Students implementing CSR require instructional supports to enact their roles, apply the strategies, and stay on task. In addition to using reading materials, Mr. Dupree will make use of the following resources when he implements CSR.

Learning Logs	CSR learning logs enable students to keep track of their learning and provide a basis for follow-up activities. Teachers may choose to create a separate learning log for each CSR session, each week, or each instructional unit. Click here to view a printable learning log. Learning logs perform two primary functions, serving as: A written account of learning, assuring individual accountability A study guide that students can use for future tests and quizzes on the relevant material
Cue Cards	Cue cards (also called cue sheets) outline the steps to be followed for each role. They help students to understand their role and to stay focused on their responsibilities as they undertake the process of learning how to implement each role. Students should discontinue the use of cue cards once they feel secure in carrying out their roles. Click here for printable cue cards. Click here for instructions on printing double-sided CSR cue cards. The text on the cards has been reprinted with permission from Sopris West Educational Services. Collaborative Strategic Reading, by Janette Klinger, Sharon Vaughn, Joseph Dimino, Jeanne Schumm, and Diane Bryant, 2001.
Clunk Cards	The clunk cards are used by the Clunk Expert. Each of the four clunk cards contains one fix-up strategy: Reread the sentence and look for key ideas to help decipher the clunk. Examine the sentence just before and just after the one containing the clunk for any information that might indicate its meaning. Look for a known prefix or suffix in the clunk that might indicate its meaning. Break the clunk apart and look for smaller words that might hint at its meaning. Click here for printable clunk cards. Click here for instructions on printing double-sided CSR clunk cards. The text on the cards has been reprinted with permission from Sopris West Educational Services. Collaborative Strategic Reading, by Janette Klinger, Sharon Vaughn, Joseph Dimino, Jeanne Schumm, and Diane Bryant, 2001.
Timer	Although optional, a timer can help groups to remain on-task and to avoid getting bogged down in any one strategy or step. At first, the teacher can set one timer for all of the groups and direct them to carry out each of the strategies for a set period of time. This approach might be preferable during the first few days when the students begin to work together and are still developing an understanding of the process. Once the groups are able to function more-or-less on their own, the teacher can allow each group to keep its own time.

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