ABSTRACT
It was a widely accepted truth in the literacy world that elementary reading focused on learning to read, and intermediate reading and beyond that focused on reading to learn. Recently, scholars began challenging that notion, stating that literacy past fourth grade needs to delve into even more complex reading strategies to allow students to effectively tackle the dense texts that are used in content areas. Many K-12 literacy programs focus on the cognitive strategies of reading—visualizing, predicting, inferring, etc. After working with students to integrate the reading strategies into their repertoires, one must then allow students to select and use the strategy that works best for them—just like they will need to do in real life. Annotating is a common strategy used by English teachers to help students really engage with a text. The final main idea/summary strategy to model and try with students is a Main Idea Log.
