reading strategies: before, during, and after

Written by: Kaylyn Hirstius

Class: RED4348.

Teacher: Jennifer Bishop

*Reading Strategies:

Before, During, and After

*Before Reading Activities

*A KWL Chart is an activity that can be used for before, during, and after reading. This activity allows students to identify what they know before reading, what they want to know from reading, and what they learn from reading.

*KWL

*Scallop the Text

*This strategy groups together words that could be read together logically. This could be done by the teacher so students would be able to understand how to read with fluency. A student could learn how to do this to help with reading on a regular basis.

*Think-Pair-Share*Think-Pair-Share is a strategy designed to have students think, work together, and share information on what they are doing. The students could think-pair-share before reading when reviewing information they already learned. This strategy could be use after reading to discuss what happened in the reading.

*During Reading Activities

*This strategy is to get students asking questions regarding the reading both during and after reading a text.

*Self-Questioning

*This strategy helps students make inferences about information presented in text. Each of the four types of questions that are possible to answer give various ways to draw inferences. On My Own could be a question used after reading.

*The four types of questions:

*Right There

*Author and You

*Think and Search

*On My Own

*Question-Answer Relationship (QAR)

*Question-Answer Relationship

(QAR) continued*Right There questions are questions that can be answered by looking in the text.

*Author and You questions ask students to think about what they know, what the author states in the text, and how it fits together.

*Think and Search questions can be answered from different parts of the text put together.

*On My Own questions ask students to use their own experience to answer the question.

*Within this strategy there is turn taking for reading. This strategy is designed to help develop students’ fluency skills.

*Duet or Shared Reading

*This strategy helps with fluency. Students are put into a group and read a passage with expression. If they struggle reading with expression it should be modeled by the teacher.

*Reader’s Theatre

*Partner Reading

*Two students would be paired together. One student would have higher reading levels and the other would have lower reading levels. They would take turns reading and tutoring the other with reading.

*Graphic Organizers

*Graphic organizers are used as visuals for the connection of information. Students could use this strategy during and after reading a text.

*Peer-Assisted Literacy

Strategies (PALS)*Within PALS a stronger reader is paired with a weaker reader to coach them. The students learn to work steadily at reading. Students coaches learn to teach and practice letter-sound identification, word reading, and connected text reading.

*After Reading Activities

*This strategy is helpful for the students to put the important information from the reading into a

paragraph.

*Summary

*An outline is another way to summarize information a student has learned from reading. This strategy has more structure than a summary. It is necessary to put information in order.

*Outline

*This strategy gets students to start ask questions about readings by giving them strategy questions they could eventually ask themselves. This strategy was developed by Isabel Beck and colleagues.

*Question the Author (QtA)

*Retelling

*This strategy has students retell what they had read. This information would be evaluated by the teacher.

*Jigsaw

* The jigsaw technique was first developed in the early 1970s by Elliot Aronson and his students.

*In groups, each student works on an important part of information and tells others in their group about the information they learned. As a group, the students would be more informed.

*References• Bursuck, W. and Damer, M. (2011). Teaching reading to

students who are at risk or have disabilities: A multi-tier approach. 2nd ed. Pearson: Boston

• Aronson, E., Social Psychology Network. (2000-2014). Jigsaw Classroom. Retrieved April 7, 2014, from: http://www.jigsaw.org/

• WETA Public Broadcasting. (2014). Think-Pair-Share. Retrieved April 7, 2014, from: http://www.readingrockets.org/strategies/think-pair-share