Before, During, After Reading Strategies

1. Before, During, and After
Reading Strategies
Jamie Krupke
RED 4348
Critical Assignment #1
Non-Fiction Text:

2. Before Reading
• Anticipation Guide
• Activating Prior Knowledge
• First Lines
• Listen Read Discuss
• Think Pair Share

3. Anticipation Guide
• Anticipation Guide: A guide for students to use prior to reading. It helps
students activate prior knowledge and help get interest into various topics
• It allows students to make predictions, and expect what may happen in the
text and also see if their predictions are correct.
• Anticipation guides should be developed after the text is chosen and prior to
being read aloud.

4. Activating Prior Knowledge
• This strategy is used to activate students prior
background knowledge, information that has
already been learned and/or experiences to
make connection to the topic.
• It allows students to understand based on real-
life experiences
• It allows students to recognize connections in
the text and relevance to their own knowledge.

5. 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 strategy helps students focus their attention on what they can tell from
the first lines of a story, play, poem, or other text.
• Helps improving students reading comprehension and helps students
become active participants in learning.

6. Listen Read Discuss
• Listen Read Discuss is a comprehension strategy that builds students prior
knowledge before they read a text. Sometimes paired with a graphic
organizer.
• This strategy is a powerful tool for engaging struggling readers in classroom
discussions.
• It builds oral skills by giving students opportunities to express their ideas out
loud.

7. Listen Read Discuss continued
• Listen: Present the text and information. A graphic organizer can be used to
insure students follow and understand the direct teach.
• Read: The students can read independently or aloud, this is based on the
teachers discretion.
• Discuss: Lead a discussion of material. Encourage students to reflect on the
differences between their reading of the content and your presentation.

8. Think Pair Share
• Think-Pair-Share is a collaborative strategy that allows students to think
about the give topic or question, pair up with a classmate, and share their
thoughts with each other based on prior knowledge and interest.
• This strategy helps students become active participants in learning and can
include writing as a way of organizing thoughts generated from discussions.
• The teacher decides upon the text to be read and develops the set of
questions or prompts that target key content concepts. Then the teacher will
describe the purpose of the strategy and provide guidelines for discussion.

9. Applying these Strategies Before Reading
• Anticipation Guide: Read each prediction statement and have students select what they believe. Make sure
that the students understand that there is not a right or wrong problem. This is the time to predict what they
believe.
• Activating Prior Knowledge: After reading vocabulary, the teacher can ask students if they have ay
connections to the specific passage or vocab.
• First Lines: After reading the sentence, student and teacher can discuss their ideas and have predictions of
the text. In a non-fiction text, a teacher can also ask if they have any knowledge of the topic given from the
sentence.
• Think Read Discuss:
• Think Pair Share: Students are given a topic or open-ended question to think about and then to record their
thoughts on paper. Then students are paired up and asked to share their thoughts with a partner.

10. During Reading
• Partner Reading
• Think Alouds
• Monitoring/Clarifying Texts
• Paired Reading
• Graphic Organizers

11. Partner Reading
• Partner reading is a cooperative learning strategy
in which two students work together to read an
assigned text.
• This strategy allows students to take turns
reading and provide each other with feedback as
a way to monitor comprehension.
• Provides direct opportunities for a teacher to
circulate in the class, observe students, and offer
individual remediation.

12. Think Alouds
• Think Alouds help students learn to monitor
their thinking as they read an assigned passage.
• Students are directed by a series of questions
which they think about and answer aloud
while reading.
• It slows down the reading process and allows
students to monitor their understanding of a
text.

13. Monitoring/Clarifying
Texts
• Students can be taught how to monitor their
comprehension when reading a text.
• This strategy teachers students to recognize
when they don’t understand parts of a text and
to take necessary steps to restore meaning.
• Monitoring/Clarifying helps students learn to be
actively involved and monitor their
comprehension as they read.

14. Paired Reading
• Paired Reading strategy encourages peer teaching and learning.
• Paired Reading strategy places students with partners to aid in fluency and
comprehension.
• Students are divided into pairs and read along together or take turns reading
aloud to one another.

15. Graphic Organizers
• A graphic organizer is a visual display that demonstrates relationships
between facts, concepts or ideas.
• A type of semantic map used as a visual guide for what has been happening
in the text
• Graphic organizers could be tables, timelines, graphs, flow charts, diagrams,
etc.
• Could be used as a comprehension assessment so the teacher can monitor
the students progress.

16. Applying these Strategies During Reading
• Partner Reading: Choose the assigned reading and introduce the text to the students. Then
create pairs within the classroom. Model the procedure to ensure that students understand.
• Think Alouds: Model the strategy, introduce the text, and have a set of questions to support
as you model. Give students the opportunity to cultivate this skill.
• Monitoring/Clarifying Texts: Students begin reading, and when they come across a difficult
part of the text, they stop and ask questions about what they are reading.
• Paired Reading:
• Graphic Organizers: Teachers can provide a graphic organizer at the end of the reading. The
student must answer the relevant information to encase the ideas and main points of the
reading.

17. After Reading
• Exit Slips
• QAR’s
• Summarizing
• Journal Responses
• Question the Author

18. Exit Slips
• The Exit Slip strategy requires students to write
responses to questions you pose at the end of the
class
• Exit Slips help students reflect on what they have
learned and express what or how they are thinking
about the new information.
• This provides teachers with feedback about the
passage and student’s comprehension or interest in
passage.

19. QAR’s
• Question-Answer Relationship
(QAR) is a strategy to be used
after students have read the
passage.
• QAR empowers students to
think about the text they are
reading and beyond it, too.
• It inspires them to think
creatively and work
cooperatively while
challenging them to use literal
and higher-level thinking skills.

20. Summarizing
• After students have read the passage, they can summarize and take the
information that they learned and figure out what the main ideas are and
consolidate important details that support them.
• Summarizing builds comprehension by helping to reduce confusion
• This strategy can be used with the whole class, small groups, or as an
individual assignment.
• Summarizing text by using writing activities builds on prior knowledge, helps
improve writing, and strengthens vocabulary skills.

21. Journal
Responses
• This strategy allows students to
reflect on what they have read
and how the experiences that
they had in order to respond to
a journal topic in their own
words
• Journal Responses can also be
based on the information they
have read from a given passage
and how they interpreted that
information.

22. Question the Author
• This strategy gets students to start asking
questions about their readings by giving them
strategy questions that they could eventually ask
themselves.
• Primarily used with nonfiction text, Question
the Author lets students critique the author’s
writing and in doing so engage with the text to
create a deeper meaning.

23. Applying these Strategies After Reading
• Exit Slips: At the end of the lesson, have the students respond to questions that determine
and encompasses the lesson.
• QAR’s: Students can practice going back into the stories or passages to find answers. They
can use the skimming and scanning method to help find answers.
• Summarizing: Have students read given text, ask students to consider framework questions
and use key words to identify.
• Journal Responses:
• Question the Author: Display a short passage to your students along with one or two
queries you have designed ahead of time. Model how you think through them. Have
students work together to work through the queries.

24. References
• All About Adolescent Literacy. Resources for parents and educators of kids
in grades 4-12
http://www.adlit.org/strategy_library/
• Bursuck, William D.; Damer, Mary. Teaching Reading to Students Who Are at
Risk or Have Disabilities A Multi-Tier, RTI Approach Pearson Education