The QAR strategy is an after reading strategy that promotes active comprehension and provides students with a way to think about questions and answers. QAR outlines where information can be found "In the Text" or "In my Head." It then breaks down the actual question-answer relationships into four types: Right There, Think and Search, Author and Me, and On My Own. Explicitly teaching key reading comprehension and learning skills - making connections, self-questioning, visualising, inferring, determining importance, summarising, synthesising and self-monitoring - can help students become more purposeful, active readers, thinkers and learners.

The Exit/Entry/Tweet Slip is an after reading strategy, that helps students summarise and reflect on information learned. Exit slips give students an opportunity to review keys ideas, consider essential details and summarise their thinking. Students respond to a teacher question that focuses on the learning target of the lesson. Exit slip questions can also focus on the process of learning or on the effectiveness of a teaching methodology. Student responses to these question also allows the teacher to plan for the next lesson as the responses give an informal measure of each students’ understanding of the lesson or concept.

The RAFT writing strategy can be used across subject areas after reading or learning about a new topic. It help students to understand and focus on four critical aspects of writing - Role, Audience, Format and Topic. By using the strategy students are encouraged  to write creatively, to consider a topic from a different perspective and to gain practice writing for different audiences.

Academic vocabulary is the vocabulary critical to understanding the concepts being taught in class. Teaching specific academic vocabulary enables students to develop in-depth knowledge of important words, so they can know words well enough to access information about them from memory as they read. Marzano outlines a six step process that can help students learn critical subject specific vocabulary - (1) Provide a description, explanation, or example of the new term (2) Ask students to restate the description, explanation, or example in their own words (3) Ask students to draw a picture, symbol, or graphic representing the term or phrase (4) Engage students in activities that help them add to their knowledge of the terms (5) Ask students to discuss the terms with one another (6) Involve students in games that reinforce new words.