A slideshow of before, during, and after reading comprehension strategies.

1. Before,
During, After
Reading
Strategies
• Aaron Gilbert
• RED 4348
• Critical Assignment #1
• Text: “The Code of Hammurabi” by
Readworks.org

2. Reading
Comprehension
• Reading comprehension is the active process of obtaining meaning from
written text (Bursuck, 280). Students must actively employ various
comprehension strategies as they read. All students need guidance in
effective reading comprehension strategies when working in various
content areas. Studies show that “all students benefit when
comprehension instruction is systematic and explicit (Bursuck, 289).
• Reading is a process that includes three phases:
• Before reading
• During reading
• After reading
• During these phases, the student establishes in his or her mind a
purpose and a plan for reading. The student should think about his or
her purpose for reading and about his or her prior knowledge. The
student should also think about what he or she knew before reading and
what he or she learned or what connections were made during the
reading and then links this information together to build new
knowledge.

3. Five Before
Reading
Strategies
•Concept Sort
•Anticipation Guide
•First Lines
•Listen-Read-Discuss
•Possible Sentences

4. Concept Sort
• A concept sort is a strategy that can be used to
introduce students to the vocabulary of a new topic.
• Teachers provide students with a list of terms or
concepts from reading material.
• Students place words into different categories
based on each word's meaning.
• Categories can be defined by the teacher or by the
students.
• When used before reading, concept sorts provide
an opportunity for a teacher to see what his or her
students already know about the given content.

5. Anticipation Guide
• An anticipation guide is a strategy that is used
before reading to activate students' prior knowledge
and build curiosity about a new topic.
• Before reading a selection, students respond to
several statements that challenge or support their
preconceived ideas about key concepts in the text.
• Using this strategy stimulates students' interest in
a topic and sets a purpose for reading.
• Anticipation guides can be revisited after reading
to evaluate how well students understood the
material and to correct any misconceptions.

6. First Lines
• First Lines is a strategy in which students read the
beginning sentences from assigned readings and
make predictions about the content of what they're
about to read.
• This pre-reading technique helps students focus
their attention on what they can tell from the first
lines of a story, play, poem, or other text.
• As students read the text in its entirety they
discuss, revisit and/or revise their original
predictions.

7. Listen-Read-
Discuss
• Listen-Read-Discuss is a comprehension strategy
that builds students' prior knowledge before they
read a text. During the first stage, students listen
as you present the content of their reading
through a lecture, often paired with a graphic
organizer.
• Next, students read the text and compare what
they learned during the lecture to their
understanding of reading the text on their own.
• Finally, students discuss their understanding of the
text with other students in their small group or
large group.

8. Possible Sentences
• Possible Sentences is a pre-reading vocabulary
strategy that activates students' prior knowledge
about content area vocabulary and concepts.
• Before reading, students are provided a short list
of vocabulary words from their reading, which they
group and eventually use to create meaningful
sentences.
• After reading, students check to see if their
"possible sentences" were accurate or need
revising.

9. Applying the
Before
Reading
Strategies
• A concept sort for this passage, would include vocabulary words such as:
penalty, code, inscribe, chaos, and punishment. Students would tell the
teacher what they think the words mean and name words that would fit in the
same category as the vocabulary words.
• The teacher would create an anticipation guide, that asks questions about
our laws today and what they think the punishment would be for someone
who broke them in the time of Hammurabi.
• The student would be given a copy of the article , “The Code of
Hammurabi”, and be instructed to highlight the First Lines of the first
paragraph and read them to themselves. The student would then have to
write a 3-5 sentence paragraph on what they think the passage will be about.
• The Listen-Read-Discuss for this passage would involve a short discussion
on our laws and whose jobs it is to enforce them. This would lead into a
discussion on how and by who laws where enforced in ancient times. After
reading the text as a large group, students could be separated into smaller
groups to compare what they thought the story would be about and how
their thoughts changed after reading the passage.
• The words used in the concept sort could also be used to create possible
sentences based on what the students think the words mean. Corrections
could be made after the reading is done and students learn what the words
mean.

10. Five During
Reading
Strategies
•Double-Entry Journal
•Marking the Text
•Think Alouds
•Table Talk
•Reading Guide

11. Double-Entry
Journal
• Double- Entry Journals are used during the
reading of the text.
• These are used to get students to connect and
relate with the text.
• The students will make two columns on their paper.
On the left side, they will write quotes from the text
that they related to or found interesting.
• On the right side of the paper, the students will
write their opinion or reaction to the quote they
chose from the text.

12. Marking the Text
• Marking the Text is a strategy used during reading.
• This is used in many reading programs and many
classrooms.
• This asks students to identify information in the text
that is relevant to the reading purpose. • This can
help students with comprehension.
• Students underline, circle, and number in the text.
• This strategy helps students answer comprehension
questions, summarize, and find evidence.

13. Think Alouds
• Think Alouds are used during the reading of text.
• The teacher can stop in the middle of reading and
discuss what is happening.
• Teachers use think alouds to model to the students
what should be going through their mind as they are
reading or answering questions.

14. Table Talk
• Table Talk is a during reading strategy.
• This is when the teacher stops at certain points in
the story and allows students to talk about what has
happened and what is happening in the story.
• This will allow all students to be engaged and
focused on the story.

15. Reading Guide
• Reading Guides are during-reading strategies.
• These can assist with developing students’
comprehension.
• These help students comprehend the main points
of the reading and understand the organizational
structure of a text.
• A reading guide can ask questions that prompt
students to refer to the reading as well as to their
own experiences and opinions.

16. Applying the
during-
reading
strategies
• During the reading of “The Code of Hammurabi”, the students will create a
double-entry journal that will have three quotes from the passage, on one
side of the paper and the student will write their opinion or thoughts on
the quotes on the other side of the paper.
• While reading the story, the students will have three different highlighters.
One highlighter will be used to underline the main idea of each paragraph.
The second highlighter will be used to highlight any words that are listed
as vocabulary or special interest words, and the last highlighter will be
used to mark the text that contains names, dates , and places for review.
• Using a think-aloud strategy, I would model for the students by saying, "I
need to figure out what this whole passage is about- not just one thing
that is in the passage.” The student will benefit from “observing what
skilled readers think about when reading” (Bursuck,294) a passage or
trying to find the meaning of a word.
• A small group activity could be a table talk, where each students takes
turns reading either sentences or a whole paragraph of the passage. I
would stop each student after their reading and ask the students questions
about what was just read, the students’ opinions of things going on in the
passage, or questions of how things in Hammurabi’s time compares to
today.
• The class could be given a reading guide packet that could have
vocabulary words, comprehension questions, short answer questions, and
other types of questions that the students could answer while reading the
story and searching the text.

17. Five After
Reading
Strategies
•Exit Slips
•Graphic Organizer
•Summarizing
•QARs
•Whip

18. Exit Slips
• Exit Slips are used after reading the text.
• These are small pieces of paper that have questions
on them for students to answer regarding the text.
• This shows what students have comprehended
during the reading or the text or lesson.

19. Graphic Organizer
• Graphic Organizers can be used after reading the
text.
• For nonfiction, these can be used as charts that the
students can fill in about the text.
• Students can fill in events in a time line.
• This is a great way for students to reflect on what
they read.
• Teachers can also make their own Graphic
Organizers to fit the lesson.

20. Summarizing
• Summarizing is a strategy to be used after reading
the text.
• This teaches students how to determine important
information from unimportant information.
• It also teaches students to reduce a large text to just
the main points and ideas.
• According to Jones, “It's one of the hardest
strategies for students to grasp, and one of the
hardest strategies for you to teach. You have to
repeatedly model it and give your students ample
time and opportunities to practice it.” (Jones, 2007)

21. QARs
• This after-reading strategy asks the students to
recall what was written in the text and to form
opinions on the author’s intent.
• QAR stands for Question- Answer- Relationship.
• There are four types of questions given: Right there,
think and search, author and you, and on my own.
• Students are engaged in and thinking about the
text.

22. Whip
• This after reading strategy has the teacher go
around the room and ask students questions about
the text.
• The questions can be given to the students before
reading so they know who to specifically look for or
listen to while reading.
• This strategy allows students to recall information
they have just read.
• The whip technique serves as an important part of
the after reading learning process because it
shows all students that their opinion is valued and
should be heard (Cox, 2018).

23. Applying the
after-reading
strategies
• Exit Slips give the teacher the chance to ask students what they have taken
away from the reading of the passage. The slips will have three questions:
What does the student feel is the most important thing they learned today,
how does it connect to prior knowledge, and how will it help them in the
future.
• The teacher will give the students a blank KWL (What I already Know-what
I Want to know, and What I have Learned) chart. The students will fill the
graphic organizer out as they read “The Code of Hammurabi” . Finishing
the organizer at the end of the reading, will allow the reader the time to
stop and reflect, process the information they just read, and decide what
was most important.
• Students will read the third paragraph of “The Code of Hammurabi”, and
will be asked to summarize the three main points of the paragraph. The
teacher will model this act by doing so, at the board, for the second
paragraph. Emphasis should be made on putting the main ideas in the
students’ own words.
• The teacher will have predetermined questions (QARs) that they will ask
after the students stop reading. The questions will be read aloud to
students and the teacher will model how one decides which type of
question you have been asked to answer.
• Prior to taking a summative test on The Code of Hammurabi, the teacher
will ask the students questions from the test in a whip-around fashion. This
will review what the students should have learned from the text as well as
prepare them for what they will see on the exam.

24. WORKS CITED
 Bursuck, W. D., & Damer, M. (2015). Teaching Reading to Students Who Are At
Risk or Have Disabilities: A Multi-Tier, RTI Approach. Upper Saddle River:
Pearson.
 Cox, Janelle. (2018, June 14). Teaching Strategies to Promote Student Equity and
Engagement. Retrieved from https://www.thoughtco.com/promoting-student-
equity-and-engagement-4074141
 Jones, R. (2007). Strategies for Reading Comprehension: Summarizing. Retrieved
2018, October 28, from http://www.readingquest.org/strat/summarize.html.
 ReadWorks.org. (2015). The Code of Hammurabi. Retrieved 2018, October 28,
from https://www.readworks.org/article/The-Code-of-Hammurabi/f37c61a3-
cbdb-4cd1-b711-f4145b7ecd28#!articleTab:content/