Writing.” Next, the teacher guides the students in using the Mentor Text to identify the specific steps of how to send a letter. During Independent Writing, students practice discussing the steps about their morning routine from the time they wake up to the time they arrive at school.
• In Unit 9, students work on a three-week writing task, as the teacher walks them through each step in completing an explanatory/informative text. Materials include daily lessons with specific guidelines, models, and protocols for supporting student writing.
• In Unit 10, Week 1, Day 1, students learn about writing poetry. The teacher introduces poetry by modeling how to analyze the Mentor Text, “At the Beach,” a sensory poem. The teacher displays and reads the poem aloud, pointing out the key sensory phrases, such as, “I see,” and “I smell.” Next, the teacher guides the students in using the text to identify the features of a sensory poem. During Independent Writing, the students describe and discuss other things they might see, hear, smell, taste, and touch at the beach and use strong, vivid words and phrases in their descriptions. The teacher reminds students that using interesting adjectives and exciting action verbs helps their partner visualize, or imagine, what they experience. Then, students write a new ending for the Mentor Text that they read with the teacher during the lesson.

The instructional materials reviewed for Grade 1 meet the expectations of Indicator 2g.

Research projects are sequenced across a school year to include a progression of research skills. Inquiry and research project tasks are similar throughout the year, but the texts used for research increase in complexity. Materials support teachers in employing projects that develop students’ knowledge on a topic via provided resources. The Teacher Edition contains a resource that outlines the information for the Research and Inquiry Projects. It describes the project’s parameters, guiding questions, student expectations, recommendations for modeling research skills, as well as a detailed pacing guide. The materials also contain separate student and teacher rubrics to guide the projects. Teachers guide students through various writing tasks and culminating tasks that are heavily based on unit materials, with opportunities for students to bring in outside sources and experiences as appropriate. Students complete Inquiry and Research projects for every unit. Students use graphic organizers and find key details from unit texts. Materials provide many opportunities for students to apply Reading, Writing, Speaking and Listening, and Language skills to synthesize and analyze per their grade-level readings. All Inquiry and Research projects and writing research tasks contain reading or listening to a text, discussing texts, a writing component, and speaking through discussions and presentations. It should be noted that while there are various graphic organizers used from project to project, there is not a clear progression of increased expectations of research skills throughout the year.

Examples of student opportunities to engage in short (1–2 days) projects across grades and grade bands include, but are not limited to:

• In Unit 1, Day 2, the teacher and students engage in shared writing to write and draw a personal response based on the Mentor Read-Aloud, “The Amazing Life Cycle of a Frog.” During independent time, students write and/or draw their own personal responses to the text.
• In Unit 6, Week 3, Day 5, students participate in a Constructive Conversation during the Unit Reflection. Students create a poster that features the most important ideas from the unit. Students can make their poster digitally and incorporate animations and sounds. Students can also use digital media to record each group’s presentation. Teachers guide students through writing responses to the Essential Question and Enduring Understanding questions.
• In Unit 7, Week 2, Days 4–5, students read the unit text, School Days. Over the course of two days, students use timelines to locate information in the reading as well as distinguish between text and pictures in the story. During Share and Reflect, students find a picture or photograph with a caption in a familiar informational leveled text and discuss with peers how finding information in pictures that is not in the text helps them to better understand a text.
• In Unit 9, Week 1, Day 2, students create a Brainstorming list to get ideas for their research projects on goods and services. The Brainstorming list has 3 columns: Topic, What I Know, What I can Research to Find Out.

Examples of student opportunities to engage in long (3 + days) projects across grades and grade bands include, but are not limited to:

• In Unit 1, students engage in a three-week Research and Inquiry Project to deepen their understanding of the unit topic, Plants and Animals Grow and Change. Individual students or small groups choose and research a plant or animal from one of the unit texts. The teacher provides three guiding questions to help focus students’ research. The Teacher Edition also includes several suggestions for supporting students, including modeling how to reread a unit text to find information that answers a guiding question, as well as how to take notes and record information.
• In Unit 2, the Inquiry and Research project is about animals as characters. Students pick an animal character from one of the unit texts then find other stories with the same character. Students compare the personality of the real animal versus the character and discuss why the author may have chosen the animal as the character. The project is three weeks long. Students research the characters, plan a presentation, and present it to the class.
• In Unit 3, the three-week Culminating Research and Inquiry task is related to the unit topic, Community Helpers. Materials include a sample pacing guide for the teacher to guide students in the completion of different tasks each week in preparation for the presentation. Before students complete research using outside sources, teacher guidance states: “[M]odel writing, drawing, or pasting to take notes and record information.” The teacher also provides students with graphic organizers as needed. Students may use “a variety of digital tools” in the presentation of their project.
• In Unit 5, the Essential Question is “How can technology make a difference in our lives?” and the unit topic is “Technology at work.” During a culminating writing task spanning the duration of the unit, students work on an explanatory process writing about technology students use at home. Students read the unit texts about technology, discuss how technology is used in various situations, write about technology at home, and share their finished pieces with the class.
• In Unit 6, the three-week Culminating Research and Inquiry Project is related to the unit theme, Comparing Messages in Fables. Materials include a sample pacing guide for the teacher to guide students in the completion of different tasks each week in preparation for the presentation. Before students complete research using outside sources, teacher guidance states: “[S]how how to record notes by writing, drawing, or cutting and pasting photos or stickers.” The teacher also provides students with a simple compare and contrast two-column graphic organizer to help them organize their research. Students may use “a variety of digital tools” in the presentation of their project.
• In Unit 7, students complete a Culminating Research and Inquiry project to deepen their understanding of the unit topic, Past, Present, and Future. Students read about important people and events from the past, and think about how they impacted our lives today and how their stories will continue to shape the future in one or more of the unit texts. Using guiding questions that address the Essential Question, Cross-Text Analysis, and Enduring Understanding, students then conduct research to pick a person or event from the past that is mentioned in one or more of the unit’s texts. Afterward, they deliver a presentation that shows what they have learned to the class.
• In Unit 8, the Inquiry and Research project is about the sun, moon, and stars. Students pick one object from space they have read about from one of the unit texts, then find other sources about the object. Students research their object from their sources and create a model of the object. The project is three weeks long. Students research, plan a presentation, make a model, and present to the class.
• In Unit 9, the Essential Question is “Why do people trade with each other?” and the unit topic is “We use goods and services.” During a three-week culminating writing task for the unit, students write a research report about a good or service. In Week 1, students read “Sea Turtle Hatchlings” and discuss the key features of a research report. In Week 2, students read In My Opinion, Goods and Services are Important and discuss the different kinds of goods and services in the text. Students also complete guided lessons as they draft and revise their reports. In Week 3, students finish their reports and share them with the class.

The instructional materials reviewed for Grade 1 meet the expectations of Indicator 2h.

Most texts are organized with built-in supports and scaffolds to foster independence. A lot of time is spent on phonics with students reading the same text multiple times. Materials provide support for struggling readers through E-books and partner grouping. Materials often repeat skills practice during independent reading time after the skills have been modeled by the teacher. There is sufficient teacher guidance to foster independence for all readers.

The Foundations and Routines book gives guidance for independent reading during Reading Workshop. The Managing Your Independent Reading Program document contains substantial support for teachers to set up and run an effective independent reading program. There is a proposed schedule for independent reading. The Comprehensive Literacy Planner document gives 30–60 minutes per day for Small Group, Independent Reading, and Conferring. There is a tracking system to track independent reading. Student reading logs can be found in the Managing your Independent Reading Program document, along with Leveled Reading Response forms for students to use after independent reading. Student reading materials span a wide volume of texts at grade levels. The read alouds, shared reading, small group reading, and reader’s theater texts provide a great volume of reading to students around various topics and themes, both literary and informational. There is an appropriate balance of reading in and outside of class. Guidance within the Managing Your Independent Reading Program document requires students to read at home for 20 minutes daily. This is in addition to the wide variety of texts that students read throughout the day and week in class.

Examples of materials that provide a design and accountability for how students will regularly engage in independent reading include, but are not limited to:

• The Managing Your Independent Reading Program document indicates that students have time for independent reading during their Language Arts block at school as well as at home. The materials state that, at school, “Students may participate in daily independent reading during the Independent and Collaborative Activity block, while the teacher meets with small groups of students to conduct differentiated small-group instruction, model fluency, skills through reader’s theater, or reteach skills and strategies.”
• The Managing an Independent Reading Program document contains the following information:
• Additional Resources states: “Within Benchmark Advance, students may participate in daily independent reading during the Independent and Collaborative Activity block, while the teacher meets with small groups…In addition, a list of recommended, award-winning trade books is provided for every unit in Benchmark Advance (at the end of this section), with titles that expand on the unit concepts and essential questions.” However, these books are not part of the core curriculum purchase.
• Program Support: states, “Students should also be encouraged to develop a routine of reading daily at home for a minimum of 20 minutes, either independently or with a parent. During independent reading, students keep reading logs and reading response journals. The teacher is required to review these logs and journals and to conference regularly with individual students to monitor their progress.” The document also states “the teacher should conduct reading conference with each student as often as possible.”
• Resources contain the following documents to support Independent Reading: Conference Form, Reading Log, Reading Response forms (three different level responses), and Individual Reading Program Checklist.
• Accountability measures include student reading logs, reading responses, and teacher-student conferences. The Resources tab of the support materials contains reproducible scaffolded reading response forms, and lists of prompts for reading responses, as well as reading logs. Students use the reading log to record the title of their book, author, genre, and date completed or date abandoned.
• Benchmark Advance offers a list of 23 ideas for mini-lessons topics for the teacher to use in order to establish independent reading routines. Examples include, “Selecting Books and Enjoying Independent Reading,” “Seeking Help During Independent Reading Time,” “Making Good Book Choices,” and “Abandoning Books.”
• The independent reading support materials offer guidance on how teachers can help students choose books on their independent reading levels. For example, one suggestion is a scaffolded protocol, the Three-Finger Method for emergent and early readers and the Five-Finger Method for fluent readers. The protocols direct students to count the number of words they either can’t pronounce or don’t understand. The protocol indicates that books are too difficult for early and emergent readers when they make three mistakes on a given page and are too difficult for fluent readers when they make five mistakes on a given page.
• Each unit includes a “Components at a Glance—Small Group Reading Instruction/Independent Reading and Conferring” document. This document states, “[E]nsure that all students have the opportunity to read self- and teacher-selected titles daily. Students should read for about 30 minutes. At this time of the year, many students may need to build volume and stamina. In this unit, encourage these students to read for at least 15–20 minutes at a time.”
• The materials recommend specific topics for anchor charts for the teacher to create with the students. These anchor charts outline procedures and strategies for students to use during independent reading. Examples of recommended anchor charts include “How to Check Out and Return a Book,” “Where Good Readers Read,” “How to Find an E-Book,” and “Ways to Choose Books.”
• In Unit 6, Week 2, Day 1, Independent Reading/Small Group Reading/Conferring time is spent fully engaged with a small group book, applying the learning target, and showing evidence of comprehension with sticky notes in the text. “Apply Understanding: Tell students that during independent reading time, you would like them to look for connections in a previously read leveled text. Ask students to place a self-stick note beside the text or illustration where they make a connection to their own lives. Students should be ready to share their connections during small-group or conferring time.”
• In Unit 10, Week 2, Day 1, Independent Reading/Small Group Reading/Conferring time is spent fully engaged with a small group book, applying the learning target, and showing evidence of comprehension with sticky notes in the text. “Tell students that during independent reading time, you would like them to apply at least two reading strategies as they reread a leveled text. Ask students to place a self-stick note on each page where they apply a strategy and be prepared to share their strategies during a small-group or conferring time.”