2. Before(B) reading is time to activate your
prior knowledge and make predictions.
During (D) reading is time to interact with
the text and you.
After(A) reading is time to reflect on what
you read.
All three together help you to obtain
meaning from the writing text.
3. Activate your prior knowledge.
You learn new vocabulary words.
Increase interest in reading the text.
Generate ideas.
4. You have to ask yourself before reading, Why
I am reading this topic? I am reading for
enjoyment, to obtain information, or for
special task.
Example: Topic: Volcanoes
Question: Why I am reading this topic?
Answer: To obtain information about
volcanoes.
5. Survey the text before reading.
Look for pictures, heading, and title to make
predictions of what the text is going to be
about.
You can think aloud while you preview the
text, for example you say aloud: it look like
is about volcanoes, how they form and how
they look like.
6. Identify new vocabulary words before reading.
Find the definition using the glossary in the back of
your book or use a dictionary.
Create a graphic organizer in where you write the
word, the definition, a sentence, and a drawing.
Example:
Vocabulary word: Volcano Definition: It is a mountain where
gas, ask, or melted rock come out
of the ground.
Sentence: I see a volcano in the
steep of the mountain.
Drawing:
7. Create a KWL chart that consist in making a
list of (K) what I know about the topic, (W)
what I want to know about the topic, (L)
what I learn about the topic.
Example: Before reading you write what do
you know about volcanoes in the first line of
your chart.
8. You can generate ideas by using the
brainstorming technique.
You are going to brainstorm what you know
about volcanoes.
Example: You can work with your classmates
and create a web in where everybody can
share ideas about volcanoes are.
9. You interact with the text book.
Writing notes help you to remember the
text.
Ask questions to yourself.
10. During reading create a mental images on
what you are reading after each paragraph,
you can even draw a picture after each
paragraph.
11. Ask question to yourself about what you want
to know about the topic? You can write your
answer in your KWL chart that you create.
Your can use the headings to write more
questions and find the answer of those
questions during reading.
Example: I want to learn about volcanoes.
Heading question: What are the kinds of
volcanic landform?
12. Look for signal words during reading because
it can help you to know if the author is
describing, comparing, contrasting or is a
cause and effect.
Example: Topic: Volcanoes
The author state in the book: “A volcanic
crater is an opening or depression at the top
of a volcano caused by eruptions”. The word
cause is a signal word that is a structure of
cause and effect.
13. Highlight and note taking the important
information.
Example: The word volcano is in every page
in the textbook. Highlight volcano and write
a note of the information that is after the
word volcano.
14. Create a chart that consist in two columns
and one column write a sentence from the
text and the other column your reaction.
Example:
Sentence or quote Reaction
Not all volcanoes actively
erupt.
I though that all volcanoes
make eruption.
15. Summarize about the reading
Reflect about the reading.
Retell the story to review.
Write story on your own
16. Retell the reading to review with intent to
remember.
You can retell the story orally to your family
or to your teacher or friends.
17. Write about what you learn about the
reading using your KWL chart.
Write in the third column where says what
did I learn.
Ask yourself if all your predictions and
questions where answer.
19. Create a story on your own words about the
topic using the new vocabulary words that
you learn. For example: Write a story about
volcanoes using the new vocabulary words
like lava, eruption, magma, crater, tectonic
plates.
20. Make a drawing to have a visual
representation of your reading and you can
remember what you read.
Example: make a drawing of a volcano and
label the volcano.
21. Reading is comprehension and
comprehension is thinking.
Remember always use this strategies to help
you to understand the meaning of the text
Remember to use your previous knowledge
background to make a connection with the
book and your knowledge.
Reading open your mind.
22.
23. Bursuck, W.D., Damer, M. (2011). Teaching Reading to
Students Who are at Risk or Have Disabilities. Upper
Saddle River: Pearson Education Inc.
Holt McDougal. (2012). Florida Science Fusion. Houghton
Harcourt Publishing Company.
http://www.adlit.org/strategy_library/
http://www.pgcps.pg.k12.md.us/~elc/readingacross1.htm
l
http://www.pleasval.k12.ia.us/studyskills/studentreadings
trategies.htm
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