Before, During, and After Reading Strategies

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Before, During, After Reading Strategies

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Before, During, and After Reading Strategies

  1. 1. Before, During, and After Reading Strategies By: Deborah Palagonia
  2. 2. Before Pre-viewing Vocabulary Word Splash Anticipation Guide List-Group-Label Title & Cover Web During Margin Notes Table Talk Think Aloud 5 W’s Double Entry Journals After Exit Slips QAR Carousal Whip RAFT Reading Strategies
  3. 3. Previewing vocabulary is done before reading. Looking at the vocabulary ahead of time allows students to understand the words before reading. Students can learn, understand, and use the vocabulary before reading. Pre-viewing Vocabulary
  4. 4. Word splash is used before reading. Word splash is when the teacher pulls out vocabulary from the text and have students learn the meaning of the words to help predict what the story will be about. Students will make inferences and think about the events in the story. This allows students to think critically and brainstorm ideas about the story. Word Splash
  5. 5. This strategy is used before reading. The students will respond to several statements written by the teacher that go along with the story. They can choose to write agree, or disagree on the left-hand side of the question. After reading, the students will go back to their guide and agree and disagree to the statements again. Their opinions may change or stay the same. Using this strategy will engage all students and challenge them to think critically about the topic. Anticipation Guide
  6. 6. This strategy is used before reading. The teacher will select a main concept from the story about to be read. Students will write this concept at the top of their paper. Students will divide their paper into twos, having more right in the right- hand column. List- Group-Label
  7. 7. In the left-hand column, students will brainstorm words that they think relates to the topic. In the right-hand column, students will group the words together and label them. This strategy allows students to converse, think aloud, learn new vocabulary, and think critically. List-Group-Label Continued
  8. 8. This strategy is used before reading. The students look at the title of the book, illustrations, text in the book, headings, subheadings, italics, and bold font. They do this to predict what the story is going to be about. This allows students to make inferences, discuss their thoughts, think about what they know, and what helped them predict what will happen in the story. Title & Cover Web
  9. 9. Margin notes are used during reading. While the students are reading, they can make side notes or “margin notes”. These are notes that the student wants to go back to, are notes that form an idea, summarize, and give an understanding to what they just read. For ex: the author introduces argument, paragraph shows an example of her point. Margin Notes
  10. 10. Table talk is used during reading Table talk is when the teacher stops reading and allows the students to discuss certain points of the story up to that point. The students only talk within their cooperative learning groups or tables. All students will be engaged and think about the story. Table Talk
  11. 11. Think aloud is used during reading. Think aloud is done by stopping at certain points within the text and discuss what is going out aloud. Students actively participate in the discussion and give their thoughts, ideas, and comments about the story to the whole class. Think Aloud
  12. 12. The 5 W’s are used during reading. The 5 W’s ask: Who? What? Where? When? Why? These questions are asked while reading to help the students understand the text. 5 W’s
  13. 13. Double entry journals are used during reading. Students will take notes directly from the text and write their response by using certain “sentence starters”. By creating a double entry journal, students will be able to recall important information in the text. Double Entry Journals
  14. 14. Students will divide a piece of paper in half the long way. In the left-hand column the students will copy sentences or words from the text. In the right-hand column, the students will write their responses. In the right-hand column, students will use the following “sentence starters”. I infer… I wonder… I think this means… This is important to me… This reminds me of… Double Entry Journal Continued
  15. 15. Exit Slips are given after reading. They can be index cards or small pieces of paper that have questions or prompts for students to answer after the lesson. These can help the teacher identify the struggling students and the students who understood the lesson. Exit Slips allow the students to reflect on what they just learned. Exit Slips
  16. 16. Questions or prompts that can be on an exit slip: What confused you? What was the main idea of the story? What were the supporting details to the main idea? How can you relate what you learned to real life? Exit Slips Continued
  17. 17. QAR is used after reading. QAR stands for question-answer relationship There are four types of questions that will be given. Right there questions: Literal questions whose answers can be found in the text. Think and search questions: Answers are gathered from several parts of the text. Author and you: These questions are based on information provided in the text but the students are required to relate it to their own experiences. On my own: These questions do not require the student to have read the passage but she must use their prior knowledge to answer the question. QAR
  18. 18. By using the QAR strategy, students are engaged and are thinking about the text. Students practice the skimming and scanning method to help find answers. Students practice going back into the story to find answers Students also active their prior knowledge. QAR Continued
  19. 19. Carousal is used after reading. The carousal strategy requires the class to be broken up into groups. The teacher will give each group a question or a prompt that the group must answer and post for the whole class to see. After each group answers their own question, they are to go around in a circle and read the questions at each station. Students can add answers at each station. This allows students to formulate ideas about the text and learn from other students. Carousal
  20. 20. Whip is used after reading. After reading, the teacher will go around the room and ask questions regarding the text. To prepare students, the questions will be given before reading so students know what to look for. For ex: Which paragraph had descriptive words Read allow the phrase that stood out in your mind. Which sentence supports the main idea. Whip
  21. 21. This strategy is beneficial to students because it allows students recall what they have just read. This also helps students to prepare for a writing assignment. Whip Continued
  22. 22. RAFT is used after reading. RAFT helps students with writing skills such as main idea, audience, and organization. RAFT allows students to write about the story while following RAFT steps. Students think creativity and use key elements in the story. RAFT
  23. 23. RAFT stands for: Role of the writer: Who or what you are as a writer. Ex: a soldier, a teacher Audience: Whom are you writing to? Format: What format are you writing? Ex: A letter, a poem, a song Topic: What are you writing about? What’s the subject or point RAFT Cont.
  24. 24. Anticipation Guides | Classroom Strategies | AdLit.org. (n.d.). Retrieved April from http://www.adlit.org/strategies/19712/ Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier approach (2nd ed.). Upper Saddle River, N.J: Pearson. Classroom Strategies | Resources for educators of kids in grades 4-12 | AdLit.org. (n.d.). Retrieved April from http://www.adlit.org/strategy_library/ Question-Answer Relationship (QAR) | Reading Rockets. (n.d.). Retrieved April from http://www.readingrockets.org/strategies/questio n_answer_relationship RAFT | Reading Rockets. (n.d.). Retrieved April from http://www.readingrockets.org/strategies/raft References

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