RED4348 Critical Assignment 1

1. Before, During, and
After Reading
Strategies
Nicole Martz
RED 4348: CA1
Professor Kinggard
With examples featuring:
Crash: The Great Depression

2. Before Reading Strategies
• K-W-L Chart
• Think- Aloud
• Vocabulary or Sight Words
• Discussion with the class
• Prediction board

3. Before Reading
• K-W-L Chart is good to have students create before reading because
this helps activate prior knowledge. This strategy can be filled out as
they read.

4. Before Reading
• Think- Aloud is an effective strategy because the teacher will model
how nonfiction text should be read. This also helps when the teacher is
to model certain reading strategies, the students will soon adapt those
strategies.

5. Before Reading
• Vocabulary or Sight Words can be effective before reading because
the teacher can give a list of important words that are needed to
understand the text. The students can use a dictionary to look up these
words before reading.

6. Before Reading
• Discussion with the class can be used in any way. For instance, the
teacher could lead a whole class discussion or the teacher could have
students talk to another person (think pair share). This discussion
helps activate prior knowledge and collaboration helps broaden
understanding.

7. Before Reading
• Prediction board is an fun activity that gives students sticky notes and
they can write what they think this book is going to be about or a
question they might have and stick it on the board.

8. Before Reading with Examples from
Crash: The Great Depression
• Strategy 1 K-W-L Chart: K for Know, the students will fill out what they already know about The Great
Depression. Then based on the book cover and skimming through the book, the students can form
questions they want to know, W. Then when the book is finished, the students can finally fill in L, what they
Learned.
• Strategy 2 Think Aloud: Teacher will model how to read nonfiction text. Teacher will show different before
reading strategies that they might need to know
• Strategy 3 Vocabulary or Sight Words: Words like “market” “depression” “stock” will all be words that
students will need to understand from the book
• Strategy 4 Discussion: The teacher could lead discussion or have the students do a think pair share to
activate prior knowledge or form questions that they would want to know about the book.
• Strategy 5 Prediction Board: The prediction board is a good tool that would help students feel comfortable
asking questions and making predictions. When the story is over the students will have their questions
answered or predictions confirmed

9. During Reading
• Story Map or other Graphic Organizers
• Partner Reading
• Directed Reading- Thinking Activity
• Semantic Map
• Reciprocal Teaching

10. During Reading
• Story Map is a useful chart that can be used to help understand the
story. They have key terms like plot, setting, characters, etc.

11. During Reading
• Partner Reading allows students to collaborate and read sections of
the book. The teacher will sometimes match the students.

12. During Reading
Directed Reading- Thinking Activity is used to encourage students to
think about their readings by first making predictions and then
confirming or rejecting, revising predictions as the story unfolds.

13. During Reading
• Sematic map is a form of graphic organizers that uses a web of words
that all relate to each other.

14. During Reading
• Reciprocal teaching is used to increase comprehension. Students will
take turns playing the teacher, while the students take turns reading,
the teacher will ask questions. You help students become aware of
difficulties and help apply strategies. Then the students summarize
what they read.

15. During Reading with Examples from
Crash: The Great Depression
• Strategy 1 Story Map: The teacher can show examples of a story map to help. This strategy should
be filled out as the student reads. They will need to be aware of certain story elements to fill out the
chart.
• Strategy 2 Partner Reading: In using this strategy for Crash: The Great Depression, the students
can have experiences the other student might not have. For instance, a students grandparents
could have been alive when this happened and have more background knowledge to help
understand the story.
• Strategy 3 Directed Reading Thinking Activity: The students can use this when looking at the cover
of the book and noticing the title Crash and think that maybe this is about a car crash and when
reading, finding out its about the stock market crash.
• Strategy 4 Sematic Map: this could be useful when identifying the Causes for the crash. So Crash
could be the middle word and then have the causes off to the sides and the reason for those
causes.
• Strategy 5 Reciprocal Teaching: This is used because the students will need to know how to apply
their reading strategies when the teacher is the one asking the questions.

16. After Reading
• Role playing
• Exit slip
• Quiz
• Summarizing
• Group Discussion

17. After Reading
• Role playing is a fun way to get the students up and moving. This
strategy is also useful because the students have to have an
understanding of the story to be able to act it out

18. After Reading
• An Exit ticket is a quick way to check if the students understand what
was read. They could have a couple comprehension questions.

19. After Reading
• A quiz is a more formal way to check for understanding. The students
will have to work alone and this will be graded to check for
understanding of the book.

20. After Reading
• Summarizing the book would be a short paragraph the teacher will
collect to check for understanding.

21. After Reading
• Group discussion could be used after reading that way the teacher
could use this strategy as a formative assessment to understand
where the students are at. This could also be beneficial because the
students can collaborate and bounce ideas off of each other.

22. After Reading with Examples from
Crash: The Great Depression
• Strategy 1 Role Playing: this would be a good way to ensure that the students
understand what was read. By having the students act out a situation that caused
The Great Depression, they are putting themselves in others shoes.
• Strategy 2 Exit Ticket: The exit ticket would have short questions like “When was The
Great Depression” “What were some causes to the depression” or vocabulary words.
• Strategy 3 Quiz: the quiz would be similar to the exit ticket. I would make the
questions a little more complex to challenge the students.
• Strategy 4 Summarizing: This could be used to check for comprehension by having
the students summarize the book or they could each summarize a paragraph and put
it all together to see the big picture.
• Strategy 5 Group Discussion: In this story, students may have ideas or family
experiences with The Great Depression. This would be a great time to collaborate.

23. Citations
1. Bursuck, W. D., & Damer, M. (2015). Teaching reading to
students who are at risk or have disabilities: A multi-tier, RTI
approach. Retrieved August 25, 2018.
2. Roe, B. D., & Ross, E. P. (2006). Integrating language arts
through literature and thematic units. Boston: Pearson/Allyn and
Bacon.
3. Favreau, M. (2018). Crash: The Great Depression and the fall
and rise of America. New York: Little, Brown and Company.