This document provides examples of strategies that teachers can use before, during, and after reading to help students comprehend and engage with texts. Some strategies outlined include having students preview texts, make predictions, and complete KWL charts before reading. During reading, teachers can use think-alouds, asking questions, reciprocal teaching, and graphic organizers. After reading, students can summarize, complete exit slips or cloze assessments, create their own tests, or write essay responses. These strategies help activate background knowledge, monitor comprehension, and assess understanding.

2. “A Monument for Peace”
By: W.M. Akers
CCSS.ELA-LITERACY.CCRA.R.1-Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
CCSS.ELA-LITERACY.CCRA.R.2-Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.

3. Before Reading Strategies:
0 Preview the text
0 Predict the passage
0 KWL Chart
0 Word Sort
0 Anticipation Guide

4. Before Reading Strategy #1
0 Preview The Text
-Previewing the text helps a
reader activate their prior
knowledge before reading.
-The reader will skim over the
text and see if they already know
anything about the subject and
pay attention to text features in
non-fiction text.
-The reader will also think about
what they want to learn about the
subject of the text.

5. Before Reading Strategy #2
0 Predict the Passage:
0 Students pay attention
to main points in a
passage and text
features while making a
prediction about what
they think is happening
in a text before reading
it.
0 This helps them activate
their prior knowledge.

6. Before Reading Strategy #3
0 KWL Chart:
0 Sets a purpose for reading
0 Activates prior knowledge
0 This also allows students and teachers to both
monitor their learning while reading text.

7. Before Reading Strategy #4
0 Word Sort:
0 A teacher gives a list of
vocabulary words to students
and let them sort them into
concepts independently or in
groups.
0 This activates prior knowledge
and lets the teacher know what
the students already know
about a subject.
0 After sorting these themselves,
teachers should go through and
explain vocabulary before
reading the text.

8. Before Reading Strategy #5
0 Anticipation Guide:
0 Activates prior knowledge
and gets students
interested in the topic.
0 Sets a purpose for reading.
0 Students answer questions
about information in the
text and re-visited after
reading the text to compare
knowledge.

9. How it can be used within this
text:
0 Our two standards that I tied to the text I selected have to
do with students being able to find the main idea of the
text, be able to cite where they found their evidence, infer
what is being said, and determine the central message of
the text. I chose these strategies in particular because text
is about the Civil War and a monument in its memory. I
wanted students to be able to activate their prior
knowledge about the Civil War and think about what they
may know about it before reading. There are not many text
features in this particular text but they could look at the
photo and infer. They could also skim this text and pick out
vocabulary they may not be familiar with and we could
discuss it.

10. During Reading Strategies
0 Think-Alouds
0 Self-Questioning
0 Reciprocal Teaching
0 Graphic Organizers
0 QAR

11. During Reading Strategy #1
0 Think Alouds:
0 -Hold students accountable for what they are reading.
0 Allows students who are struggling to hear what
other readers are thinking while they are reading.
0 Teachers model a think-aloud at first then let the
students start doing them a little at a time.
0 Allow teachers to help students develop
metacognition.

12. During Reading Strategy #2
0 Asking Questions:
0 Teachers can ask students
questions or they can ask
the questions to themselves
as they become better at
this strategy.
0 This allows students to
understand text as they
read it.
0 Questions should be asked
while reading so that the
students are paying
attention as they read.

13. During Reading Strategy #3
0 Reciprocal Teaching:
0 Students are placed in groups and given a part of the
text to read and a job to do usually summarizing,
question generating, clarifying, and predicting.
0 Students read each part and share their information
with the group.
0 This allows students to work together while
processing the information they are reading in text.

14. During Reading Strategy #4
0 Graphic Organizers:
0 Allow students who have
a difficult time
remembering facts,
organize the facts while
reading.
0 Help them process the
information that is being
presented to them.
0 Can create a bridge to
writing and summarizing.

15. During Reading Strategy #5
0 QAR-
-Teachers have to explain
there are several types of
questions then explain each
type.
-After reading the passage
the teacher will go through
questions and tell how she
would answer each question
and why.
-This strategy helps model
for students who have a
difficult time answering
questions especially higher-
level inferential questions.

16. Examples of how it can be
used in this text:
0 It is going to be difficult for students to really relate to
this text while they are reading it. Unless they are
interested in history, they may have a difficult time
following along and paying attention to the
information while they read it. I chose these
particular strategies because I feel that they will help
the students pay attention closely to details within the
text as well as infer the meanings of information that
is not explicitly written.

17. After Reading Strategies
0 Summarizing
0 Exit Slip
0 Cloze Assessment
0 Make their own test
0 Essay or journal response

18. After Reading Strategy #1
0 Summarizing:
-Students will explain the main points in text
-This helps them be sure that they are getting the main
points of the text.
-They can do it paragraph by paragraph or the entire
text at once.
-Students can summarize in groups or alone.
-Using outlines can also be helpful.

19. After Reading Strategy #2
0 Exit Slip:
0 Allow students and teachers to
monitor what the students
have learned while reading the
text.
0 Students answer questions
written by the teacher to reflect
what they have learned and
express their opinions on
different topics posed.
0 Students have to think
critically.
0 Quick and easy

20. After Reading Strategy #3
0 Cloze Assessment:
0 Assess student knowledge after reading text.
0 Information is left out of a worksheet and the student
must fill it in.
0 Cloze tests help students pay attention to key
information and details.
0 Must look back in the text to find the answers.

21. After Reading Strategy #4
0 Make Their Own Test:
0 Students make their own test questions for text they
read.
0 Should include different types of questions.
0 Activates their knowledge of the information.
0 They have to think critically.
0 Can be shared with other students.

22. After Reading Strategy #5
0 Essay or Journal
Response:
0 Allows students to
respond to a prompt or
just reflect on text.
0 They have to critically
think in order to respond
to a prompt and pay
attention to the details in
the text.

23. Examples of how it can be
used in this text:
0 I chose these particular strategies because I felt like
they would allow the students to critically think about
what they read after reading this non-fiction text.
They would be able to infer things, and find a message
that might be being sent through the words on the
page. They would also have to recall information such
as key details and facts.

24. References
0 Bursuck, W. D., & Damer, M. (2015). Teaching reading to students who are at
risk or have disabilities: A multi-tier, RTI approach. Boston: Pearson.
0 (n.d.). Retrieved June 5, 2019, from
https://courses.lumenlearning.com/vccs-enf102-17fa/chapter/text-
previewing/
0 All About Adolescent Literacy. (n.d.). Retrieved June 5, 2019, from
http://www.adlit.org/strategies/19712/
0 Reciprocal Teaching. (n.d.). Retrieved June 5, 2019, from
https://strategiesforspecialinterventions.weebly.com/reciprocal-
teaching.html
0 Akers, W. M. (2013). Retrieved June 5, 2019, from
https://www.readworks.org/article/A-Monument-for-Peace/ff9c6106-
807a-4ab3-a62a-b2d548e224a0#!articleTab:content/
0 Exit Slips | Classroom Strategy. (2017, October 30). Retrieved June 5, 2019,
from http://www.readingrockets.org/strategies/exit_slips