<p>Literacy strategy: T-W-L-H-Q chart Definition: Graphic organizer used for promoting and extending student learning concepts and the relationships between them (Fisher and Frey 2015). Types: Concept maps, flow diagrams, matrices Assessment: Can be used for formative and summative assessment for reading comprehension or recording data or factual evidence to support the topic being discussed. Further NGSS application: Life sciences: Constructing concept maps to familiarize students with scientific terminology to construct schema.</p><p>Literacy strategy: Word Splash Definition: Strategy designed to increase vocabulary acquisition (Fisher and Frey 2015). Types: Ordered, directed, and engaging Assessment: Can be used for formative and summative assessment to assess vocabulary and concept acquisition or explication of concepts through an extended written assignment. Further NGSS application: Earth and space sciences: Place 6–10 terms on the board in a hierarchical form to indicate the processes that act together to form materials. Direct students to use connecting phrases or sentences to articulate the cycle using the words that are provided for them.</p><p>Literacy strategy: Discussion-based learning Definition: Strategy designed to engage learners, foster critical thinking skills, and promote an inclusive learning environment. Types: Ordered, interactive, inquiry Assessment: Can be used as formative assessment to assess depth of students’ content knowledge and to encourage synthesis and reflection through written products (Fulwiler 2007). Further NGSS application: Engineering, Technology, and Applications of Science: Have students discuss potential problems within their community and examine scientific approaches to find solutions. </p><p>References Fisher, D., and N. Frey. 2015. Improving adolescent literacy: Content area strategies at work. Upper Saddle River, NJ: Pearson. Fulwiler, B. 2007. Writing in science: How to scaffold instruction to support learning. Portsmouth, NH: Heinemann.</p>