reading activities (pre, during, post)

Reading Strategies Toolkit

Double Entry Journal

Quote from Text w/page # Explanation of Importance, Personal Connection, Agreements, Disagreements, Interpretations.

Jennifer McCarty Plucker, EdD


Triple Entry Journal

Quote from Text w/page #

Explanation of Importance, Personal Connection, Agreements, Disagreements, Interpretations.

Questions I have



Reading:________________ Name:__________________Pages:______________

Please be thorough and thoughtful in your questions and comments.


In the triangle, write down what you feel are at least three of the main points of this article.

In the circle, write down at least three questions that you have going around in your brain after or as you are reading this article.


Name:Date:Reading:It saysHere you take a quote from the text that catches your attention.

I sayHere you give your reason why you chose the quote or what you have to say about it.

And so. . . .Here you discuss how this relates to other people, history, our society, or discuss its overall importance

1.)

2.)

3.)

4.)

5.)


In the square, write down at least three ideas that the author has that you agree with. Or three parts you really enjoyed from this reading. The ideas are square with you.


6.)

7.)



During Reading Activity

What? So What? Now What?

What? What is the article/chapter about? Summarize/Paraphrase the main ideas below:

So What? What does this mean for me, my (future) students, our school? Why is this important?

Now What? What do I do with what I have learned from this reading?



Name:Date:Reading:It saysHere you take a quote from the text that catches your attention.

I sayHere you give your reason why you chose the quote or what you have to say about it.

And so. . . .Here you discuss how this relates to other people, history, our society, or discuss its overall importance

1.)

2.)

3.)

4.)

5.)

6.)



7.)



Reader Response Starters

Tapping Prior Knowledge I already know that… This reminds me of… This relates to…

Asking Questions I wonder why… What if… How come…

Predicting I’ll bet that… I think… If _____, then…

Visualizing I can picture… In my mind I see… If this were a movie…

Making Connections This reminds me of… I experienced this once when… I can relate to this because…

Adopting an Alignment The character I most identify with

is… I really got into this story when… I can relate to this author because…

Forming Interpretations What this means to me is… I think this represents… The idea I’m getting is…

Monitoring I got lost here because… I need to reread the part where… I know I’m on the right track

because…

Revising Meaning At first I thought ____, but now… My latest thought about this is… I’m getting a different picture here

because…

Analyzing the Author’s Craft A golden line for me is… This word/phrase stands out for me

because… I like how the author uses ___ to

show…

Reflecting and Reacting So, the big idea is… A conclusion I’m drawing is… This is relevant to my life because…

Evaluating I like/ don’t like ____ because… This could be more effective if… The most important message is…



Previewing the Topic

4interestingfacts

3Details everyStudent should knowFrom your article

2Questions you haveAfter reading your text

1Thing you want to



Learn more about



CCovers

What does the front cover show us about what we might visualize in the story? What does the back cover tell us about the story (words, pictures, ect.)

AAuthor

What is the author’s background? Has he/she written any other stories like this? What were they about? Are the characters the same in each story?

TTitle

What can we predict about the story based on the title? What are your predictions?

AAuthor

For whom is this written?

PPage 1

Read page 1 and think/write about what the story may be about?

UUnderlyingMessage

With what we have thought about so far, what message or purpose might the author have for the readers?

LLook at visuals

What do the illustrations tell us? (If there are not illustrations, look at cover pictures)

TTime, Place, characters

What have you learned about setting/ characters? What do you think will happen to them?



Three, Two, One

Name: _____________________Date: _____ Hour: _____

Three things I learned:

Two questions I now have:

One thing I will do or change as a result:



1 2 3 4 5Answering Literal Questions

Retelling Merging Thinking with Content

Acquiring Knowledge Actively Using New Knowledge

To answer literal questions, students can skim and scan for answers and require just short term memory. Literal recall does not demonstrate understanding.

Retelling shows that you can organize your thoughts sequentially and put them in your own words. Shows short-term recall of events in a narrative and bits of information in nonfiction. Does not, in and of itself, demonstrate understanding.

Real understanding takes root when you merge your thinking with the content by connecting, inferring, questioning, determining importance, synthesizing, and reacting to information. Understanding begins here.

Once you’ve merged your thinking with the content, you can begin to acquire knowledge and insight. You can learn, understand, and remember. This shows deep understanding.

With new insights and understandings you can actively use knowledge and apply what you have learned to the experiences, situations, and circumstances in your daily lives to expand understanding and even take action.

Types of Questions asked

Types of Questions asked/statements made

Types of Questions Types of Questions Types of Questions

How many. . .?What is. . .?Where did. . .?Who was. . .?

What happened is. . .It is about. . .I read. . .First. . .Second. . .Third. . When did. . .?I observe. . .

What do I think?What did I learn?What does this remind me of?What do I wonder?What do I visualize?What do I infer?What makes me say that?What made me think of this?

What did I learn that I think is important to remember? Why is it important?Why does it matter?What do I think are some big ideas here?What do I think the author/photographer/artist/musicianwants me to get out of this?What is the tone/mood of the piece?

What do I want to do about this?Why do I want to take action?Is there a way I could get involved?What areas could I get involved in?What is my plan?How does this relate to something in my life that needs action?



Anticipation Guide (+Why)From ISD 196

Anticipation guides or prediction guides activate a student’s prior knowledge and set a purpose or framework for the reading. They are most useful when the text contains controversial issues, problems, or opinions about a topic.

Procedure:1. Identify major concepts in the reading or lesson.2. Create statements that question certain notions, beliefs, or opinions.3. Have students mark their responses of agreement or disagreement in the “Before Reading” column and then have students give reasons for their opinions by answering the “Why?” question on the left under each statement.4. Have students read the text. 5. After reading or other follow-up activities, have students mark the “After Reading” column and fill in the “Why?” section on the right under each statement.6. Conduct a discussion comparing the before and after results. Your discussion should refer to evidence in the text and should cover students’ reasons for changes in their before and after answers.

EXAMPLE:

A = Agree strongly a = Agree somewhat d = Disagree somewhat D = Disagree strongly

Before Reading After Reading

____ 1. Romeos’ impulsiveness, rashness, and immaturity caused him problems. _____

Why? Why?

_____ 2. Nothing is worth dying for. _____

Why? Why?

_____ 3. People who live by the sword die by the sword. _____

Why? Why?

_____ 4. A person cannot change the role that fate has ordained for him or her. _____

Why? Why?


reading activities (pre, during, post)

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