This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy, focusing on a K-W-L (know-want to know-learned) worksheet, which graphically assists ELLs in understanding specific information in a variety of content areas. The second section offers a during-reading strategy that utilizes word clusters (graphic organizers in which categorizations are used to promote vocabulary building). The third section describes a post-reading strategy involving Venn diagrams (two interconnected circles for comparing or contrasting two words or concepts). Each section introduces the concept and describes the procedure and purpose. These strategies can be adjusted to varying degrees of reading proficiency. (SM)