High School Survival Kit Project Specifications
Reading Strategies Instructional Plan

• Time: 40+ minutes, as group activity (depending on length of reading assignment) 
• Materials: content-area reading assignment; fiction-reading assignment 

Instructional Plan:

Content-Area Reading

• 1. The survey-question-review exercise may be completed as a whole-class exercise the first time through. Using a common reading assignment, teacher can lead students through the survey and question-writing component of the exercise. 
• 2. Students should contribute questions in response to a survey of their reading assignment. Then this class-generated list can be used as the post-reading review. 
• 3. The reading assignment may be read aloud in class, and survey questions can be revisited during the reading. Post-reading, teacher can lead a review session using student-generated question list. 
• 4. With subsequent reading assignments, students can (should) generate their own questions from an independent survey of their assignment, and review on their own. Teacher may require this review to be written and handed in, or kept in a notebook. 

Reading Fiction

• 1. The prediction exercise may be completed as a whole-class exercise the first time through. Using a common reading assignment, teacher can lead students through a pre-reading discussion during which students will offer their predictions about the story. 
• 2. Assigned story can be read aloud in class. Teacher can pause early in the reading for students to recognize story components. 
• 3. Story can be completed in class, and teacher can lead a discussion in which students can restate the story's conflict and articulate its resolution. 
• 4. With subsequent reading assignments, students can (should) make their own predictions, and identify story components on their own. Teacher may require this review to be written and handed in, or kept in a notebook. 

Suggestions:

• Have students do these exercises repeatedly with various reading assignments, so the process becomes automatic. 
• Make these exercises an understood expectation for all assignments, and a written requirement for some. If it becomes too tedious for students, it will lose value! 
• Use self-assessment as a motivator for effective reading (see below). 
• Assessment:
• The flexibility of these exercises allow teachers to decide when and how to assess students. 
• Teachers may assess the completeness and accuracy of surveys, predictions, and reviews by requiring students to hand in written assignments or notebooks. 
• Students' success with these exercises may be assessed indirectly through improvement on assignments which follow from the reading material, including quizzes, papers, group activities, etc. 
• The nature of these exercises also offers opportunities for students to self-assess. For example, students may keep charts of their improvement on reading quizzes.