Critical Assignment for RED 4348 Summer 2019 Professor Kinggard

1. Before, During, and After Reading
Strategies flip chart
Amy Wilson Critical Assignment #1 06/05/2019
RED4348 Literacy Development Professor Kinggard

2. Chosen Text and Standards
Not Scared … Prepared by Valerie Havas
Grade Level 6
Standards
LAFS.6.RI.1.1
LAFS.6.RI.2.4

3. Before Reading strategies
 KWL chart
 Connect to prior knowledge
 Pre-Teach Vocabulary
 First Lines
 Think-Aloud

4. KWL Chart
 A KWL chart is a graphic
organizer used to track
student information about
what they know (K), want
to know (W), and will have
learned (L) about the given
lesson.
 These can be used before,
during, and after.
 It helps to keep the
students engaged while also
activating prior knowledge
and monitoring a students
learning.

5. Connecting to Prior Knowledge
 Activating Prior Knowledge will
allow students to be able to
make connections to selected
reading text, and it will also
increase their comprehension.
 It can also be referred to as
Schema.
 This helps students become
metacognitive.
 Another strategy linked with
prior knowledge is Think-Pair-
Share that is used during
reading

6. Pre-Teach Vocabulary
 Pre-Teaching Vocabulary is a
strategy in which it allows the
teacher to define certain words
before the instructed reading.
 This ensures that students will
comprehend the meaning to be
able to better comprehend the
text.
 A way to practice this is to
have the teacher say the vocab
word and definition and have
the students repeat it back
with them.

7. First Lines  “First Lines is a strategy in which students
read the beginning sentences from assigned
readings and make predictions about the
content of what they're about to read”
(AdLit, n.d.).
 It helps aid in student comprehension
 How it works is first you have the students
read the first sentence or sentences. Then
you ask them to make predictions about
what they just read. Its also important to
make sure to inform the students that there
is no right or wrong answer. After the
reading of the whole text is over the teacher
can go back over the student's predictions

8. Think-Aloud
 This strategy is used so teachers
can demonstrate their thought
process while reading the text. To
show students what “reading
comprehension looks like”
(Bursack & Damer, 2015). Can be
viewed as coaching the students
until they can do this on their
own.
 This strategy can be used either
before, or during the reading of a
selected text.
 This is part of the My turn-
Together- Your turn.

9. Before Reading Strategies used with Text
 The first and second strategy is the KWL chart and activating prior knowledge.
This is to be used in the beginning when introducing the text, “Not
scared…prepared”. The teacher will want to activate the student's prior
knowledge to see what they already know about dangerous situations and
what they can do to stay protected. The students will record it by using the
KWL graphic organizer.
 The next strategy is to Pre-teach the vocabulary words that may be deemed
challenging for the students. The vocabulary words that I would go over is the
words: evacuate and respond.
 First lines and think aloud are the last two strategies and they go together in
a sense. The students will be asked to read the first two sentences in the text
and make predications about what their reading will be about. The teacher
can then read the remaining 3 sentences to the beginning paragraph making
their own prediction and demonstrating their thought process on the reading.

10. During Reading Strategies
 Concept Map
 Making Connections
 Wait time-Think Time
 Think-Pair-Share
 Partner Reading

11. Concept Map
 A concept map helps students to be
able to visually make connections
between words, phrases and a main
idea.
 Most maps are either words or
phrases that surround a circle or
square in the middle holds the main
idea. This helps to show supporting
details or other important main
ideals linking back to the focus idea.
It helps students to make
connections.
 These help build upon students' prior
knowledge and their working
memory.

12. Make Connections
 Having students make connections is a way
to help them comprehend what they are
reading.
 This helps to keep the students actively
engaged in the lesson and interacting with
what they had just read.
 The 3 ways in which students can make
connections is:
1. text to self
2. text to text
3. text to world
4. A worksheet can be used during or after a
lesson or can be done verbally with group
discussion.

13. Wait Time- Think Time
 Wait time-Think time is “the silent
pause between the last word a teacher
says in a question to students and the
first word a student says when
answering the teacher's question”
(Bursuck & Damer, p. 293, 2015).
 The proper amount of time to wait for
an answer is 3 seconds. If you want to
wait a little longer the teacher can take
three slow steps around the room
counting “1-100, 2-100, 3-100”
 This allows students to give a more
detailed answer, more of a variety of
students will want to volunteer to
answer and helps to improve their
learning.

14. Think-Pair-Share(TPS)
 Think-Pair-Share is a learning strategy in which
students will work together to solve a problem or
answer during an assigned reading.
 It allows them to individually think about a topic and
share it with a classmate.
 The steps to completing this are as follows according
to (Adlit.com, n.d.)
1. T : (Think) Teachers begin by asking a specific question
about the text. Students "think" about what they know
or have learned about the topic.
2. P : (Pair) Each student should be paired with another
student or a small group.
3. S : (Share) Students share their thinking with their
partner. Teachers expand the "share" into a whole-class
discussion.

15. Partner Reading
 Partner Reading is a cooperative learning
strategy in which students work
together, normally by partners of two.
 This allows the teacher the freedom to
be able to circulate the classroom and
access students reading skills.
 The way this works is one student will be
the “coach” while the other is the
“player”. Normally the stronger reader is
to start as the player and read the
passage while the coach follows along to
check for any errors and corrects them
when needed. Students will switch roles
to give the other student the opportunity
to read the passage.

16. During Reading Strategies used with text
 The first strategy is the concept map that will be used during reading. The main
idea of the map will be, “Staying prepared”. During the reading the teacher or
student may raise their hand to add a new detail to the map. This will help
ensure that the students are on task. See next slide for the example I made for
the given text.
 The next strategies will be making connections and wait time- think time.
During the reading the teacher will be making checks for understanding
throughout the reading. See next slide for comprehension check questions.
 The last two strategies that can be grouped together as well is think-pair-share
and partner reading. During these students will be paired in groups of two to
read the last paragraph, No need to worry. After both students have gotten the
chance to read the section they are to brainstorm and write down their answer
to this question: “Imagine your sitting at home then suddenly you hear on the
news “Attention Saint Lucie Country residents there is a category 4 hurricane
headed your way” How would you prepare?. After the students are finished I
would re group with the whole class to discuss what they all came up with.

17. During Reading Strategies used with text Cont.
1. During the reading when this
sentence comes up the teacher
will ask again, what does
Evacuating mean?
“Students at Pine View Middle
School in Land O' Lakes, Florida,
for example, sometimes practice
evacuating buildings, just as they
would during a fire.”
2. What type of weather would you
need to prepare for with extra food
and water?
3. Can someone predict what
would happen if we didn’t have
prepared first responders and relief
organizations?
Concept Map for Staying Prepared

18. After Reading Strategies
 Question Answer Relationship
 Cloze Assessment
 Retelling
 Summarizing
 Exit Ticket-321 style

19. Question Answer Relationship (QAR)
 QAR is a strategy that is used after
the students have already read the
intended reading.
 There are 4 types of questions that
are used:
1. Right there
2. Think and search
3. Author and you
4. On my own
 These types of questions allow
students to think about the text
while also allowing them to work
together when there are literal and
higher-level thinking skills.

20. Cloze Assessment
 A close assessment is a curriculum-
based assessment that accesses
student comprehension by having
students independently read a
passage that has about every 7th
word removed from it that the
students must write the correct
missing word.
 To be successful students need to
“apply background knowledge, and
understand basic word order,
vocabulary, and sentence meaning
in context” (Bursack & Damer, P.
312, 2015).

21. Retelling
 Retelling a story helps to
understand how well a student has
comprehended a certain text.
 Teachers can gain insight as to
how well the students are able to
put together information from the
text.
 Retelling is similar with
summarizing however in retelling
students are more specific to the
main idea including supporting
details.
 This can be done either written or
orally as needed.

22. Summarizing
 Summarizing allows students to be
able to take a large selection of text
and reduce it down to its main points
so that you can understand the
meaning more concisely.
 It helps students to be able to pick
out and learn what the essential ideas
or details are that are worth learning.
 It helps to build comprehension by
reducing confusion. It also helps to
activate prior knowledge, improve
writing skills (If writing it down), and
improve vocabulary.

23. Exit Ticket
 An exit ticket is a strategy that
requires students to write responses to
questions you ask at the end of a
lesson.
 There are 3 categories:
1. Purpose is to document learning
2. Purpose is to emphasize the process of
learning
3. Purpose is to evaluate the
effectiveness of your instruction
 They are helpful since they only take a
couple of minutes and are a great way
to informally measure how the
students learned with the lesson.

24. After Reading Strategies used with Text
 QAR is questions that the teacher will be asking the students that will include
kinds that are right there in the text, think and search, author and you, and on my
own. The author and you question is apart of the during process which the strategy
of think-pair-share and partner reading was done. The questions for the remaining
3 parts of QAR are on the following slide.
 Cloze Assessment can be done with the whole class over the projector. The
teacher will list a couple sentences on the board for the students to fill in the
blanks on their own. If they are really struggling, they may use a shoulder partner
for help. The teacher will circle around the room to make sure all students are on
task.
 Summarizing and retelling will be grouped together since they are similar. The
teacher will have the students broken up into groups and assign them a paragraph
or two to retell to the class in detail. Once the whole text has been retold the
teacher will now ask the class if someone can summarize the text that was just
read and broken down to identify the main idea.
 The last strategy used will be an exit ticket I would use is 321 in which I would ask
the students to write down 3 things they learned, 2 they found interesting, and
one thing they still have a question about.

25. After Reading Strategies used with Text
Cont.
 QAR questions
1. How many volcanoes
have erupted in Alaska
since the 1700s?
2. How is FEMA different
from American Red
Cross? Are they the same
in any way?
3. Have you ever
experienced going
through an emergency?
If so explain.

26. References
 Activating Prior Knowledge. (2007, February 08). Retrieved from
https://www.teachervision.com/reading-comprehension/activating-prior-
knowledge
 All About Adolescent Literacy. (n.d.). Retrieved June 2, 2019, from
http://www.adlit.org/strategy_library/
 Bursuck, W. D., & Damer, M. (2015). Teaching reading to students who are at
risk or have disabilities: A multi-tier, RTI approach(3rd ed.). Boston:
Pearson.
 Clipart, Vector Graphics and Illustrations at Clipart.com. (n.d.). Retrieved
from https://www.clipart.com/en/index