hawk britnie red4348 ca1 reading strategies

Reading Strategies Using Non-fiction Strategies Effectively (Before, During, and After)Britnie Hawk RED4348

"Before" strategies activate students' prior knowledge and set a purpose for reading.

"During" strategies help students make connections, monitor their understanding, generate questions, and stay focused.

"After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.

Benefit and Purpose

Before Reading Strategies

• K-W-L Chart• Prewrite Questions• Preview Vocabulary• Word Splash• Think-Pair-Share

K-W-L Chart• Three-columned chart • Students write what they “K”now or

think they might know about the topic• Then add any questions they “W”ant to

have answered by the text• Return to the chart after reading and

record what was “L”earned through the reading

• Helps students activate prior knowledge

Prewrite Questions

• Students preview the text• Create questions based on the

text that they think the text is designed to answer

• This sets a purpose for reading• Helps students make

predictions• Helps prepare students on how

to mentally organize the information they are about to receive

Preview Vocabulary• Determine a list of key words or concepts that will

be essential to the lesson or have students skim the reading and select unfamiliar words

• Helps students become familiar with new words• Vocabulary helps them understand and

comprehend the reading more efficiently

Word SplashActivate Prior Knowledge• Comprehension and vocabulary

strategy that makes learning terminology fun and exciting

• Collection of terms or concepts from a reading

• Words or terms are “splashed” on the overhead for students to see

• Students write a story using familiar and unfamiliar words from the text

Think-Pair-Share• Students write down

thoughts• Discuss with a partner• Share thoughts with the

class• Uncovers various

perspectives and prior knowledge

During Reading Strategies

• Think Aloud• Table Talk• Graphic Organizers• Monitor Text• Make Inferences

Think-Aloud• Students use this to understand what comprehension “looks

like”• The teacher will stop at any given time to ask questions• Students retain information longer when teachers ask quality

questions about the text• Helps students who have difficulty answering inference

questions• Slows down the reading process and allows students to

monitor their understanding of the text

Table Talk• The teacher may stop at any

time and ask questions during the reading

• Allow students to discuss was just read or new terms

• Students become engaged and helps keep the focus while reading.

Graphic Organizers • Provides structure and guidance

as students are reading text• Offers visual means of explaining

and organizing information• Helps students see the

connections among different items of information

• Helps students utilize metal imagery

Monitor Text• The Monitoring/Clarifying strategy

teaches students to recognize when they don't understand parts of a text and to take necessary steps to restore meaning

• Encourage students to think about their own thought process during reading

• Monitoring/Clarifying helps students learn to be actively involved and monitor their comprehension as they read

• Adjust your reading rate: slow down or speed up

Make Inferences• Ask internal questions

while reading text• Make predictions and

either conform or dismiss these predictions while reading

• Combining textual information with prior knowledge

• Inferences help the reader to understand the text

After Reading Strategies

• Summarizing• Exit Slips• Jigsaw• Reflection• Graphic Organizer

Summarizing• Helps students determine

essential ideas and consolidate important details

• Enables students to focus on key words and phrases

• Students learn how to take large sections and focus on the main concept or ideas

Exit Slip• Students write responses to

questions the teacher poses at the end of class

• Allows the teacher to check what the students learned or comprehended

• Helps students reflect on what they have learned and express what or how they are thinking about the new information

Jigsaw• Breaks up larger text into smaller

chunks• Re-reading and becoming an expert

on a specific portion of the content• Encourages listening, engagement,

and empathy by giving each member of the group an essential part

• The Jigsaw strategy places great emphasis on cooperation and shared responsibility within groups.

Reflection• Teacher poses open-ended

questions for students based on the topic learned

• Students can use text-evidence to answer the questions

• Students write about the new content or perspectives they learned

• Describe how the new learning relates to previous understandings

Graphic Organizers • Provides structure and guidance

after students reading new text• Offers visual means of organizing

information• Helps students see the connections

among different items of information

• Helps students utilize metal imagery• Helps students to reflect on what

they have learned

References• Bursuck, W., (2011). Teaching Reading to Students Who

Are At Risk or Have Disabilities: A Multi-Tier Approach (2nd Ed.). Upper Saddle River, NJ: Pearson Education

• Reading Rockets, (n.d.). Classroom Strategies. Retrieved from: http://www.readingrockets.org/strategies

• ASCD (2016). Learn Teach Lead. Retrieved from: http://www.ascd.org/ascd-express/vol5/511-breiseth.aspx

• Seminole County Public Schools (2016). Reading Strategies. Retrieved from: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/DuringReading.aspx