PLAN

**PLAN**

**Content** Reading comprehension strategy for understanding content material.

**Grade Level** This strategy words best for middle and high school ages.

**Curriculum Standards** This strategy addresses the following CSOs for 8th grade:

RLA.O.8.1.9 summarize explicit and implied information from literary and informational texts to recognize the relationships among the facts, ideas, events and concepts (e.g., names, dates, events, organizational patterns, graphical representations as found in photographs, captions, maps, tables or timelines, textual features including table of contents, headings or side bars).

RLA.O.8.1.14 critique the usefulness of the form and content of practical texts and judge the importance of certain steps and procedures in such texts.

RLA.O.8.1.15 increase amount of independent reading and select appropriate graphic organizers (e.g., diagrams, flow charts, story maps, outlines, concept maps, tables, reading guides) to analyze relationships among more complex ideas generated while reading.

**Description of Practices** The PLAN strategy is most helpful when used by students who are reading unfamiliar content material. It requires students to first read the title, subtitles, and graphics of the reading material. Then the students are to denote information they have gathered thus far as either known or unknown. Once they begin reading, the students should add notes that explain previously unknown information. The last step is discuss/analyze the information they learned.

-Students create a map based on text title, subtitles, and graphics. || -Students place checkmarks by known information and question marks by unknown information. || -Add notes that explain previously unknown information and ones that confirm known information. || -Students may choose to alter their original map from the Predict step. They also may choose to either discuss or analyze the new information learned. ||
 * || __Step__ || __Description__ ||
 * P || **Predict** || **Predict** content and structure of the text //before// reading.
 * L || **Locate** || **Locate** known and unknown information //before// reading.
 * A || **Add** || **Add** helpful words and phrases //during// reading.
 * N || **Note** || Take **Note** of new understanding //after// reading.

**Implementation Considerations** This strategy is best used in a small group or individual setting. If the strategy is used in a small group setting, students should be grouped according to ability. It can be used in a self-contained or general education classroom and works best when reading content material.

**Example** An example of how to organize PLAN:

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Another example of how PLAN can be organized:

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**Citation** Caverly, D., Mandeville, T., & Nicholson, S. (1995). PLAN: A study reading strategy for informational text. Journal of Adolescent & Adult Literacy, 39, 190–199.

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