before, during, and after reading strategies by ranika hart

Before, During, and After Reading Strategies

Nonfiction – 6th grade RANIKA HARTRED 4348SPRING 2017

Before Reading Strategies

Before Reading Strategies are activities used to assist the students in comprehending the text they are about to read. Some

great before reading strategies are:

*Vocabulary prep.*Provide background information *Prediction*Activate prior knowledge *Create a reason for reading


Vocabulary PrepIn order for students to comprehend what they are reading, it is important for them to understand each word in the passage. One way to assist them with vocabulary comprehension is to identify words that are new or challenging and have the students define the text using an activity called Vocabulary Four-Square. A Frayer Model may also be used for this strategy. Reference:pics of vocab four square - Google Search. (2017). Google.com. Retrieved 16 March 2017, from https://www.google.com/search?q=pics+of+vocab+four+square&espv=2&tbm=isch&imgil=Z9swZQ4EAipakM%253A%253BEgpx0EXeVYFyhM%253Bhttps%25253A%25252F%25252Fspring12ell.wikispaces.com%25252F4%2525252BSquare%2525252BVocabulary%2525252BChart&source=iu&pf=m&fir=Z9swZQ4EAipakM%253A%252CEgpx0EXeVYFyhM%252C_&usg=__lb-uuGr0XbauEGdkIzspxnFUg4g%3D&biw=1377&bih=667&ved=0ahUKEwiM8drnoNrSAhWM0FQKHXbaCDsQyjcINw&ei=yB3KWIztJoyh0wL2tKPYAw#imgrc=Z9swZQ4EAipakM:


PredictionAs educators, we are often required to have the students read a text that may not initially interest them. One way to arouse the curiosity of the students is to have them make a prediction about the book.This is done by having the students look at the front and back cover of the book, as well as at any pictures. Then, without reading it, the students are to make a prediction about what they believe the book is about. This strategy engages the reader, and drives them to complete their reading in order to see what actually happens.


Provide Background KnowledgeAn interesting technique educators can use, is to allow the students to “investigate” the author of the book. Finding common factors with an author further provokes the interest of the reader.For example, young readers assigned the books of Zora Neale Hurston will learn that she is from Florida and once lived here in Fort Pierce.

References:

Zora Neale Hurston. (2017). En.wikipedia.org. Retrieved 16 March 2017, from https://en.wikipedia.org/wiki/Zora_Neale_Hurston


Activate Prior KnowledgeEducators can use this technique to assist the students in making connections to the text. Once the connection is made, then comprehension will increase.One way to do this is to begin the lesson by finding common ground between the reader and the text via personal experiences. For example, before reading “Rosa”, the teacher can ask the students if they have ever felt like they were discriminated against or judged unfairly. They can then use this prior knowledge as a point of reference for the discrimination that Rosa Parks felt.

Reference:

Giovanni, R. (2005). Rosa Henry Holt and Co.


Create a Reason for ReadingIn order to engage the students in the reading process, we must give the students a reason for reading. Using this strategy, the teacher provides the student information on why this particular text is a “good read”.

For example, if the class is studying the holocaust, then the teacher can explain why assigning the Diary of Ann Frank will be useful in providing the students with a first hand account of the events that occurred.

References:Frank, A. (1947). The Diary of Ann Frank. Otto Frank

During Reading Strategies

During Reading Strategies are techniques used to keep students engaged in the reading process. Some

great during reading strategies are:*Visualize*Ask Questions*Not a Race Reading *Read Aloud *Graphic Organizers Reference:Strategies to Use During and After Reading. (2017). Teacher.scholastic.com. Retrieved 17 March 2017, from http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm


Not A Race ReadingWhen students are assigned reading in class, they often race to get done in order not to be the one who finishes last. This speed reading is often done at the expense of comprehension.“Not A Race” reading is a strategy that educators can use during reading to encourage students to slow down and take their time while reading. Teachers can remind students to take their time to read the text, and once students have finished, remind them that it is not a race- and ask them to read it again.


Graphic Organizers Graphic Organizers are tools that educators can use to ensure that students are actively listening as well as comprehending what they are reading.Students can read the organizer before they begin reading their text. This strategy ensures that they are reading with a mission – and not just because they were told to.


Ask QuestionsAsking Questions is a great strategy that teachers can use to ensure that their students are actively listening. By randomly calling on students, teachers can keep them on their toes and ensure that they are following the reading.


VisualizeWhen students utilize this technique, it helps them to form a connection with the text.For example, when students are reading Exploring the Solar System, teachers can ask the students to pause while reading and visualize what it would look and feel like to float in space or walk on Mars.

Reference:

Carson, M. (2008) Exploring the Solar System. Chicago Review Press


Read AloudAnother strategy that educators can use to engage students during reading is to read aloud.Reading aloud not only ensures the students stay engaged, but helps to develop comprehension, vocabulary, as well as oral language skills. This technique is most effective when the teacher reads aloud, and the session is highly interactive because students are encouraged to ask questions.

Reference:

Bursuck, W. (2015). Teaching Reading to Students Who Are At Risk Or Have Disabilities. Pearson

After Reading Strategies

After Reading Strategies are techniques used by educators to gauge their students level of comprehension and

knowledge retention. Some great after reading strategies are:

*Exit Slip*Write a Summary *Quiz*3-2-1*Graphic Organizer


Exit SlipTeachers can use the exit slip to determine if the students were able to retain the key or main points of a lesson.Students are asked one or two questions and given an index card to write their answers on. These questions are typically given at the end of the lesson or the day.


QuizConducting a quiz at the end of a lesson is an excellent way to gauge the level of the students understanding of the content.Quizzes are usually short, and feature the important take-aways of the lesson. The benefit of doing at quiz at the end of the lesson, is that educators can look at the student’s scores and determine if they need to reteach a concept or move on.


Graphic OrganizersOne of my favorite techniques, this strategy can be utilized during or after reading.When utilized after reading, the students can be instructed to fill in the facts of the lesson on a chart.


Write a SummaryHaving students write a summary after a reading lesson is an excellent way for them to identify the main ideas of a text. It also assists the students with evaluating their understanding of what they have read.

Reference:

Bursuck, W. (2015). Teaching Reading to Students Who Are At Risk Or Have Disabilities. Pearson


3-2-1This strategy can be used after reading to gauge the students retention of the content. The teacher can ask the students to name 3 characters, 2 important events, and 1 location from a passage or book.For example, when reading about Barak Obama, students can answer as follows:Three characters: Barak, Michelle, and Malia. Two events: Elected in 2008, Re-elected in 2012. One location: He was born in HawaiiReference:

Sutcliffe,J. (2013). Barak Obama. Lerner

References

*Sutcliffe,J. (2013). Barak Obama. Lerner

* Carson, M. (2008) Exploring the Solar System. Chicago Review Press

* pics of vocab four square - Google Search. (2017). Google.com. Retrieved 16 March 2017, from https://www.google.com/search?q=pics+of+vocab+four+square&espv=2&tbm=isch&imgil=Z9swZQ4EAipakM%253A%253BEgpx0EXeVYFyhM%253Bhttps%25253A%25252F%25252Fspring12ell.wikispaces.com%25252F4%2525252BSquare%2525252BVocabulary%2525252BChart&source=iu&pf=m&fir=Z9swZQ4EAipakM%253A%252CEgpx0EXeVYFyhM%252C_&usg=__lb-uuGr0XbauEGdkIzspxnFUg4g%3D&biw=1377&bih=667&ved=0ahUKEwiM8drnoNrSAhWM0FQKHXbaCDsQyjcINw&ei=yB3KWIztJoyh0wL2tKPYAw#imgrc=Z9swZQ4EAipakM:

*Giovanni, R. (2005). Rosa Henry Holt and Co.

*Strategies to Use During and After Reading. (2017). Teacher.scholastic.com. Retrieved 17 March 2017, from http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm

*Bursuck, W. (2015). Teaching Reading to Students Who Are At Risk Or Have Disabilities. Pearson

*Frank, A. (1947). The Diary of Ann Frank. Otto Frank

before, during, and after reading strategies by ranika hart

Education