Adapted

1. Before, During, and After
Reading Strategies

2. Why are reading strategies important in the
classroom?
• Effective reading strategy instruction links comprehension skills to
strategies to encourage strategicreading.
• It is essential for student to be able to comprehend the material
they are reading in order to be successfullearners.
• “Reading comprehension is the active process of obtaining meaning
from written text” (Bursuck & Damen, p.280)
• Effective comprehension instruction is made up of fourfactors:
Bursuck and Damen (2015) declare, “The process of deciphering
the meaning of written words is exceedingly complex because itis
influenced by a number of important factors including the person
who is reading, the text being read, the task the reader is trying to
accomplish, and the context in which the reading is being done”
(RANDReading Study Group, 2002).
Reference: (Bursuck & Damen, 2015)

3. Before Reading Strategies
Before reading strategies help students understand the
content they will read.
 Preview Text
 Activate Prior Knowledge
 KWL
 Pre-TeachVocabulary
 Picture Walk

4. Preview
• Before reading, teachers and students should preview the text.
Previewing can give the teacher an idea of the text content and
interest the students in what they are about to read. Have
students read through:
• The title
• The headings
• Look at pictures
• Skim texts/chapters: focus on bold letters, captions, or sectioned off
portions of text that could indicate very important parts ofchapters

5. Activate Prior Knowledge
• According to the text, “Prior knowledge, or the
knowledge and skills that readers bring to the
reading process, also stronglyinfluence
comprehension” (Bursuck & Damen, p. 283,
2015).
• Activating prior knowledge and skills can help
students build a relationship with the text and
contribute to better comprehension.
• For instance, if a student has visited Washington,
D.C.,he or she is more apt to understand a
history story that takes place in the capital ofthe
United States.
Reference: (Bursuck & Damen, 2015)

6. K-W-L
• After students have activated knowledge,
have them create a K-W-Lchart. This chart
can be used throughout the entire lesson.
• It is designed to show what the students
know (prior knowledge about the text),what
they want to learn, and what they have
learned.

7. Pre-Teach Vocabulary
• Before the reading, students need to know the meaning of
vocabulary words. Expanding students vocabulary can help
them comprehend the text better because they understand
the meaning of key words. Introduce new vocabularyby:
• Pictures
• Discussions
• Student friendly definitions
• Symbols (drawing symbols for vocabulary words)
• Synonyms and antonyms

8. Picture Walk
• Teacher and students preview
pictures only in a book. Thisstrategy
can enable students to visualize the
text.
• Students make predictions on what
the story is about by associating the
pictures in the book. Teacher may
model how to make predictionsabout
the story as needed.

9. During Reading Strategies
Theseare strategies used during the reading to help with
comprehension of the text. Modeling and teaching metacognitive
skills in order for the students to understand the process of how to
comprehend the text.
 ThinkAloud
 AskQuestions
 Wait Time/ThinkTime
 CloseReading
 Paired Reading
 Graphic and Semantic Organizers

10. Think Aloud
•Teachersdemonstrate to students what reading
comprehension should be like through think-
alouds (My Turn) when they describe their own
thought process in reading the text. Over time
teachers decrease support until students
independently share their own think-alouds.
•UseMy Turn and eventually fade to YourTurns;
providing feedback and close monitory until the
individuals comprehend strategies.
Reference: (Bursuck & Damen, 2015)

11. Why use think-alouds?
It helps students learn to monitor their thinking as they read and improves their comprehension.
It teaches students to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of
what they read.
It slows down the reading process and allows students to monitor their understanding of a text.
How to use think-alouds
1. Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be
confusing for students (new vocabulary, unusual sentence construction).
2. Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the set of questions
to support thinking aloud (see examples below).
What do I know about this topic?
What do I think I will learn about this topic?
Do I understand what I just read?
Do I have a clear picture in my head about this information?
What more can I do to understand this?
What were the most important points in this reading?
What new information did I learn?
How does it fit in with what I already know?
3. Give students opportunities to practice the technique, and offer structured feedback to students.
Read the selected passage aloud as the students read the same text silently.
4. Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify,
and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the
think-aloud.

12. Questioning
• Teachers should ask recurrent, quality questions to help
students remember information longer, understand the
text better, and assimilate information into their own
knowledge to help them become critical thinkers (Bursuck
& Damen,p. 289).
• Literal questions are question students can find directlyin
the text
• Inferential questions are questions where students must
look for clues and hints in the test along with their own
knowledge and experience. The answers are notexplicitly
stated in the text.
Reference: (Bursuck & Damen,
2015)

13. Wait Time/Think Time
• Teachers should provide longer wait timesto
students. Some of the reasonsinclude:
• -longer, more accurate answers
• -more student participation
• -more volunteered answers
• -academic achievement in the class increases
• -more English learners will volunteer answers
Reference: (Bursuck & Damen,
2015)

14. Close Reading
• Students read and reread text toimprove
understanding of its connotations.
• Questions get increasingly difficult aftereach
reread.
• It is a platform for meaningful discussion of the
authors intentions for the text. For instance, the
class can discuss the events, characters, setting,
vocabulary in the text.

15. Paired Reading
• Place students with partners to
aid in fluency and
comprehension. Students with
two different fluency and
comprehension levels work
together to read words,
sentences, pages, passages, and
chapters together to build skills.
Students can praise each other
and give helpful feedback.

16. Graphic and Semantic Organizers
Using graphic organizers helps students visually organizetheir
thoughts while reading a story.
• Help students understand text structure
• Examine relationships in a text
• Aid in writing well-organized summaries of text
• Help students write well-organized summaries of a text
• Examples include: Story maps ,VennDiagrams, Concept maps
Toeffectively use graphic organizers, teachers should model and
scaffold the process and completion of them.
Reference: (Bursuck & Damen, 2015)

17. After Reading Strategies
Theseare strategies used to review material and reveal
whether students understood the content previouslyread.
 Think-Pair-Share
 QARs
 Summarize
 3-2-1
 Discussions
 QtA

18. Think-Pair-Share
• Athought-provoking question is asked by the teacher and thestudents
brainstorm answers.
• Students pair up with a peer and discuss theiranswers.
• Class transitions from pairs back to classroom discussion. Teacher has
students individually or by group share their answers to the question.
• Think-Pair-Share allows students to think about the question they are being
asked and have collaborate communication with peers to compare, contrast,
and share answers. It is a great strategy toexpanding learning among peers.

19. Question Answer Relationship (QAR)
This after reading strategy helps students use higher level thinking to ask QARs.
There are four different types ofquestions:
"RightThere"
• Questions found right in the text that ask students to find the one right answer
located in one place as a word or a sentence in the passage.
• Example: Who is Frog's friend? Answer:Toad
"Thinkand Search"
• Questions based on the recall of facts that can be found directly in the text.
Answers are typically found in more than one place, thus requiring students to
"think" and "search" through the passage to find the answer.
• Example: Why was Frog sad? Answer: Hisfriend was leaving.

20. Question Answer Relationship (QAR) Continued
"Authorand You"
• Questions require students to use what they already know, with what they have
learned from reading the text. Student's must understand the text and relate itto
their prior knowledge before answering thequestion.
• Example: How do think Frog felt when he found Toad?Answer: Ithink that Frog felt
happy because he had not seen Toadin a long time. Ifeel happy when Iget to see my
friend who lives faraway.
"OnYourOwn"
• Questions are answered based on a students prior knowledge and experiences.
Reading the text may not be helpful to them when answering this type ofquestion.
• Example: How would you feel if your best friend moved away? Answer: Iwouldfeel
very sad if my best friend moved away because Iwould missher.
http://www.readingrockets.org/article/seven-
strategies-teach-students-text-comprehension

21. Summarize
In this after reading strategy,
students put the main idea and key
details about the text into their own
words.
Students cando this in writing or
aloud in whole group, smallgroup,
or individual to help them
remember what theyread.

22. 3-2-1
Students complete an organizer
writing 3 things they havelearnt,
2 things that found interesting,
and 1 thing they still havea
question about.

23. Discussions
Discussionsprovide
students the chanceto
verbalize their thoughts, and
opinions of the text. It also
allows students to take in
other students’perspectives.

24. Question the Author (QtA)
This strategy “requires students to pose queries while reading the text in
order to challenge their understanding and solidify their knowledge”
(Beck et al., 1997). Students can better understand and connect to the
text through thisstrategy.
Beck et al (1991)has steps to use this approach:
-Choose a passage that is exciting and good forconversation
-Determine appropriate stopping points where students need todevelop
better understanding
-Create queries for each stopping point, such as, “What is theauthor
trying to say?” or “Why do you think the author used the following
phrase?”
Reference: (Beck, I.L.,& McKeown, M.G.,Hamilton, R.L.,& Kugan,
L.,1997)

25. References:
Alder, R. C. (2001). Reading Rockets: Seven Strategies to
Teach Reading Comprehension. Retrieved from
http://www.readingrockets.org/article/seven-strategies-
teach-students-text-comprehension
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 ReadingAssociation.

26. References:
Bursuck, W. D., & Damer, M. (2015). Teaching reading to
students who are at risk or have disabilities. Boston:
Pearson.
Pictures from Google Images

27. Next class activity…
Microteaching on Reading Strategies
Date: May 1st
Timing: 25 min
Use the template given.
Use lesson examples provided.
Use ideas from ppt and box 10.9 by Ur
Use think alouds
Tutoring required.

28. Groups:
Fernanda. C1 – Adults - Culture
Alejandro. B2 – Teenagers – Sport
Yoan. B1 – Children - Animals
Damaris. A2 – Adults – Health
Camila. A1 – Teenagers – Holidays