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RED 4348
Professor Kinggard
By: Cathy Taylor
Before, During and After Reading
Strategies
What is a Reading Strategy?
Reading strategy's are tools
an individual learns to
engage with the text while
reading independently to
increase comprehension
Why are Reading Strategies Important?
“In the reading comprehension domain,
there is abundant evidence that reading
strategies improve reading
comprehension”.
(Bereiter & Bird, 1985; Fuchs, D. & Fuchs, L., 2005; King &
Rosenshine, 1993; McNamara, 2007; Ozgungor & Guthrie,
2004; Palincsar & Brown, 1984).
Before Reading…
Purpose for Reading
Brainstorming
Prior Knowledge
Frontload vocabulary
Make Predictions
Purpose for Reading
Why am I reading?
• Read to gain information: non-fiction (science,
biographies, social studies)
• Read to learn how to do something
• Read for entertainment – independent reading
• Read to form an opinion – use for opinion
writing
• Read to solve a problem
What is Brainstorming?
• Brainstorming is a group activity
that allows students to work
together to solve a specific problem
or discuss specific topic
• Students will examine the title and
cover to collectively decide what the
book is about.
• Students can use mind mapping
organizers to track ideas.
Prior Knowledge
• Students make personal connections
to the text
• Students explain and share
connections to text
• Have students use think-pair-share
with a partner to share what they
know about content
• Share with the class
• Use K-W-L charts
Redca#1
This Photo by Unknown Author is licensed under CC BY
Frontload Vocabulary
• List unfamiliar words to review
before reading text
• Review figurative language such as
metaphors, similes, analogies, idioms
before reading.
• Use reference materials to look up
definitions
• Use Frayer models for clarification
and reference for later in reading
Make Predictions
• Use information and pictures shown
on the front and back of book to
predict content
• Examine back of the text to predict or
read information about what book is
about
• Skim book for text features for
additional information
• Engage students in discussion about
text
During Reading…
Think-Alouds
Text Features
Graphic Organizers
& Pictures
Visualization
Stop and Jot
Think-Alouds
• Engage students in active reading by activating metacognition
about text (think about their thinking)
• Students pause after a paragraph or page to think about or
summarize what they just read and take notes as needed
• Students learn from teacher modeling how to read the text.
• Students benefit because they learn to self monitor their
comprehension of a text
Reread for Understanding
• Students go back to sections of the text
that are confusing to clarify
understanding
• Students may discover something they
may have missed in the first reading’
• Rereading can help students with
unknown words by using context clues
Graphic Organizers
• Students learn to make connections
between information, concept, ideas,
characters by organizing their thinking
• This strategy can be used individually
during independent reading or during
group reading
• Beneficial to students lack attention or
listening skills
Visualization
• At key parts of the text students can pause
to imagine a setting, character, event, idea
or process
• Students can make personal connections
with the text which engages students more
with the text
• Increases understanding of the text
Stop & Jot
• Use post-it notes while reading to
jot down ideas and notes
• Use notes to write a question about
the text to research later
• Use post-its to write main ideas,
characters, theme, important events
• Use notes to reference for later
discussion, writing or experiment
After Reading...
Summarize
Story Maps
Questions About Reading
(QAR)
Discussion
Exit Slips: 3-2-1
Summarize
• Students learn to find the most important
information in the text, key details and
concepts of text. Students learn to separate
out unimportant information
• Summaries can be verbal or written and done
as a group or individually
• Helps students to think about if they learned
what the author’s intent was
• Helps students comprehend and retain
information
Story Maps
• Story maps are a visual representation of
concepts, content, characters, events, etc. to
review information of a text
• Story maps start with main idea, concept,
person and makes connections about key points
and concepts of the text with another
• Creating story maps increases the likelihood of
information being stored in a student’s long
term memory
• Also helps student’s with disabilities increase
comprehension and retelling
Questions About Reading
Allows student to learn how to interpret questions
and where to find answers in the text
Types of questions include…
• Literal questions: that students can find in the text
• Think and Search: students need to search and find the answers in
different sections of the book
• On My Own: are based on the text, but cannot found directly in the
test. Students make inferences and connections to the text to answer
questions.
• Author and Me: students do not have to read the text to answer
questions, they use their prior knowledge
Discussion
• Students share what they have
learned from the text and learn
from each other information they
may not have considered
• Discuss what difficulties students
had during reading the text
• Students offer solutions or
suggestions of strategies that
could help with understanding
Exit Slip: 3-2-1
• Opportunity for students to self check
their own understanding of the text
• Students write 3 things they learned
from text
• Students 2 write events, concepts or
ideas they found interesting
• Students write 1 question they may
have about text
References:
Bursuck, W.D., Damer, M. (2015). Teaching
Reading to Students Who Are At Risk or Have
Disabilities. New York, NY: Pearson
McNamara, D.S. The Importance of Teaching
Reading Strategies, (2009). Retrieved from:
ftp://129.219.222.66/Publish/pdf/Teaching%20Re
ading%20Strategies%20-%20McNamara.pdf
All About Adolescent Literacy (2018). Classroom
Strategies Question Answer Relationships.
Retrieved from:
http://www.adlit.org/strategies/19802/

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Redca#1

  • 1. This Photo by Unknown Author is licensed under CC BY-ND RED 4348 Professor Kinggard By: Cathy Taylor Before, During and After Reading Strategies
  • 2. What is a Reading Strategy? Reading strategy's are tools an individual learns to engage with the text while reading independently to increase comprehension
  • 3. Why are Reading Strategies Important? “In the reading comprehension domain, there is abundant evidence that reading strategies improve reading comprehension”. (Bereiter & Bird, 1985; Fuchs, D. & Fuchs, L., 2005; King & Rosenshine, 1993; McNamara, 2007; Ozgungor & Guthrie, 2004; Palincsar & Brown, 1984).
  • 4. Before Reading… Purpose for Reading Brainstorming Prior Knowledge Frontload vocabulary Make Predictions
  • 5. Purpose for Reading Why am I reading? • Read to gain information: non-fiction (science, biographies, social studies) • Read to learn how to do something • Read for entertainment – independent reading • Read to form an opinion – use for opinion writing • Read to solve a problem
  • 6. What is Brainstorming? • Brainstorming is a group activity that allows students to work together to solve a specific problem or discuss specific topic • Students will examine the title and cover to collectively decide what the book is about. • Students can use mind mapping organizers to track ideas.
  • 7. Prior Knowledge • Students make personal connections to the text • Students explain and share connections to text • Have students use think-pair-share with a partner to share what they know about content • Share with the class • Use K-W-L charts
  • 9. This Photo by Unknown Author is licensed under CC BY Frontload Vocabulary • List unfamiliar words to review before reading text • Review figurative language such as metaphors, similes, analogies, idioms before reading. • Use reference materials to look up definitions • Use Frayer models for clarification and reference for later in reading
  • 10. Make Predictions • Use information and pictures shown on the front and back of book to predict content • Examine back of the text to predict or read information about what book is about • Skim book for text features for additional information • Engage students in discussion about text
  • 11. During Reading… Think-Alouds Text Features Graphic Organizers & Pictures Visualization Stop and Jot
  • 12. Think-Alouds • Engage students in active reading by activating metacognition about text (think about their thinking) • Students pause after a paragraph or page to think about or summarize what they just read and take notes as needed • Students learn from teacher modeling how to read the text. • Students benefit because they learn to self monitor their comprehension of a text
  • 13. Reread for Understanding • Students go back to sections of the text that are confusing to clarify understanding • Students may discover something they may have missed in the first reading’ • Rereading can help students with unknown words by using context clues
  • 14. Graphic Organizers • Students learn to make connections between information, concept, ideas, characters by organizing their thinking • This strategy can be used individually during independent reading or during group reading • Beneficial to students lack attention or listening skills
  • 15. Visualization • At key parts of the text students can pause to imagine a setting, character, event, idea or process • Students can make personal connections with the text which engages students more with the text • Increases understanding of the text
  • 16. Stop & Jot • Use post-it notes while reading to jot down ideas and notes • Use notes to write a question about the text to research later • Use post-its to write main ideas, characters, theme, important events • Use notes to reference for later discussion, writing or experiment
  • 17. After Reading... Summarize Story Maps Questions About Reading (QAR) Discussion Exit Slips: 3-2-1
  • 18. Summarize • Students learn to find the most important information in the text, key details and concepts of text. Students learn to separate out unimportant information • Summaries can be verbal or written and done as a group or individually • Helps students to think about if they learned what the author’s intent was • Helps students comprehend and retain information
  • 19. Story Maps • Story maps are a visual representation of concepts, content, characters, events, etc. to review information of a text • Story maps start with main idea, concept, person and makes connections about key points and concepts of the text with another • Creating story maps increases the likelihood of information being stored in a student’s long term memory • Also helps student’s with disabilities increase comprehension and retelling
  • 20. Questions About Reading Allows student to learn how to interpret questions and where to find answers in the text Types of questions include… • Literal questions: that students can find in the text • Think and Search: students need to search and find the answers in different sections of the book • On My Own: are based on the text, but cannot found directly in the test. Students make inferences and connections to the text to answer questions. • Author and Me: students do not have to read the text to answer questions, they use their prior knowledge
  • 21. Discussion • Students share what they have learned from the text and learn from each other information they may not have considered • Discuss what difficulties students had during reading the text • Students offer solutions or suggestions of strategies that could help with understanding
  • 22. Exit Slip: 3-2-1 • Opportunity for students to self check their own understanding of the text • Students write 3 things they learned from text • Students 2 write events, concepts or ideas they found interesting • Students write 1 question they may have about text
  • 23. References: Bursuck, W.D., Damer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities. New York, NY: Pearson McNamara, D.S. The Importance of Teaching Reading Strategies, (2009). Retrieved from: ftp://129.219.222.66/Publish/pdf/Teaching%20Re ading%20Strategies%20-%20McNamara.pdf All About Adolescent Literacy (2018). Classroom Strategies Question Answer Relationships. Retrieved from: http://www.adlit.org/strategies/19802/