Baily Zugay Before, During, and After Reading Strategies

Before, During,
and After Reading
Strategies
Baily Zugay
CA#1
RED4348
Early People in the Central American Land
Bridge

 The text I chose is Early People in the Central American Land
Bridge by James Folta which is found on Readworks.org.
 The reason I chose this article is because it is a 6th grade, non-
fiction article, that is fill with facts and vocabulary.
 The two standards that fit this article are:
 SS.6.G.2.1
 Explain how major physical characteristics, natural resources, climate, and
absolute and relative locations have influenced settlement, interactions,
and the economies of ancient civilizations of the world.
 SS.6.W.2.3
 Identify the characteristics of civilization.

Before Reading Strategies
Anticipation Guide
Concept Sorts
First Lines
Survey the Reading Assignment
Think-Pair-Share

Anticipation Guides
 An Anticipation Guide is a strategy that is used before reading to use
students’ prior knowledge in the learning process. The goal of an
Anticipation Guide is to use your students prior knowledge as the foundation
of what they will learn while reading the passage.
 One of the benefits of Anticipation Guides is that it helps to engage students
who otherwise would not be interested in the material.
 You create an Anticipation Guide by identifying the major ideas of the article
your students will be reading, you then create statements you believe will
challenge your students beliefs, then you give your students time before
reading the article to state whether they agree or disagree with that
statement, then after the reading you allow your students time to think about
whether their opinion has changed or not.

Concept Sorts
 Concept Sort is a method used to introduce student to a new set of
vocabulary found in the text that they will be reading.
 The technique is beneficial when there is a lot of new vocabulary being
introduced to the students.
 One way to use this method is to select important vocabulary for the
passage and write each individual word on a card, on the back of the cards
you would use that vocabulary word in a sentence, give each set of cards to
a group of students. Then provide categories for the students to place each
of those words in, as the students place each word in a category have them
write down an explanation as to why they placed that word in that category.

First Lines
 First lines is a comprehension strategy that has the students predicting what
they believe the story could be about.
 One of the benefits of First Lines is that it improves reading comprehension
by requiring student to predict the text before they read it and activate prior
knowledge.
 One way to use First Lines is to ask the students to read the first line of the
text, then ask your student what they think the passage will be about, make
sure to explain to the students that there is no right or wrong prediction since
a prediction is simple a guess but make sure they know that they should be
able to support their predictions as they read through the text, after reading
the text ask the student to use information from the text to either prove their
predictions right or wrong.

Survey the Reading Assignment
 To Survey the Reading Assignment the student is building on their
comprehension of the article.
 To Survey the Reading Assignment the student scans the article and reads
the titles and subtitles, looks closely at pictures, graphs, and captions,
highlight bold and italicized words, note words that are repeated, and reads
the first and last sentence of each paragraph.
 Once the student is done surveying they can use the information they just
acquired to make a list of questions that may be asked after the reading
assignment, and make predictions about the article.
 By doing all actions which were listed student are making themselves familiar
with the text before they read it which will help to improve their
comprehension.

Think-Pair-Share
 Think-Pair-Share is a collaborative way to have students answer questions
about the upcoming reading assignment.
 Some of the benefits of Think-Pair-Share is that it is a simple strategy that
can improve a students reading comprehension. Think-Pair-Share gives
students time to think about their answer, and it give the students a partner
to work out the answer with.
 Think-Pair-Share works by the teacher asking a question about the text the
students are about to read, the students will then work with their partner to
connect the background knowledge they know and come up with an answer,
the partners will then share the though process they just had with whole class
in the discussion of that question.

Examples
 For Anticipation Guide I would give my students statements like: People
thousands of years ago lived in small portable houses, ancient people made
their tools by hand and out of stone, a land bridge is a man made bridge.
Then I would give my students time before reading the article to state
whether they agree or disagree with those statements, then after the reading
I would allow my students time to think about whether their opinion has
changed or not.
 For Concept Sorts I would pick out words like archaeologists, knapping,
evidence, bottle gourds, and thatch houses. I would write each individual
word on a card, on the back of the cards I would show an example of that
word used in a sentence, give each set of cards to a group of students. Then
provide the following categories for the students to place each of those
words in, Research, and Ancient People as the students place each word in a
category I would have them write down an explanation as to why they placed
that word in that category.

 For First Lines I would ask the students to read the first line of the text,
which is “People have been living in Central and South America for many,
many years now.” (Early People in the Central American Land Bride), then ask
my students what they think the passage will be about, I will make sure to
explain to my students that there is no right or wrong way to predict but they
should be able to find information that supports their predictions as they
read through the text. After reading the text I would ask the students to use
information from the text to either prove the predictions right or wrong.
 To Survey the Reading Assignment the students will scans their article by
reading the title, looking closely at the picture, highlighting bold and italicized
words, noting words that are repeated, and reading the first and last
sentence of each paragraph. Once the students are done surveying the
article they will use the information they just acquired to make a list of
questions that may be asked after the reading assignment, and make
predictions about the article.
 For Think-Pair-Share I will ask the following questions: how did ancient people
live thousands of years ago, what is it like in Central America, what is a land
bridge? The students will then work with their partner to connect the
background knowledge they know and come up with an answer, the partners
will then share their thought process with the whole class during the class
discussion of the question.

During Reading Strategies
• Concept Maps
• Jigsaw
• Paragraph Shrinking
• Power Notes
• Selective Highlighting

Concept Maps
 The idea of a Concept Map is to help students visualize the different
connections between words, phrases, and the main idea.
 One of the benefits of a Concept Map is that it can help to support a
struggling reader.
 The main goal of a Concept Map is to keep readers engaged and organized.
Concept Maps allow for your students to have all their thoughts on paper
while keeping track of what is going on in their reading.
 A Concept Map starts with the main idea of the article in the middle. As you
continue to read you will find different ideas that relate to the main idea,
these ideas will branch off from the main idea and as you find ideas that
relate to your other ideas those will branch off and so on.

Jigsaw
 Jigsaw is a group activity that allows for students to help each other build on
their comprehension.
 One of the benefits of Jigsawing is that it encourages group sharing and this
strategy can be used over multiple days.
 The way that Jigsawing works is that you break the class up in to groups of
3-5 students. Each group is given a part of the article and sheet to write their
facts on. The students in each group will work together to read their section
of the article and write down any facts or information that you need to know
from the article. Once all the students are done with their share of the article
the groups will all meet and share their information about the article with one
another. By the end of the time the students should have all the facts and
information from the article.

Paragraph Shrinking
 Paragraph Shrinking was created by Peer-Assisted Learning Strategies (PALS),
which is a peer tutoring program.
 The benefits of Paragraph Shrinking is that it requires no special tools or
worksheets, and it allows for the teacher to circle the classroom and monitor
all of her students progress.
 Paragraph Shrinking works by the teacher assigning students a partner. The
students would then take turns reading aloud to each other. One student
would read a paragraph aloud to their partner, after they are done reading
their paragraph they would summarize what they just read to their partner
with the following guided questions: who or what was the paragraph about,
what was the most important thing about the who or what, and what was the
main idea. The students would then continue to take turns reading every
other paragraph and answering the questions while the teacher walked
around the classroom ensuring all of the student were on task.

Power Notes
 Power Notes are similar to a Concept Map. Power Notes is a strategy that
allows for students to organize information while connecting main ideas to
supporting details.
 Power Notes are a simple way to get your students organized and help them
separate information.
 Power Notes works by having power 1 being the main idea, power 2 being a
supporting idea to the main idea, and power 3 being the supporting idea for
power 2 for example:
 Power 1 Food
 Power 2 Pizza
 Power 3 Cheese Pizza

Selective Highlighting
 Selective Highlighting is to teach your students how to sort out the important
information and not get distracted by unimportant details.
 The goal of Selective Highlighting is to keep students focused on the main
idea, supporting details, and key vocabulary words.
 For Selective Highlighting your students first read though the paragraph, then
reread and begin to highlight only the main idea and supporting details, then
students will highlight important facts or key vocabulary words, once they are
finished highlighting they will take the information they have gathered and
create a short summary of what they had just read.

Examples
 Based on the article I picked my students should have Ancient People and Their
Life's on the Land Bridge in the middle of their Concept Maps as their main idea.
Branching off from their main idea should be Ancient People Traveling on the
Land Bridge, Ancient People Living on the Land Bridge, and Ancient People
Farming and Hunting on the Land Bridge. Branching off from Ancient People
Traveling on the Land Bridge should be things like the tent houses, and how they
followed animals that they hunted. Ancient People Living on the Land Bridge
should have things about their homes branching off of it. Ancient People Farming
and Hunting on the Land Bridge should have information about what they would
farm and how and what they would hunt branching off.
 For Jigsawing I would break my class in to groups of 3-5 students. Each group
will be given a section of Early People in the Central American Land Bridge and
a sheet to write their facts on. The students in each group will work together to
read their section of the article and write down any facts or information that you
need to know from the article. Once all the students are done with their share of
the article the groups will all meet and share their information about the article
with one another. By the end of the time the students should have all the facts
and information from the article.

 For Paragraph Shrinking I would give my students the article Early People in
the Central American Land Bridge and then assign each student a partner.
The students would then take turns reading aloud to each other. One
student would read a paragraph aloud to their partner, after they are done
reading their paragraph they would summarize what they just read to their
partner with the following guided questions: what was the paragraph about,
what was the most important idea about the paragraph, and what was the
main idea. The students would then continue to take turns reading every
other paragraph and answering the questions while I walked around the
classroom ensuring all of the student were on task.
 For Power Notes I would work with my students to come up with something
like this
 Power 1 Ancient People on the Land Bridge
 Power 2 Traveling on the land bridge
 Power 3 The types of homes they had and the animals they followed and why
 Power 2 Living on the land bridge
 Power 3 The types of homes they had and how they lived
 Power 2 Farming and hunting on the land bridge
 Power 3 The different things that they farmed and hunted

 For an example of Selected Highlighting I have provided a paragraph from
Early People and the Central American Land Bridge, and have demonstrated
what should be highlighted:
 People who were already living in North America traveled down and across this
land bridge. Scientists think they traveled there around 11,000 BC. They probably
were following large animals that they hunted and ate. These people would have
traveled on foot, following the herds of animals. They had no permanent houses.
They would pack up their things and bring them along as they hunted. Their
homes were like tents and were very easy to take down and put up.
Archaeologists can tell these people traveled via the land bridge because they
have found similar arrowheads and tools in both the land bridge and in areas
further north and south. (James Folta, 2019)

After Reading Strategies
• Exit Slips
• Frame Routine
• Question the Author
• Question-Answer Relationship
• Summarizing

Exit Slips
 Exit Slips allow for the student to revisit what they had just learned before the
lesson was over.
 One of the benefits of using a Exit Slip is that it only take a few minutes and
you are reinforcing new information.
 Exit Slips are simple. All you do is hand out a post it note or index cards at
the end of the reading. Then you can either write the question on the board
or just ask the students directly. You ask questions like: write one thing that
you learned today, write one question you had about todays lesson, or what
is one thing that surprised you today. Once the students are done answering
their question they turn in their papers. Now you can review how the
students responded and adjust future lessons to meet their needs.

Frame Routine
 The Frame Routine is a way to review what your students have just read. The
Frame Routine allows for student to organize topics, main ideas, and details.
 Some of the benefits of Frame Routine is that it can really help students with
learning disabilities since it organizes the concepts that the student is
expected to learn.
 The Frame Routine works by the teacher giving the students a worksheet that
has the frame layout on it. The teacher will also provide the topic of the
frame. The students would then begin to work either with partners or by
themselves on the rest of the worksheet. Once the students know the topic
they would then figure out the main idea. Next they would figure out the
supporting details. Then the class would work with the teacher again to
figure out the big idea, which would be a short summary of the article they
just read.

Question the Author
 Question the Author is a comprehension strategy that is used to help
students think deeper then they would typically while reading.
 One of the benefits of the Question the Author strategy is that it keeps your
students engaged.
 The way that Question the Author works is that you pick an interesting story
to share with your class and you read it a couple of times beforehand. When
you are finished reading the passage with your class, you go back to certain
points that you have previously determined. You prepare some questions
ahead of time to ask your students about that point in the passage. Some
examples of questions are: does this make sense to you, and what do you
think the author is trying to tell us here.

Write Your Own Questions
 The Write Your Own Question Strategy helps students comprehension by
reinforcing what they have just learned.
 Some of the benefits of the Write Your Own Questions strategy is that it
engages students while helping them improve their comprehension.
 After your students are finished with their reading you ask them to write 5
questions from the reading. Make sure that you let the students know that
the questions they ask have to have answers found in the text. Once the
students are finished writing their questions they will then switch questions
with another student. The students must answer each others questions with
information they have found in the article. Once everyone is done answering
the questions the students can talk to the person who wrote their questions,
find out which ones they got wrong and what the correct answers are.

Summarizing
 Summarizing helps students learn how to take a large text and break it down
into a few key points.
 One of the benefits to Summarizing is that it helps to build comprehension
while reducing confusion.
 After your students are finished reading the article, passage, or book you ask
them to summarize what they have just read. You will need to guide your
students though the summarizing process. Have your students answer the
following questions: what is the main idea, what are the supporting details,
and how do they all come together.

Examples
 To use Exit Slips with Early People in the Central American Land Bridge I
would give all of the student a post it note and ask them to answer the
following question: What questions do you still have about the ancient
people who lived and traveled on the Central American Land Bridge?
 To use the Frame Routine I would tell my students that the topic is the
ancient people of the Central American Land Bridge. I would allow my
student work on the main idea and the key details in groups, once they were
finished with that I would work with the whole class to figure out the big idea
together. This is the work sheet I would provide for my students to work on.
Worksheet
 For Questioning the Author one of my key stopping points to return to in the
Early People in the Central American Land Bridge would be paragraph 4, I
would ask my students what they believe the author in trying to tell us in that
paragraph. Another point to return to would be the last paragraph, I would
ask my students what they think the Archaeologists will find in the future.

 For Write Your Own Questions, after the students were finished reading Early
People and the Central American Land Bridge I would ask them to write 5
questions from the reading. I would make sure to let the students know that
the questions they ask have to have answers that are found in the text. Once
the students are finished writing their questions they will then switch
questions with another student. The students must answer each others
questions with answers they have found in the article. Once everyone is
done answering the questions the students can talk to the person who wrote
their questions, find out which ones they got wrong and what the correct
answers are.
 For Summarizing, after the students are finished reading Early People and the
Central American Land Bridge I would ask them to summarize what they have
just read. I would guide my students though the summarizing process by
asking the students to answer the following questions: what is the main idea,
what are the supporting details, and how do they all come together.

Conclusion
 Over all I believe that the 15 strategies that I have listed can be
extremely beneficial for a 6th grade reader. All of my strategies
help to promote comprehension and vocabulary. The article
that I chose is also a great educational tool to use with a 6th
grader. The article Early People in the Central American Land
Bridge by James Folta, is a 6th grade non-fiction article that is
filled with great vocabulary words and information. The article
also fits several social studies standards including SS.6.G.2.1,
SS.6.W.2.3. The article fits serval literacy standards as well
making it the perfect choice to use with a 6th grade class.

References
 Bursuck, W. D., & Damer, M. (2015). Teaching reading
to students who are at risk or have disabilities: A multi-
tier, RTI approach
 Early People in the Central American Land Bridge.
(n.d.). Retrieved June 1, 2019, from
https://www.readworks.org/article/Early-People-in-
the-Central-American-Land-Bridge/fb521e10-214b-
48aa-b339-66111aeb1c9f#!articleTab:content/
 All About Adolescent Literacy. (n.d.). Retrieved June 1,
2019, from http://www.adlit.org/strategy_library/
 Dees, J., Dees, J. D., Donati, J. S., & Kathy. (2010,
September 23). 7 PRE-READING STRATEGIES THAT WILL
INCREASE COMPREHENSION. Retrieved June 1, 2019,
from https://www.thereligionteacher.com/pre-reading-
strategies-that-increase-comprehension/
 Browse and Search Standards. (n.d.). Retrieved June 4,
2019, from
http://www.cpalms.org/Public/search/Standard#

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