HELPFUL STRATEGIES:Before, During, & After Reading

Erica RodriguezRED4348

CA #1

BEFORE READING

Preview! Preview! Preview!Have the students skim through: • the title • headings • photos• illustrations • captions Students can create a prediction about the text based on this information.

“What do I know about this topic by looking at the pictures, title, and headings?”

“What do I know about this topic by reading the summary or introduction?”

Activate Prior KnowledgeHave the students ask themselves…

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This can give students a way to connect what they already know to the key parts of the text before they even begin to read.

KWL ChartAfter students have activated their prior knowledge, have them create a KWL Chart. This chart can be used throughout the lesson, it starts with the students listing what they know (prior knowledge about the topic), what they want to learn about the topic, and at the end of the lesson, what they’ve learned.

Pre-Teach Vocabulary

Prior to reading the text introduce the vocabulary words by using:• pictures• student friendly definitions • discussion time (small and whole

group) • having the students draw a symbol for

the vocabulary word• Using synonyms and antonyms

"Think-alouds." Reading Rockets. N.p., n.d. Web. 30 July 2014

In my opinion, a think-aloud is a perfect strategy to perform with the students right before beginning the text. Previewing the text, activating prior knowledge, and pre-teaching vocabulary can all come together with a think-aloud to assure that the students are ready to begin the book. In order to use this strategy the teacher should model a think-aloud for the students by self-questioning out loud as they are reading. Using the following set of examples is a great way for students to start the text with a positive attitude about their understanding:• What do I know about this topic?• Do I have a clear picture in my head about this information?• What do I think I will learn about this topic?• Do I understand the vocabulary words and their meanings?• I predict that…• This reminds me of…

Think-Aloud

DURING READING

Graphic Organizers

Graphic organizers can play many different roles during reading but all have one thing in common, they each help build a deeper understanding of the text for the student. Graphic organizers can be used for:• Cause/Effect• Timeline• Main Idea• KWL Chart• Venn Diagram

Literacy CirclesA literacy circle is a small group of students who discuss the text in depth. This strategy engages students in the book by thinking and reflecting with their classmates all while creating a deeper understanding of the text. In the literacy circle, students are given roles to play while the teacher acts as a facilitator. Some of the roles may be:• Discussion director

• This person can create the questions for the students in the group to discuss.

• Passage picker• This person will pick a selection of the text for the group to reread.

• Vocabulary enricher• Can choose the words in the selection that are difficult.

• Summarizer• The student playing this role will prepare a summary of the selection read.

http://olc.spsd.sk.ca/De/PD/instr/strats/literaturecircles/index.html

Paired Reading

Placing students with a partner and having them read the text aloud can build fluency and comprehension. Paired Reading can be done by placing two students together, reading levels do not matter you can place less fluent readers with more fluent readers for support or you can place same level students together so they can re read the story together. Asstudents are placed with their partner they can take turns reading the sentences, paragraphs, pages or chapters. Encourage students to praise each other and to provide effective feedback.

Prior Knowledge Relationship

As the students are reading encourage them to ask how certain parts of the text relate to their prior knowledge. Students can write down on sticky notes anything that they can relate to and leave it on the page to go back to later. The more the student can relate to the text, the better the student comprehend the text.

Re-Reading

Having the students read the text more than once can highly increase their fluency as well as their comprehension of the text. Once the students have read the text once it is very important for the teacher to assign the same reading again.

AFTER READING

Summarize

Having students summarize, either in writing or aloud by whole group, individual, or in small group, can build their memory of what they read. Summarizing can also teach students how to take large chunks of text and reducing it to the main details making it easier to remember thus, building their comprehension of the text.

Question the Author (QtA)

The QtA strategy “requires students to pose queries while reading the text in order to challenge their understanding and solidify their knowledge” (Beck et al., 1997). This approach helps students appreciate the text with a deeper meaning. According Beck et al. (1997) there are specific steps in order to use this approach. These steps are as follows: • “Select a passage that is both interesting and can spur a good conversation.• Decide appropriate stopping points where you think your students need to

delve deeper and gain a greater understanding. • Create queries for each stopping point:

• Ex. What is the author trying to say?• Ex. Why do you think the author used the following phrase?• Ex. Does this make sense to you?”

Beck, I.L., & McKeown, M.G., Hamilton, R.L., & Kugan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association

Question Myself

After reading the text have the students question themselves. Questions such as:• What was my opinion about the text/book?• Do I fully understand the topic of this text/book?• Is there anything I can do to help me comprehend

this text/book any better?By students questioning themselves about the text it raises a deeper understanding of the topic.

Exit Slips

Exit slips are done at the end of class after reading the text. The students answer questions that the teacher will create. These exit slips are a great way for students to reflect on what they have learned. Fisher & Frey, 2004 have listed three categories of exit slips:• Prompts that document learning,

• Ex. Write one think you learned today.• Ex. Discuss how today’s lesson could be used in the real world

• Prompts that emphasize the process of learning• Ex. I didn’t understand…• Write one question you have about today’s lesson.

• Prompts to evaluate the effectiveness of instruction• Ex. Did you enjoy working in small groups today?

QARsThis after reading strategy helps students use higher-level thinking skills by deciphering between the different types of comprehension questions. There are four different types of questions in the Question Answer Relationship:

Right There QuestionsLiteral questions whose answers can be found in the text. Often the words used in the question are the same words found in the text

Think and Search QuestionsAsnwers are gathered from several parts of the text and put together to make meaning

Author and YouThese questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.

On My OwnThese questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehnsion and test taking acrossgrades and content areas. The Reading Teacher, 59, 206-221

This strategy can be done in groups, pairs, or individually. After reading the text give the students the predetermined questions and show them how to find the answers (own experiences, in the text, etc.). Once they have answered the questions be sure to leave time for discussion.

References: • "6 Scaffolding Strategies to Use with Your Students." Edutopia. N.p., n.d. Web. 01

Aug. 2014• "Think-alouds." Reading Rockets. N.p., n.d. Web. 30 July 2014• Teaching Reading to Students Who Are at Risk or Have Disabilities: A Multi-Tier

Approach, Second Edition, William D. Bursuck, Mary Damer 2011• Beck, I.L., & McKeown, M.G., Hamilton, R.L., & Kugan, L. (1997). Questioning the

author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association

• Fisher, D., and Frey, N. (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall