This document outlines reading strategies that teachers can use before, during, and after reading with students. Some key strategies discussed include activating prior knowledge through activities like KWL charts and anticipation guides. During reading, teachers should monitor comprehension, ask questions, and highlight key points through think-alouds. After reading, students can complete the "L" section of a KWL chart, summarize what they learned, be assessed, and compare the text to their own experiences. The goal is to engage students both cognitively and metacognitively before, during, and after reading.

1. Applicable Reading
Strategies
Before, During, and
After
6th Grade-Nonfiction Text
Indian River State College
Joshua Benyola
11/13/16

2. Before Reading Strategies
1. Activate Prior Knowledge
2. Anticipation guide
3. Expectations and purpose
4. Text-features
5. Front-loading

3. Activate Prior Knowledge
The students should have a variety of information stored away in the brain at this point in their education. The teacher's
responsibility is to pull it out and connect it with the passage that is about to be read.
The KWL chart is a strong way to activate Prior knowledge.
● The first section of the chart is designated for the student to write anything they know about the subject or “activate
prior knowledge”. This gets the student thinking.this is very important when trying to connect the student with what
they know to the subject.
● Next is the middle column, which is designed to hold all of the questions the student has about the subject. If students
don't know something this is the where they can write out a question to search for during the reading.
● The final column is meant for after the reading is complete. This acts as a motivator for the student to pay close
attention to what is about to be read in the passage, article, etc.

4. Anticipation Guide
This strategy is designed to activate prior knowledge but also drive the kids curiosity about the subject.
Different questions can be asked like
● By reading the title what do you think the passage is going to be about?
● The passage talks a lot about a particular subject, can you relate to that in your own life?
● Provide a short video about the subject that is about to be learned. For example, if the lesson is going to be on sea
turtles do a 2 minute video on sea turtles. Tell the students after the video based on the video, the title, and
everything we have discussed what is today's reading going to speak about?

5. Purpose & Expectations
This is meant to inform the students why they are learning and reading the passage. This will give the students a clear
understanding of what is expected to be grasped. Expectations can be defined in two ways. The teacher's expectation that
will be made known to the students. Second the students expectations of the reading.
An activity that can accomplish purpose and Expectations in a before reading activity is discuss the answers that are to be
answered after the reading. Go over what skills are to be gained and what areas are to be strengthened after reading is
complete. Make sure the student realizes the importance of grasping this information because it will help them succeed.
For example, compression, context clues, and inferences are all skills that students will need to master.
This type of short discussion will tell the student the importance, the purpose, and give a understanding of what is
expected.

6. Text-Features
Based on what everything but the actual written text. This could be anything from pictures, vocabulary terms, sidebars,
diagrams, etc..
The teacher would say something along the lines of…
● “class I want you to look at all the pictures in the passage and write down three things on your paper of what you
think the passage will be about.”
● Class , if we read only the subtitles can we infer what will be discussed in the reading today.
Another activity that would be strong for connecting the text features with the reading is to have the students crete one of
the diagrams they find within the passage. And then discuss it with a group for a couple of minutes. The point is to activate
the students minds to be thinking about the unknown. To leave the conversation with a hunger to find out the actual truth
would be great sign that the students are engaged and ready.

7. Front-loading
This is designed to activate anything that the student may know about the given topic.
In this case the teacher could give a pre-test or a preview through a mini lesson. Both of these activities could have
vocabulary terms, questions about the subject from the passage, or short response questions that ask the student to relate
personal experience with the subject.
The student should go through front-loading to activate thinking and get them ready for reading. Plus it gives the teacher a
foundation of where the student is coming from.

8. Video- recap on Before reading
https://www.youtube.co
m/watch?v=WsmqMQpM
W04

9. 5
1. Monitor Comprehension
2. Questioning the Author
3. Think-Aloud
4. Key Points
5. Metacognition

10. Monitor
Comprehension
The student has goals on the areas they
want to learn with in the reading. The
student monitors comprehension of
what is read by staying focused, paying
attention to details, and recognizing the
important areas of the text. For
example, the student would recognize
the main idea, supporting details, and
the author's purpose. Speaking of
purpose, the student does not read to
just read but has the intention to master
the content.
The teacher can help by(Found on Page
305-306):
Identify Where the Difficulty Occurs-
“I don't understand the second...”
Identify What the Difficulty is- “I
Don't get what the author means
when...”
● Restate the Difficult Sentence or
Passage in Their Own Words-
“Oh, so the author means that
coming…”
● Look Back Through the text- “The
author talked about Mr. McBride
in Chapter 2, but I don’t
remember…”
● Look Forward in the text for
information That Might Help
Them Resolve the Difficulty-
“The text says, ‘The groundwater
may form a stream or pond or

11. Question The
Author/Self-
Questioning
During reading sometimes it is unclear of
what exactly the author is trying to say or
the intention. The teacher would be
responsible for posing questions that
direct the student to grasping the
author's purpose.
For example(Found on Page 307):
What is the author trying to tell you?
Why is the author telling you that?
Does the author say it clearly?
How could the author have said
things more clearly?
What would you say instead?

12. Think-Aloud
The purpose of a think-aloud is to keep
the students engaged, guide their
thoughts, and keep important points from
the passage at the forefront of the lesson.
The teacher can say things like “here is an
important detail I would listen closely…” or
“ I wonder what this word means...oh this
word sounds similar to…”
The teacher can also pause through out
the reading for a few seconds and point
out a picture or a key point in the reading.
The reason Think-Alouds are strong
during reading strategies is because it
keeps the teachers thoughts and students
thinking connected.
Remember sometimes students don't
think of the the things teachers find to be
obvious information. Think-Alouds
eliminate the possibility of missing
something important

13. Key Points
When reading, the key points are extremely valuable
for the comprehension of the passage. Students and
teachers work together to point out, learn, and grasp
the key points. This could be some of the important
details but also could be the author's purpose behind
writing something.
Key Points are the foundation and the purpose of the
writing. Without acknowledgment of these points the
reader could mis what the meaning is.
During the reading the teacher must find creative
ways to point out key points in the reading.
One way is by posing questions that relate to the key
points. But make sure the question is one that will
make the student have to search the reading carefully
Another way is by guiding the student through
reading. Possibly by reminding the student to slow
down or pay attention a key point is coming up in the
paragraph.

14. Making-Inferences
During reading there are a lot of things that
can keep students eager to learn. Making
Inferences is a way students can engage
their minds to think of what will happen
next. They take what has been read already
and try to draw conclusions.
The QAR strategy can help students
identify the main idea, what the author is
trying to say, and identify information that
is not directly stated.
The teacher and the students work
together to form inferences. And drives
students to pay close attention to the
upcoming text in the reading.

15. After Reading
Strategies 1. KWL
2. Summarizing
3. Assessment
4. Questions
5. Compare

16. KWL
Before reading the passage the student made a KWL
chart. On that chart they filled out what they knew
about the subject and what they wanted to know.
Now it's time to fill in the final column with what they
learned.
This section should answer any of the questions the
students asked in the middle column.
It also acts as a recap of the lesson and ties
everything together.

17. Summarizing The students should be taught how to sumarize
readings so that the main idea and key points of the
passage are discussed. This should act as a recap
and an overview of the reading.
The teacher can do this by asking questions, having
the students write a paragraph summary, or create a
graphic organizer.
Sometimes it is even benificial to do a class summary
of the reading where the teacher conducts a
discussion on the passage with the students. This
way every student can feed off of one another.

18. Assessment
Assessment acts as a recape of the passage for the
students. It is meant to test what the student retained
while reading.
Assessment also plays an important role for the
teacher. The teacher is able to check what areas the
student excelled in and what areas they struggled in.
For example:
Lets sayt a student did really well in comprehension
but did poorly in using context-clues. The teacher now
can focus learning the weaker area. Plus it gives the
teacher a running record of student progress form
one passage to the next.

19. Questions
The questions from the reading that were asked
throughout get reviewed and discussed as a class.
Throughout the reading the teacher could have hinted
at a lot of different pictures, words, or key points.
There may be students who have questiones
regarding those topics. At the end of the reading is
the time to go over everything
Questions and Question Reviews are a great recape to
a reading lesson.
Another activity that could be implemented with this
end of reading strategy is peer reviews. Break the
class into small groups and have them discuss the
questions together.

20. Compare After reading it is important to compare or liken the
reading passage to something the student can conn
ect with. Maybe the teacher shows a film or short
video that connects with the reading.
The student could be made to create a poster board
with another student. They would would have to give
a different example from their life that relates to the
reading.
Or the teacher could have a guided discusion on
compareing what they wrote prior to the lesson.
Remember, before the reading the student was made
to write down what they knew, what they infered, etc..

21. References
Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier
approach. Upper Saddle River, NJ: Pearson.
Gagen, M. (n.d.). Home for Right Track Reading effective direct systematic phonics reading instruction and
remediation programs for teaching children to read. Retrieved November 13, 2016, from
http://righttrackreading.com/
Google Images. (n.d.). Retrieved November 13, 2016, from http://images.google.com/