Reading Strategies

1. READING STRATEGIES
FOR NON-FICTION
By: Myrna Rodriguez

2. WHY ARE READING
STRATEGIES IMPORTANT
 Reading strategies are important to students because it helps them
improve in their reading strategies.
 These strategies make reading more meaningful by occurring
before reading, during the reading, and at the end of reading.
 Let us take a look at what strategies we can use

3. STRATEGIES FOR BEFORE THE
READING
 1) Pre-Questions
 2)Preview
 3) Anticipation Guide

4. PRE-QUESTIONING
 What is Pre-Questioning?
• Pre-questioning is where the students are deciding on
question that they will answer when reading. (Seminole
County School, 2015)
• This is important because it gives the students are purpose
when reading.
• This makes the reading more focused.
 Pre-questioning is about where the attention is focused on the reading
and how to make the reading have a purpose for the students.

5. HOW TO USE PRE-QUESTIONING
IN THE CLASSROOM?
 The students and/or the teacher come up with questions
about the text.
• The students come up with questions that activate
prior knowledge.
• The teacher guides the students by preparing questions
to guide the students reading, while helping the
students come up with their own questions.
.

6. PREVIEW
What is Preview?
• Previewing is setting a purpose,
focusing on the most important
information, making connections to
what the students already know
(Seminole County Schools, 2015)

7. WHAT DOES THIS MEAN?
“Learning about a text before really reading it” (Salisbury University,
2009)
 It means that are becoming familiar with the text before reading
the text.
 The students are looking at introductory material, skimming,
seeing the overview of reading material (Salisbury University, 2009).

8. ANTICIPATION GUIDE
Anticipation Guide has the purpose of building
on a students prior knowledge while creating a
interest for the student to want to read the text.
Anticipation Guides give the student the chance
to make predictions about what they are going to
read.

9. ANTICIPATION GUIDE IN THE
CLASSROOM
 The teacher must first show the students how to use this
strategy.
• The students will be introduced to the new text.
• The teacher will take a few key points from the text
and create a true or false list.
• The teacher will model what the students need to do.
• The students will answer with what they think will
happen.
• The class will discuss the predictions about the text.
(Reading Rockets, 2015)

10. SUMMING UP BEFORE…
 Before reading strategies are about getting the students interested
in the new reading material. This is especially crucial for non-fiction
because it gives the student a purpose to read the text. They know
why they need to read the text and with these strategies they can
become excited about the new reading material.

11. PART 2: DURING READING
STRATEGIES
 Think Aloud
 Fact or Opinion
 Cause/Effect Chart

12. THINK ALOUD
 To demonstrate this strategy the teacher will read and stop
frequently to explain his/her thoughts while reading.
• This includes prior knowledge, inferences and predictions (Roe and
Ross, 2006).
This is done in a whole class setting and once the teacher has modeled
this for student the students will think aloud in pairs.

13. FACT OR OPINION
This strategy is to show students how to give evidence that prove
statements that are factual.
This strategy is important for non-fiction when the student is trying
to evaluate the reading material. The will be able to give evidence that
will support claims that they make when discussing the text.

14. CAUSE AND EFFECT CHART
 This reading strategy is a graphic organizer that will help student
to organize events of a text.
 With this strategy the students are give a visual representation of
the cause of events and the effect of these events on the text.

15. SUMMING DURING
READING
 Students are breaking down the text to identify key points of the
text such as:
• Fact
• Opinion
• Cause
• Effect

16. AFTER READING
 Sequence Chart
 Exit Slips
 Discussion

17. SEQUENCE CHART
 This strategy is to assist students in organizing the text in a
sequential order.
 Students will be able to keep the events of the text a series of
events that they can remember and understand.
(Reading Rockets, 2015)

18. EXIT SLIPS
 This strategy are crucial because they give the teacher a glimpse to
what the students learned.
 This strategy is for students to write from short prompts about
the text to evaluate what they have learned from the text.

19. DISCUSSION
 This strategy has the students talk about what they read. They
share ideas about the text.
• This is meaningful because the students are diving deeper into the
text whether in groups or a whole class to discuss key ideas and
points of the text.

20. REFERENCES
Reading Rockets, (2015). Anticipation Guide. Retrieved from
http://www.readingrockets.org/strategies/anticipation_guide
Roe, Betty D. and Ross, Elinor P. (2006). Integrating Language Arts Through Literature and Thematic
Units. Pearson Education Inc
Seminole County Public Schools. (2015). Before Reading Strategies. Retrieved
fromhttp://www.scps.k12.fl.us/curriculum/AcademicCore
/LanguageArtsandReading/SecondaryReading/BeforeRead ing.aspx
Seminole County Public Schools. (2015). During Reading Strategies. Retrieved from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/Second
aryReading/DuringReading.aspx