This document outlines various reading strategies that teachers can use before, during, and after reading with students. Some strategies discussed include activating background knowledge using KWL charts, making predictions, discussing vocabulary, think alouds, graphic organizers, and summarizing. The purpose of these strategies is to help students engage with texts, monitor their comprehension, and reflect on what they have learned.

1. READING STRATEGIES
BEFORE, DURING, AND AFTER READING
BY: JENNIFER GROSH

2. BEFORE READING
• BACKGROUND KNOWLEDGE
• KWL CHART
• THINK-PAIR-SHARE
• MAKE PREDICTIONS
• GO OVER VOCABULARY

3. BACKGROUND KNOWLEDGE
• Knowledge and skills that the reader brings to the reading process
• Influences comprehension
• Taking what the student already knows and connecting it to what
they are reading
• Teacher can relate the text to the student and ask questions about
what they already know about the topic.

4. KWL CHART
• Definition:
K- What the student already knows
W- What the student wants to learn
L- What the student has learned
• Activate the prior knowledge about the topic
• Ask students what they would like to learn about the topic
• After reading the text, find out what the students learned and if
their "W" questions were answered.

5. THINK-PAIR-SHARE
• Students work together to solve a problem or answer a
question
• Students first look at the problem or question on their own.
• Students then pair up with another student and share their
ideas to solve the problem or question.

6. MAKE PREDICTIONS
• Students will use things like the book title, illustrations,
headings, and diagrams to try and figure out what the book will
be talking about and what might go on.
• Students then use their own personal experience and
knowledge to make an educated guess about what they will
read.

7. GO OVER VOCABULARY
• Teacher will pick out vocabulary words from the text that the
students may not know.
• The teacher can write them on the board, ask students what
they think the words might mean, and then go over the
actual definitions.

8. DURING READING
• THINK-ALOUDS
• CHORAL READING
• WHO, WHAT, WHERE, WHEN, AND WHY QUESTIONS
• GRAPHIC ORGANIZERS
• STICKY NOTES

9. THINK-ALOUD
• Teachers model (or vocalize) what it looks like to go through a
thought processes while trying to answer a question
• Show students how to get from point A to point B like a mental
map.
• "How did the kids find out the dog's name? Well I used to have a
dog and I know sometimes they have collars with name tags on
them. Maybe the kids read the dogs name tag."

10. CHORAL READING
• Choral reading is when the entire class reads a text or passage at
the same time.
• This can help students with their fluency and expression when
reading.
• Also helps students not feel afraid to read aloud since they are not
doing it alone

11. WHO, WHAT, WHEN, WHERE, AND WHY
• Teachers can check for comprehension by asking students different
forms of questions about the text.
• Used with QAR questions "Right There", "Think and Search", "On
My Own", and "Author and Me".
• Encourages students to be active readers.

12. GRAPHIC ORGANIZERS
• 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.
• Helps student track what is going on the text and what order it is
happening in.
• It can be used as a comprehension assessment so the teacher can
monitor the students progress.

13. STICKY NOTES
• The sticky note strategy is where the teacher gives the students a
few sticky notes. When the student doesn’t understand a word, or
has a question about something in the text, they can put their
sticky note in that part of the book and save the question for class
discussion.
• Teachers can model this strategy for their students and explain
what it is used for.
• This can help students focus more on the reading instead of
getting sidetracked and then possibly off topic.

14. AFTER READING
• FINISHING A KWL CHART
• SUMMARIZING
• QUESTION THE AUTHOR
• EXIT SLIP
• REFLECTION

15. FINISHING A KWL CHART
• Finishing a KWL chart is completing the last column of the chart,
the "Learned".
• Not only will this complete the chart, but it can help the teacher
check students comprehension of the text.
• It can also spark up class discussions about what they learned and
clear up any confusion other students had.

16. SUMMARIZING
• This teaches the students to figure out what were the most
important parts of the text.
• Has students identify the main idea and key/supporting details
of the text.

17. QUESTION THE AUTHOR
• Engages students actively with the text and checks their
understanding.
• Teaches students how to form their own questions regarding the
text.
• Teaches students how to critique an author's writing as well.

18. EXIT SLIP
• Exit slips can either be a written response to a prompt or a way
students can communicate to their teachers what they liked most
about the text and what they want to learn more about.
• They reflect what the students have learned from the lesson and if
extra instruction is needed.

19. REFLECTION
• A chance for students to look back on what they learned from the
text.
• Teachers can give students different kinds of activities for
reflection like personal journals or write reflection questions on a
pair of dice and have the students roll them.
• This is yet another way to check for understanding of the text and
get students engaged in what they are learning.

20. REFERENCES
• Activating Prior Knowledge: Reading Method for Students (Grades K-12). (n.d.). Retrieved
June 14, 2017, from https://www.teachervision.com/reading-comprehension/activating-
prior-knowledge
• All About Adolescent Literacy. (n.d.). Retrieved June 14, 2017, from
http://www.adlit.org/strategies/19769
• Bursuck,W. D., & Damer, M. (2015). Teaching Reading To Students Who Are At Risk Or Have
Disabilities: A Multi-Tier, RTI Approach. Boston: Pearson.
• During-Reading Strategies. (n.d.). Retrieved June 14, 2017, from
https://www.sthelens.k12.or.us/page/685
• Exit Slips. (n.d.). Retrieved June 14, 2017, from http://www.adlit.org/strategies/19805/
• K-W-L (Know,Want to Know,Learned). (n.d.). Retrieved June 14, 2017, from
http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html
• Making Predictions: A Strategy for Reading and Science Learning. (n.d.). Retrieved June 14,
2017, from http://beyondweather.ehe.osu.edu/issue/the-sun-and-earths-climate/making-
predictions-a-strategy-for-reading-and-science-learning

21. REFERENCES
• Reading Rockets. (2017, June 01). Retrieved June 14, 2017, from
http://www.readingrockets.org/strategies/think-pair-share
• Reading Rockets. (2017, June 01). Retrieved June 14, 2017, from
http://www.readingrockets.org/strategies/question_the_author
• Summarizing. (2015, May 11). Retrieved June 14, 2017, from
http://www.readingrockets.org/strategies/summarizing
• Whenham, T. (n.d.). 15 Ways to Spark Student Reflection In Your Classroom. Retrieved June 14, 2017,
from https://www.nureva.com/blog/15-ways-to-spark-student-reflection-in-your-classroom