| Reading | Writing | Name | Description |
| ü | ü | Academic Notes | A note-taking page with helpful reminders in the margin that help students to define, summarize, serialize, classify, compare, and analyze ideas and concepts |
| ü | ü | | A series of graphic organizers that use different formats for tracing causes and effects |
| | ü | | A note-taking page to develop an idea using the claim, evidence, and interpretation strategy |
| ü | | Character Bookmark | A reproducible page with four book marks that can be copied back-to-back; one side has space for notes on characters that students encounter during reading, while the opposite side provides question stems to promote active reading |
| ü | ü | | A series of graphic organizers for studying the methods of characterization, character traits, and the relationship between character development and conflict |
| ü | | Classification Notes | Three graphic organizers for categorizing ideas and information into six, four, or three categories |
| ü | ü | Collaborative Questions | A graphic organizer that encourages students to pose questions about a text at different levels of Bloom's Taxonomy; students then share their questions with a partner and formulate answers to each other's questions based on their discussion |
| ü | ü | | A series of graphic organizers for examining the similarities and differences between and among different ideas or concepts, including (but also moving beyond) the traditional Venn diagram |
| ü | ü | | An alternative to the traditional Venn Diagram that includes a space for summarizing the compared and contrasted ideas |
| ü | | | A four-column graphic organizer for identifying "someone...wanted...but...so" in order to dissect conflicts that are presented in text |
| ü | | | A note-taking page that introduces students to the Cornell Notes method with suggestions on the type of information to be included |
| ü | ü | | Two graphic organizers that help students work through a decision-making process |
| ü | ü | | A graphic organizer that helps students prepare for a discussion about a text, with prompting questions in the margin that help to guide their thinking |
| ü | ü | | A web for charting the who, what, where, when, why and how of a particular event |
| | ü | Expository Writing Tools | A series of graphic organizers for organizing ideas to write expository texts, including webs for developing topics and outlines for structuring expository essays |
| ü | ü | Fact vs. Opinion | A graphic organizer for identifying facts and opinions in text, including space for students to explain how they know the details from the text are facts or opinions |
| ü | ü | Four Square Perspective | A graphic organizer that helps students examine a topic or issue from four different points of view, with space to synthesize conclusions, connections, and questions |
| ü | ü | | A graphic organizer that generates a series of details related to a subject and then moves to a main idea through induction |
| ü | | | A circular graphic organizer for organizing literal information in the inside wedges of the circle and inferences in the outer wedges of the circle |
ü |
| | A graphic organizer for analyzing the textual or literal level of meaning and the subtextual or implied meaning for a specific quotation |
| ü | | | A model of the interactive note strategy, including the before, during, and after thinking that students should do while reading a text; also includes a blank interactive note-taking page |
| ü | | Key Concept
Synthesis | A graphic organizer for identifying the five most important concepts from a reading, with space for students to put the concept into their own words, to explain why the concept is important, and to make connections to other important concepts in the reading |
| ü | ü | KWL
(revised) | A four-column chart that helps students identify what they already know for sure about a topic, what they think they know about the topic but are unsure, what they would like to learn about the topic, and the connections they can make between the topic and other things they already know |
| ü | ü | | A set of graphic organizers that can be used for the different roles in a literature circle (e.g., discussion director, illustrator, connector, word watcher, summarizer), including bookmarks that remind students of questions they might pose while reading and discussing their book |
| ü | | Main Idea Notes | A graphic organizer for identifying the main idea of a passage, the most important details, and reasons/evidence to support the reader's claim about the main idea |
| ü | | | A graphic organizer for making predictions, grounding those predictions in evidence from the text, revisiting those predictions while reading, and processing the predictions after reading |
| ü | | Metaphor Analysis | A T-chart for examining the superficial level and metaphoric level of a metaphor |
| | ü | | A series of graphic organizers for planning to write narratives, including resources for sequencing, conflict, rising action, and imagery |
| | ü | | A series of graphic organizers for developing and organizing ideas and information for persuasive writing or speaking, including planning and note-taking resources for debates |
| ü | | | A note taking page with questions in the margin that help students to survey the text, activate prior knowledge, and decide their purpose for reading |
| ü | | | An active reading, listening, or observing graphic organizer that involves note taking, visually representing ideas, and summarizing ideas in writing |
| | ü | | A graphic organizer for representing the hierarchy of a subject, main idea, supporting details, developing details, and summary or synthesis |
| ü | | | The QAR strategy identifies four Question-Answer Relationships that students are likely to encounter as they read texts and attempt to answer questions about what they have read. These include "right there" questions, "think and search" questions, "author and you" questions, and "on my own" questions |
| ü | | | Q-Notes combines the strategies of SQ3R and Cornell Notes, and provides a note-taking format for posing questions while reading in the left-hand margin and writing answers to the questions in the right-hand margin |
| ü | ü | | A graphic organizer that prompts students to pose their own questions to clarify their initial understanding, develop an interpretation, make connections, and take a critical stance |
| ü | | | A reproducible bookmark that includes questions, strategies, and reminders that students can refer to throughout the reading process |
| ü | | Reciprocal Notes | A note-taking page that prompts students to think about a text or topic first at the surface level, then at a deeper level; students are also prompted to use evidence to support their interpretations |
| | ü | | A graphic organizer that students use to analyze a writing model based on the criteria of a rubric to then explain how their writing is similar to and different from the model, with space to identify next steps for revision |
| ü | | | A note-taking page to summarize a reading with before, during, and after reading reminders listed in the left-hand margin |
| ü | ü | | A graphic organizer that helps students make text-to-self, text-to-world, and world-to-self connections to think deeply about an essential question (includes a direction page) |
| ü | ü | | Two journal entry pages that prompt students to make connections between specific textual references and their own ideas/experience |
| ü | | | A graphic organizer that helps students recognize and analyze the features of different textbooks in order to approach the text more strategically |
| | ü | TAP Planner | A three-column graphic organizer that helps students identify the topic, the audience, and the purpose for a given piece of writing |
ü | ü | | A traditional two-way Venn diagram with space for synthesizing conclusions, making connections, or posing questions |
ü | ü | | A traditional three-way Venn diagram to compare and contrast three ideas, characters, events, etc. |
| ü | | | A graphic organizer that can be used to help students understand important vocabulary words or concepts, including space for the etymology of the word, antonyms and synonyms, the definition, a symbolic representation of the word, and space for using it in a sentence |
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