The document provides examples of strategies to use before, during, and after reading to improve comprehension. Some strategies described for before reading include anticipation guides, concept sorts, and think-pair-share to activate prior knowledge. During reading, the document recommends concept maps, jigsaws, and paragraph shrinking to help students organize information and work together. Power notes are also described as a way for students to connect main ideas to details while reading.
The document outlines various reading strategies that can be used before, during, and after reading to improve comprehension. Some strategies mentioned are frontloading by activating prior knowledge, introducing new vocabulary, setting a purpose for reading, making predictions, using think-alouds during reading, creating concept maps, summarizing, asking self-questions, reviewing predictions and organizers after reading, creating timelines or diagrams, making connections, and using exit slips with questions. The strategies provide ways for teachers to engage students and help them understand and remember what they are reading.
Kaitlin Kurutz Before, During, and After Reading Strategieskurutzke
This document discusses various reading strategies that can be used before, during, and after reading to improve student comprehension. Before reading strategies activate prior knowledge and preview the text. During reading strategies include think alouds, questioning, and using graphic organizers. After reading strategies involve summarizing, discussing, and questioning the author to check comprehension. The strategies are meant to help students understand, engage with, and recall information from texts.
This document provides guidance on teaching comprehension of nonfiction texts to second graders. It recommends having students generate questions before, during, and after reading to increase motivation and thinking. Teachers should model good reading strategies like stopping to clarify understanding, looking at pictures, and making connections. The document also discusses using tools like KWL charts, anticipation guides, comment cards, and sketching to support comprehension during reading. After reading, students should summarize what they learned and make text-to-self or other connections. Overall it emphasizes the importance of modeling reading strategies and having students apply them during every read.
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
This document discusses strategies to use before, during, and after reading to improve student comprehension. Some strategies discussed include concept sorts, anticipation guides, and Frayer models to activate prior knowledge before reading. During reading, students can use monitoring and clarifying, selective highlighting, and prediction relay to check comprehension. After reading, summarizing, exit tickets, photo captions, and downgrade activities allow students to demonstrate their understanding and ask remaining questions. The document provides examples and instructions for implementing many reading comprehension strategies at different points in the reading process.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Before, During, and After Reading StrategiesDeborahPx33
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
The document discusses various reading strategies that teachers can use to help students actively engage with texts, including double entry journals, comprehension strategies, discussion webs, GRP, key sentences, marking texts, reading guides, text structure organizers, think alouds, and three leveled guides. These strategies encourage students to connect to texts, determine importance, question, visualize, infer, synthesize, and repair comprehension. Teachers can adapt the strategies to fit different texts and student needs.
The document outlines various reading strategies that can be used before, during, and after reading to improve comprehension. Some strategies mentioned are frontloading by activating prior knowledge, introducing new vocabulary, setting a purpose for reading, making predictions, using think-alouds during reading, creating concept maps, summarizing, asking self-questions, reviewing predictions and organizers after reading, creating timelines or diagrams, making connections, and using exit slips with questions. The strategies provide ways for teachers to engage students and help them understand and remember what they are reading.
Kaitlin Kurutz Before, During, and After Reading Strategieskurutzke
This document discusses various reading strategies that can be used before, during, and after reading to improve student comprehension. Before reading strategies activate prior knowledge and preview the text. During reading strategies include think alouds, questioning, and using graphic organizers. After reading strategies involve summarizing, discussing, and questioning the author to check comprehension. The strategies are meant to help students understand, engage with, and recall information from texts.
This document provides guidance on teaching comprehension of nonfiction texts to second graders. It recommends having students generate questions before, during, and after reading to increase motivation and thinking. Teachers should model good reading strategies like stopping to clarify understanding, looking at pictures, and making connections. The document also discusses using tools like KWL charts, anticipation guides, comment cards, and sketching to support comprehension during reading. After reading, students should summarize what they learned and make text-to-self or other connections. Overall it emphasizes the importance of modeling reading strategies and having students apply them during every read.
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
This document discusses strategies to use before, during, and after reading to improve student comprehension. Some strategies discussed include concept sorts, anticipation guides, and Frayer models to activate prior knowledge before reading. During reading, students can use monitoring and clarifying, selective highlighting, and prediction relay to check comprehension. After reading, summarizing, exit tickets, photo captions, and downgrade activities allow students to demonstrate their understanding and ask remaining questions. The document provides examples and instructions for implementing many reading comprehension strategies at different points in the reading process.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Before, During, and After Reading StrategiesDeborahPx33
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
The document discusses various reading strategies that teachers can use to help students actively engage with texts, including double entry journals, comprehension strategies, discussion webs, GRP, key sentences, marking texts, reading guides, text structure organizers, think alouds, and three leveled guides. These strategies encourage students to connect to texts, determine importance, question, visualize, infer, synthesize, and repair comprehension. Teachers can adapt the strategies to fit different texts and student needs.
This document discusses the concept of close reading, which involves carefully analyzing a text on multiple levels to develop a deeper understanding beyond just the surface level plot. Close reading requires readers to connect information in the text to their own experiences, engage persistently with difficult texts, and interact with the text to create their own meaning. Teachers are encouraged to guide students through an active close reading process with multiple readings of a text and opportunities for student responses and discussion.
Before, during, and after reading strategies are recommended to improve student comprehension. Before reading, teachers should activate prior knowledge through previewing, questioning, and vocabulary pre-teaching. During reading, graphic organizers, literacy circles, paired reading, and re-reading aid understanding. After reading, students summarize, question the author and themselves, and complete exit slips to reflect on learning. Question answer relationships help students analyze question types. These strategies provide scaffolding to help students fully comprehend texts.
After reading, teachers may have students complete various activities to assess understanding including:
1) A 3-2-1 activity where students write 3 facts learned, 2 questions, and 1 interesting thing.
2) Drawing cartoons or comic strips to show understanding of events or processes.
3) Filling out graphic organizers or writing summaries to synthesize information from the text.
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Before, During, and After Reading StrategiesMonicaRickards
The document provides strategies to use before, during, and after reading a non-fiction text about nutrition with 6th grade students. Before reading, the strategies include completing an anticipation guide, scanning the text, conducting think-pair-shares, completing a K-W-L chart, and pre-teaching vocabulary words. During reading, strategies involve whole class choral reading, monitoring comprehension, think alouds, asking questions, and questioning the author. The document gives examples of how to implement these strategies such as conducting think-pair-shares to discuss responses from the anticipation guide and scanning the text. It also provides details on how to model think alouds and ask different types of questions to check comprehension.
This document provides a framework for conducting a close reading lesson in multiple steps: 1) choosing a text and identifying complex ideas to focus on, 2) generating text-dependent questions, 3) conducting a close reading of the text through multiple readings and discussions to determine what the text says and how it works, and 4) having students evaluate and synthesize their understanding. The close reading involves multiple readings with different purposes, partner and group discussions after each reading, and using evidence from the text to answer questions. The teacher reflects on the lesson to improve future close reading sessions.
1. The document provides an analysis of creating an effective literate environment through three key components - getting to know literacy learners, selecting appropriate texts, and incorporating three learning perspectives (response, interactive, critical).
2. Detailed examples are given for how to implement each component, including using various assessments to understand students, balancing text types and levels, and engaging students through interaction, comprehension, and higher-order thinking.
3. The author reflects on learning the importance of fully utilizing data about students, carefully selecting supplemental texts, and planning lessons incorporating student interaction, critical thinking, and responses to promote literacy development.
The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
Reading Strategies: Before, During, and After morozme
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned include setting a purpose for reading, activating background knowledge, making predictions, think-pair-share, vocabulary preparation, think-alouds, graphic organizers, partner reading, word hunts, choral reading, 3-2-1 summaries, exit slips, summarizing, story sequencing, and reflection. The strategies are meant to engage students, build comprehension and critical thinking skills, and allow students to monitor their understanding of texts.
Power point engaging children in read alouds and shared readingEDIT3318
This document discusses strategies for engaging children in read alouds and shared reading of informational texts. It defines different types of nonfiction texts like textbooks and trade books. It explains the importance of teaching children text structures like description, sequence, cause/effect, and comparison/contrast. When reading aloud, teachers should activate background knowledge, ask thick questions to promote discussion, and relate the text to the curriculum. Shared reading is also recommended to scaffold children's literacy development.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
Danielle Leonard - Literate Environment Analysisddlteacher12
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
This document provides an overview of strategies to use before, during, and after reading to improve student comprehension. Some strategies outlined include using a K-W-L chart to activate prior knowledge before reading, having students ask questions while reading with the ReQuest strategy, and using exit slips as an informal assessment after reading to evaluate student understanding. The document also describes graphic organizers like story maps, umbrellas, and sequence charts to help students organize information from texts.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.
This presentation discusses 15 reading strategies divided into categories of before, during, and after reading. It provides definitions and examples of each strategy. Some of the strategies discussed include previewing text, activating prior knowledge, identifying text features, previewing vocabulary, making predictions, monitoring comprehension, using concept maps, jigsaw activities, questioning the author, using the frame routine, and teaching question-answer relationships. The purpose is to define numerous literacy strategies and provide examples of how to implement them at different points in the reading process.
This document provides a guide of strategies that teachers can use before, during, and after reading to help students with comprehension. Some strategies to use before reading include teaching important vocabulary words, using a KWL chart to activate prior knowledge, and having students brainstorm about what they know about a topic based on the title. During reading, teachers can have students highlight important information, summarize periodically, and make predictions. After reading, strategies involve identifying the author's purpose, using graphic organizers to pull out key information, discussing the text as a class, and answering comprehension questions. The overall goal is to help students actively engage with a text and extract meaning at different points in the reading process.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
This document outlines various reading strategies that can be used before, during, and after reading. Some key strategies discussed include activating prior knowledge through questioning, using graphic organizers to organize information from the text, partner reading to improve comprehension, and summarizing to consolidate understanding after reading. Overall, the strategies aim to engage students with the text, monitor their comprehension, and help them retain important information.
Before During & After Reading StrategiesAbbey Bilicic
This document provides examples of strategies that can be used before, during, and after reading to improve student comprehension. Some strategies described include anticipation guides, shared reading, think-pair-share, story maps, partner reading, RAFT writing, exit slips, paragraph shrinking, role plays, and student-created quizzes. Specific examples are given for how these strategies could be applied to enhance comprehension of Anne Frank's diary, such as using anticipation guides with quotes from the diary, shared reading of diary entries, and role plays of diary scenes.
Practice Formal Lesson Reading (government cont.)Rachael Grant
The lesson plan aims to teach 4th grade students how to make inferences when reading texts. Students will use a graphic organizer and engage in group discussions to combine their background knowledge with details from an article about political parties to draw inferences. The lesson begins with an opener to activate prior knowledge. Students will then read the article individually and in groups, noting details. They will use their graphic organizers to make at least two inferences with a partner. The lesson supports all learners through modeling, scaffolding, and differentiated discussions and assessments.
The document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, anticipation guides, list-group-label, and title & cover webs to build background knowledge and make predictions. During reading strategies include making margin notes, table talks, think alouds, using the 5Ws, and creating double entry journals. After reading strategies discussed are exit slips, QAR (question-answer relationships), carousals, whips, and RAFT (role, audience, format, topic) writing assignments.
This document discusses the concept of close reading, which involves carefully analyzing a text on multiple levels to develop a deeper understanding beyond just the surface level plot. Close reading requires readers to connect information in the text to their own experiences, engage persistently with difficult texts, and interact with the text to create their own meaning. Teachers are encouraged to guide students through an active close reading process with multiple readings of a text and opportunities for student responses and discussion.
Before, during, and after reading strategies are recommended to improve student comprehension. Before reading, teachers should activate prior knowledge through previewing, questioning, and vocabulary pre-teaching. During reading, graphic organizers, literacy circles, paired reading, and re-reading aid understanding. After reading, students summarize, question the author and themselves, and complete exit slips to reflect on learning. Question answer relationships help students analyze question types. These strategies provide scaffolding to help students fully comprehend texts.
After reading, teachers may have students complete various activities to assess understanding including:
1) A 3-2-1 activity where students write 3 facts learned, 2 questions, and 1 interesting thing.
2) Drawing cartoons or comic strips to show understanding of events or processes.
3) Filling out graphic organizers or writing summaries to synthesize information from the text.
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Before, During, and After Reading StrategiesMonicaRickards
The document provides strategies to use before, during, and after reading a non-fiction text about nutrition with 6th grade students. Before reading, the strategies include completing an anticipation guide, scanning the text, conducting think-pair-shares, completing a K-W-L chart, and pre-teaching vocabulary words. During reading, strategies involve whole class choral reading, monitoring comprehension, think alouds, asking questions, and questioning the author. The document gives examples of how to implement these strategies such as conducting think-pair-shares to discuss responses from the anticipation guide and scanning the text. It also provides details on how to model think alouds and ask different types of questions to check comprehension.
This document provides a framework for conducting a close reading lesson in multiple steps: 1) choosing a text and identifying complex ideas to focus on, 2) generating text-dependent questions, 3) conducting a close reading of the text through multiple readings and discussions to determine what the text says and how it works, and 4) having students evaluate and synthesize their understanding. The close reading involves multiple readings with different purposes, partner and group discussions after each reading, and using evidence from the text to answer questions. The teacher reflects on the lesson to improve future close reading sessions.
1. The document provides an analysis of creating an effective literate environment through three key components - getting to know literacy learners, selecting appropriate texts, and incorporating three learning perspectives (response, interactive, critical).
2. Detailed examples are given for how to implement each component, including using various assessments to understand students, balancing text types and levels, and engaging students through interaction, comprehension, and higher-order thinking.
3. The author reflects on learning the importance of fully utilizing data about students, carefully selecting supplemental texts, and planning lessons incorporating student interaction, critical thinking, and responses to promote literacy development.
The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
Reading Strategies: Before, During, and After morozme
This document outlines reading strategies that teachers can use before, during, and after reading with students. Some strategies mentioned include setting a purpose for reading, activating background knowledge, making predictions, think-pair-share, vocabulary preparation, think-alouds, graphic organizers, partner reading, word hunts, choral reading, 3-2-1 summaries, exit slips, summarizing, story sequencing, and reflection. The strategies are meant to engage students, build comprehension and critical thinking skills, and allow students to monitor their understanding of texts.
Power point engaging children in read alouds and shared readingEDIT3318
This document discusses strategies for engaging children in read alouds and shared reading of informational texts. It defines different types of nonfiction texts like textbooks and trade books. It explains the importance of teaching children text structures like description, sequence, cause/effect, and comparison/contrast. When reading aloud, teachers should activate background knowledge, ask thick questions to promote discussion, and relate the text to the curriculum. Shared reading is also recommended to scaffold children's literacy development.
This document discusses strategies for conducting close reading with students. It begins by outlining the importance of literacy across all content areas and identifies some key strategies for close reading, including asking questions that require students to directly reference the text. Some specific question types are provided that focus on understanding the main ideas and details, how the text is structured, and determining meaning and making inferences. Close reading strategies like "No Opt Out", "Right is Right", and "Wait Time" are explained as ways to ensure students thoughtfully engage with the text.
Danielle Leonard - Literate Environment Analysisddlteacher12
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
This document provides an overview of strategies to use before, during, and after reading to improve student comprehension. Some strategies outlined include using a K-W-L chart to activate prior knowledge before reading, having students ask questions while reading with the ReQuest strategy, and using exit slips as an informal assessment after reading to evaluate student understanding. The document also describes graphic organizers like story maps, umbrellas, and sequence charts to help students organize information from texts.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.
This presentation discusses 15 reading strategies divided into categories of before, during, and after reading. It provides definitions and examples of each strategy. Some of the strategies discussed include previewing text, activating prior knowledge, identifying text features, previewing vocabulary, making predictions, monitoring comprehension, using concept maps, jigsaw activities, questioning the author, using the frame routine, and teaching question-answer relationships. The purpose is to define numerous literacy strategies and provide examples of how to implement them at different points in the reading process.
This document provides a guide of strategies that teachers can use before, during, and after reading to help students with comprehension. Some strategies to use before reading include teaching important vocabulary words, using a KWL chart to activate prior knowledge, and having students brainstorm about what they know about a topic based on the title. During reading, teachers can have students highlight important information, summarize periodically, and make predictions. After reading, strategies involve identifying the author's purpose, using graphic organizers to pull out key information, discussing the text as a class, and answering comprehension questions. The overall goal is to help students actively engage with a text and extract meaning at different points in the reading process.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
This document outlines various reading strategies that can be used before, during, and after reading. Some key strategies discussed include activating prior knowledge through questioning, using graphic organizers to organize information from the text, partner reading to improve comprehension, and summarizing to consolidate understanding after reading. Overall, the strategies aim to engage students with the text, monitor their comprehension, and help them retain important information.
Before During & After Reading StrategiesAbbey Bilicic
This document provides examples of strategies that can be used before, during, and after reading to improve student comprehension. Some strategies described include anticipation guides, shared reading, think-pair-share, story maps, partner reading, RAFT writing, exit slips, paragraph shrinking, role plays, and student-created quizzes. Specific examples are given for how these strategies could be applied to enhance comprehension of Anne Frank's diary, such as using anticipation guides with quotes from the diary, shared reading of diary entries, and role plays of diary scenes.
Practice Formal Lesson Reading (government cont.)Rachael Grant
The lesson plan aims to teach 4th grade students how to make inferences when reading texts. Students will use a graphic organizer and engage in group discussions to combine their background knowledge with details from an article about political parties to draw inferences. The lesson begins with an opener to activate prior knowledge. Students will then read the article individually and in groups, noting details. They will use their graphic organizers to make at least two inferences with a partner. The lesson supports all learners through modeling, scaffolding, and differentiated discussions and assessments.
The document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, anticipation guides, list-group-label, and title & cover webs to build background knowledge and make predictions. During reading strategies include making margin notes, table talks, think alouds, using the 5Ws, and creating double entry journals. After reading strategies discussed are exit slips, QAR (question-answer relationships), carousals, whips, and RAFT (role, audience, format, topic) writing assignments.
Before, during, and after reading strategiesSara Hulings
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
This document provides strategies to use before, during, and after reading to improve student comprehension. Some strategies outlined include quick writes, think-pair-shares, Frayer models, paragraph shrinking, double entry journals, exit slips, and 3-2-1 summaries. Specific examples are given for how each strategy could be implemented when reading the book "The Emperor's Silent Army" about the terracotta soldiers in China. Teachers are encouraged to actively engage students before, during, and after reading through questioning, visualization, and discussion techniques.
This document discusses motivating students to read. It defines motivation and discusses intrinsic and extrinsic motivators. Some tips for motivating students to read include proposing engaging activities, creating interest, encouraging goal-setting, allowing student choice, and helping students find interesting topics. The document provides examples of motivating activities and practices and directions for discussing a text and rating motivation.
This document discusses strategies to use before, during, and after reading to help improve student comprehension. Before reading strategies activate background knowledge, introduce vocabulary, and set a purpose for reading. During reading strategies have students monitor understanding through activities like text coding, note-taking, and think alouds. After reading strategies require students to reflect on and summarize the text through discussions, journals, and exit slips to consolidate learning. Examples are given for how these strategies could be applied to the story "Fires".
This document outlines a thematic unit plan for a 4th grade social studies class supplementing the textbook with the book "Our Continent: A Natural History of North America." The teacher will focus on the chapter "The Living Land" to address state standards on physical/human geography of North America. Reading strategies like KWL, partner reading, and exit slips will be used. Students will also learn from online sources about US geography and North American countries. Writing exercises will reinforce concepts learned from the texts and websites. The supplemental material aims to broaden students' background knowledge to improve comprehension.
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
This lesson plan outlines a first grade lesson on distinguishing between facts and opinions. The teacher candidate provides details on lesson preparation such as unit focus, learning standards, and objectives. The plan includes sections on instructional planning such as prior knowledge connection, anticipatory set, differentiation strategies, and a reflection. Key aspects covered are introducing facts and opinions using examples, a KWL chart, group work with partners, and a fact/opinion worksheet and game for assessment. Differentiation strategies aim to engage all students including those with special needs.
The document discusses various strategies that teachers can use before, during, and after reading to improve student comprehension of nonfiction texts. It describes several "before reading" strategies like think-pair-share, KWL charts, previewing text, and identifying keywords to activate student background knowledge. "During reading" strategies mentioned include response sheets, literature circles, guided reading, and reciprocal teaching. "After reading" strategies outlined are literature-based thematic units, learning logs, exit slips, retelling, and oral reports. The document emphasizes that using these research-based strategies can help motivate students and develop their reading proficiency.
The document discusses various strategies that teachers can use before, during, and after reading to improve student comprehension of nonfiction texts. It provides examples of five strategies that can be used before reading, such as think-pair-share and KWL charts, to activate student background knowledge and set a purpose for reading. During reading strategies like response sheets, literature circles, and graphic organizers are meant to aid comprehension. After reading strategies like learning logs, exit slips, and oral reports help solidify concepts and assess understanding. The document emphasizes that using research-based strategies in this manner can motivate students and develop proficiency in reading skills.
The document discusses various reading strategies that can be used before, during, and after reading to help students comprehend texts. It notes that reading is a complex process involving word recognition, comprehension, and fluency. Some strategies discussed include KWL charts, vocabulary pre-teaching, anticipation guides, double-entry journals, think-alouds, summarizing, and RAFT writing assignments. The purpose of these strategies is to activate background knowledge, build comprehension, and develop critical thinking skills around texts.
Before reading, students use skimming, scanning, and analyzing first lines to preview the text and make predictions. During reading, vocabulary strategies like the Vocabulary Knowledge Rating Scale help students understand new words in context. After reading, students reflect on the text through activities like semantic gradients and story pyramids to deepen their comprehension. The document provides strategies to support reading at each stage.
This document outlines various before, during, and after reading strategies for teaching non-fiction texts to 6th grade students. It describes strategies such as activating prior knowledge, making predictions, determining the author's purpose, chunking text, gathering facts, and reflecting on learning. The goal of these strategies is to help students comprehend and retain information from non-fiction by engaging them before, during, and after reading.
This document outlines various reading strategies that students can use before, during, and after reading. Some pre-reading strategies include previewing vocabulary words, using KWL charts to identify prior knowledge, and doing picture walks to make predictions. During reading, students can use strategies like prediction relay, SQ3R, jigsaw, and story mapping. Post-reading strategies involve exit tickets to assess comprehension, questioning the author, summarizing, and discussing with partners. The purpose of these strategies is to help guide students' understanding and engagement with texts.
The document provides strategies that can be used before, during, and after reading with students. Some of the before reading strategies discussed are using a KWL chart, activating prior knowledge, pre-teaching vocabulary, having students read the first lines and make predictions, and doing a think-aloud. During reading, the strategies of concept mapping, making connections, wait time, think-pair-share, and partner reading are outlined. After reading strategies include using question answer relationships, a cloze assessment, student retelling, summarizing, and an exit ticket activity.
Close Reading with Annotations and Text Codes: After Reading Jonathan Pickles
Boost reading comprehension in your classroom and explore the close-reading strategy of annotating and text-coding.
This is the quick start guide to use after reading. It is presentation 3 of 3.
Ashley duncklee critical assignment 1 before, during, and after reading stra...Ashley Duncklee
Before reading strategies include thinking about vocabulary, setting a purpose, and making predictions using a KWL chart or the first lines of a text. During reading, teachers can use think-alouds, partner reading, graphic organizers, and monitoring comprehension to improve understanding. After reading, students can summarize, re-read, provide exit tickets, or participate in a whip where the teacher asks questions to check comprehension. The document outlines strategies to use before, during, and after reading to improve student engagement and learning.
Seven strategies to teach students text comprehensionDevant Brahm Shah
Seven strategies are outlined to teach students text comprehension: 1) monitoring comprehension, 2) metacognition, 3) using graphic and semantic organizers, 4) answering questions, 5) generating questions, 6) recognizing story structure, and 7) summarizing. Effective comprehension instruction is explicit, involving direct explanation, modeling, guided practice, and application of strategies. Teachers should explain why and when to use strategies, model their own thinking, assist students as they practice, and help students apply strategies independently. Cooperative learning can also be used to successfully teach comprehension strategies by having students work together to understand texts.
Similar to Baily Zugay Before, During, and After Reading Strategies (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Baily Zugay Before, During, and After Reading Strategies
1. Before, During,
and After Reading
Strategies
Baily Zugay
CA#1
RED4348
Early People in the Central American Land
Bridge
2. The text I chose is Early People in the Central American Land
Bridge by James Folta which is found on Readworks.org.
The reason I chose this article is because it is a 6th grade, non-
fiction article, that is fill with facts and vocabulary.
The two standards that fit this article are:
SS.6.G.2.1
Explain how major physical characteristics, natural resources, climate, and
absolute and relative locations have influenced settlement, interactions,
and the economies of ancient civilizations of the world.
SS.6.W.2.3
Identify the characteristics of civilization.
4. Anticipation Guides
An Anticipation Guide is a strategy that is used before reading to use
students’ prior knowledge in the learning process. The goal of an
Anticipation Guide is to use your students prior knowledge as the foundation
of what they will learn while reading the passage.
One of the benefits of Anticipation Guides is that it helps to engage students
who otherwise would not be interested in the material.
You create an Anticipation Guide by identifying the major ideas of the article
your students will be reading, you then create statements you believe will
challenge your students beliefs, then you give your students time before
reading the article to state whether they agree or disagree with that
statement, then after the reading you allow your students time to think about
whether their opinion has changed or not.
5. Concept Sorts
Concept Sort is a method used to introduce student to a new set of
vocabulary found in the text that they will be reading.
The technique is beneficial when there is a lot of new vocabulary being
introduced to the students.
One way to use this method is to select important vocabulary for the
passage and write each individual word on a card, on the back of the cards
you would use that vocabulary word in a sentence, give each set of cards to
a group of students. Then provide categories for the students to place each
of those words in, as the students place each word in a category have them
write down an explanation as to why they placed that word in that category.
6. First Lines
First lines is a comprehension strategy that has the students predicting what
they believe the story could be about.
One of the benefits of First Lines is that it improves reading comprehension
by requiring student to predict the text before they read it and activate prior
knowledge.
One way to use First Lines is to ask the students to read the first line of the
text, then ask your student what they think the passage will be about, make
sure to explain to the students that there is no right or wrong prediction since
a prediction is simple a guess but make sure they know that they should be
able to support their predictions as they read through the text, after reading
the text ask the student to use information from the text to either prove their
predictions right or wrong.
7. Survey the Reading Assignment
To Survey the Reading Assignment the student is building on their
comprehension of the article.
To Survey the Reading Assignment the student scans the article and reads
the titles and subtitles, looks closely at pictures, graphs, and captions,
highlight bold and italicized words, note words that are repeated, and reads
the first and last sentence of each paragraph.
Once the student is done surveying they can use the information they just
acquired to make a list of questions that may be asked after the reading
assignment, and make predictions about the article.
By doing all actions which were listed student are making themselves familiar
with the text before they read it which will help to improve their
comprehension.
8. Think-Pair-Share
Think-Pair-Share is a collaborative way to have students answer questions
about the upcoming reading assignment.
Some of the benefits of Think-Pair-Share is that it is a simple strategy that
can improve a students reading comprehension. Think-Pair-Share gives
students time to think about their answer, and it give the students a partner
to work out the answer with.
Think-Pair-Share works by the teacher asking a question about the text the
students are about to read, the students will then work with their partner to
connect the background knowledge they know and come up with an answer,
the partners will then share the though process they just had with whole class
in the discussion of that question.
9. Examples
For Anticipation Guide I would give my students statements like: People
thousands of years ago lived in small portable houses, ancient people made
their tools by hand and out of stone, a land bridge is a man made bridge.
Then I would give my students time before reading the article to state
whether they agree or disagree with those statements, then after the reading
I would allow my students time to think about whether their opinion has
changed or not.
For Concept Sorts I would pick out words like archaeologists, knapping,
evidence, bottle gourds, and thatch houses. I would write each individual
word on a card, on the back of the cards I would show an example of that
word used in a sentence, give each set of cards to a group of students. Then
provide the following categories for the students to place each of those
words in, Research, and Ancient People as the students place each word in a
category I would have them write down an explanation as to why they placed
that word in that category.
10. For First Lines I would ask the students to read the first line of the text,
which is “People have been living in Central and South America for many,
many years now.” (Early People in the Central American Land Bride), then ask
my students what they think the passage will be about, I will make sure to
explain to my students that there is no right or wrong way to predict but they
should be able to find information that supports their predictions as they
read through the text. After reading the text I would ask the students to use
information from the text to either prove the predictions right or wrong.
To Survey the Reading Assignment the students will scans their article by
reading the title, looking closely at the picture, highlighting bold and italicized
words, noting words that are repeated, and reading the first and last
sentence of each paragraph. Once the students are done surveying the
article they will use the information they just acquired to make a list of
questions that may be asked after the reading assignment, and make
predictions about the article.
For Think-Pair-Share I will ask the following questions: how did ancient people
live thousands of years ago, what is it like in Central America, what is a land
bridge? The students will then work with their partner to connect the
background knowledge they know and come up with an answer, the partners
will then share their thought process with the whole class during the class
discussion of the question.
11. During Reading Strategies
• Concept Maps
• Jigsaw
• Paragraph Shrinking
• Power Notes
• Selective Highlighting
12. Concept Maps
The idea of a Concept Map is to help students visualize the different
connections between words, phrases, and the main idea.
One of the benefits of a Concept Map is that it can help to support a
struggling reader.
The main goal of a Concept Map is to keep readers engaged and organized.
Concept Maps allow for your students to have all their thoughts on paper
while keeping track of what is going on in their reading.
A Concept Map starts with the main idea of the article in the middle. As you
continue to read you will find different ideas that relate to the main idea,
these ideas will branch off from the main idea and as you find ideas that
relate to your other ideas those will branch off and so on.
13. Jigsaw
Jigsaw is a group activity that allows for students to help each other build on
their comprehension.
One of the benefits of Jigsawing is that it encourages group sharing and this
strategy can be used over multiple days.
The way that Jigsawing works is that you break the class up in to groups of
3-5 students. Each group is given a part of the article and sheet to write their
facts on. The students in each group will work together to read their section
of the article and write down any facts or information that you need to know
from the article. Once all the students are done with their share of the article
the groups will all meet and share their information about the article with one
another. By the end of the time the students should have all the facts and
information from the article.
14. Paragraph Shrinking
Paragraph Shrinking was created by Peer-Assisted Learning Strategies (PALS),
which is a peer tutoring program.
The benefits of Paragraph Shrinking is that it requires no special tools or
worksheets, and it allows for the teacher to circle the classroom and monitor
all of her students progress.
Paragraph Shrinking works by the teacher assigning students a partner. The
students would then take turns reading aloud to each other. One student
would read a paragraph aloud to their partner, after they are done reading
their paragraph they would summarize what they just read to their partner
with the following guided questions: who or what was the paragraph about,
what was the most important thing about the who or what, and what was the
main idea. The students would then continue to take turns reading every
other paragraph and answering the questions while the teacher walked
around the classroom ensuring all of the student were on task.
15. Power Notes
Power Notes are similar to a Concept Map. Power Notes is a strategy that
allows for students to organize information while connecting main ideas to
supporting details.
Power Notes are a simple way to get your students organized and help them
separate information.
Power Notes works by having power 1 being the main idea, power 2 being a
supporting idea to the main idea, and power 3 being the supporting idea for
power 2 for example:
Power 1 Food
Power 2 Pizza
Power 3 Cheese Pizza
16. Selective Highlighting
Selective Highlighting is to teach your students how to sort out the important
information and not get distracted by unimportant details.
The goal of Selective Highlighting is to keep students focused on the main
idea, supporting details, and key vocabulary words.
For Selective Highlighting your students first read though the paragraph, then
reread and begin to highlight only the main idea and supporting details, then
students will highlight important facts or key vocabulary words, once they are
finished highlighting they will take the information they have gathered and
create a short summary of what they had just read.
17. Examples
Based on the article I picked my students should have Ancient People and Their
Life's on the Land Bridge in the middle of their Concept Maps as their main idea.
Branching off from their main idea should be Ancient People Traveling on the
Land Bridge, Ancient People Living on the Land Bridge, and Ancient People
Farming and Hunting on the Land Bridge. Branching off from Ancient People
Traveling on the Land Bridge should be things like the tent houses, and how they
followed animals that they hunted. Ancient People Living on the Land Bridge
should have things about their homes branching off of it. Ancient People Farming
and Hunting on the Land Bridge should have information about what they would
farm and how and what they would hunt branching off.
For Jigsawing I would break my class in to groups of 3-5 students. Each group
will be given a section of Early People in the Central American Land Bridge and
a sheet to write their facts on. The students in each group will work together to
read their section of the article and write down any facts or information that you
need to know from the article. Once all the students are done with their share of
the article the groups will all meet and share their information about the article
with one another. By the end of the time the students should have all the facts
and information from the article.
18. For Paragraph Shrinking I would give my students the article Early People in
the Central American Land Bridge and then assign each student a partner.
The students would then take turns reading aloud to each other. One
student would read a paragraph aloud to their partner, after they are done
reading their paragraph they would summarize what they just read to their
partner with the following guided questions: what was the paragraph about,
what was the most important idea about the paragraph, and what was the
main idea. The students would then continue to take turns reading every
other paragraph and answering the questions while I walked around the
classroom ensuring all of the student were on task.
For Power Notes I would work with my students to come up with something
like this
Power 1 Ancient People on the Land Bridge
Power 2 Traveling on the land bridge
Power 3 The types of homes they had and the animals they followed and why
Power 2 Living on the land bridge
Power 3 The types of homes they had and how they lived
Power 2 Farming and hunting on the land bridge
Power 3 The different things that they farmed and hunted
19. For an example of Selected Highlighting I have provided a paragraph from
Early People and the Central American Land Bridge, and have demonstrated
what should be highlighted:
People who were already living in North America traveled down and across this
land bridge. Scientists think they traveled there around 11,000 BC. They probably
were following large animals that they hunted and ate. These people would have
traveled on foot, following the herds of animals. They had no permanent houses.
They would pack up their things and bring them along as they hunted. Their
homes were like tents and were very easy to take down and put up.
Archaeologists can tell these people traveled via the land bridge because they
have found similar arrowheads and tools in both the land bridge and in areas
further north and south. (James Folta, 2019)
20. After Reading Strategies
• Exit Slips
• Frame Routine
• Question the Author
• Question-Answer Relationship
• Summarizing
21. Exit Slips
Exit Slips allow for the student to revisit what they had just learned before the
lesson was over.
One of the benefits of using a Exit Slip is that it only take a few minutes and
you are reinforcing new information.
Exit Slips are simple. All you do is hand out a post it note or index cards at
the end of the reading. Then you can either write the question on the board
or just ask the students directly. You ask questions like: write one thing that
you learned today, write one question you had about todays lesson, or what
is one thing that surprised you today. Once the students are done answering
their question they turn in their papers. Now you can review how the
students responded and adjust future lessons to meet their needs.
22. Frame Routine
The Frame Routine is a way to review what your students have just read. The
Frame Routine allows for student to organize topics, main ideas, and details.
Some of the benefits of Frame Routine is that it can really help students with
learning disabilities since it organizes the concepts that the student is
expected to learn.
The Frame Routine works by the teacher giving the students a worksheet that
has the frame layout on it. The teacher will also provide the topic of the
frame. The students would then begin to work either with partners or by
themselves on the rest of the worksheet. Once the students know the topic
they would then figure out the main idea. Next they would figure out the
supporting details. Then the class would work with the teacher again to
figure out the big idea, which would be a short summary of the article they
just read.
23. Question the Author
Question the Author is a comprehension strategy that is used to help
students think deeper then they would typically while reading.
One of the benefits of the Question the Author strategy is that it keeps your
students engaged.
The way that Question the Author works is that you pick an interesting story
to share with your class and you read it a couple of times beforehand. When
you are finished reading the passage with your class, you go back to certain
points that you have previously determined. You prepare some questions
ahead of time to ask your students about that point in the passage. Some
examples of questions are: does this make sense to you, and what do you
think the author is trying to tell us here.
24. Write Your Own Questions
The Write Your Own Question Strategy helps students comprehension by
reinforcing what they have just learned.
Some of the benefits of the Write Your Own Questions strategy is that it
engages students while helping them improve their comprehension.
After your students are finished with their reading you ask them to write 5
questions from the reading. Make sure that you let the students know that
the questions they ask have to have answers found in the text. Once the
students are finished writing their questions they will then switch questions
with another student. The students must answer each others questions with
information they have found in the article. Once everyone is done answering
the questions the students can talk to the person who wrote their questions,
find out which ones they got wrong and what the correct answers are.
25. Summarizing
Summarizing helps students learn how to take a large text and break it down
into a few key points.
One of the benefits to Summarizing is that it helps to build comprehension
while reducing confusion.
After your students are finished reading the article, passage, or book you ask
them to summarize what they have just read. You will need to guide your
students though the summarizing process. Have your students answer the
following questions: what is the main idea, what are the supporting details,
and how do they all come together.
26. Examples
To use Exit Slips with Early People in the Central American Land Bridge I
would give all of the student a post it note and ask them to answer the
following question: What questions do you still have about the ancient
people who lived and traveled on the Central American Land Bridge?
To use the Frame Routine I would tell my students that the topic is the
ancient people of the Central American Land Bridge. I would allow my
student work on the main idea and the key details in groups, once they were
finished with that I would work with the whole class to figure out the big idea
together. This is the work sheet I would provide for my students to work on.
Worksheet
For Questioning the Author one of my key stopping points to return to in the
Early People in the Central American Land Bridge would be paragraph 4, I
would ask my students what they believe the author in trying to tell us in that
paragraph. Another point to return to would be the last paragraph, I would
ask my students what they think the Archaeologists will find in the future.
27. For Write Your Own Questions, after the students were finished reading Early
People and the Central American Land Bridge I would ask them to write 5
questions from the reading. I would make sure to let the students know that
the questions they ask have to have answers that are found in the text. Once
the students are finished writing their questions they will then switch
questions with another student. The students must answer each others
questions with answers they have found in the article. Once everyone is
done answering the questions the students can talk to the person who wrote
their questions, find out which ones they got wrong and what the correct
answers are.
For Summarizing, after the students are finished reading Early People and the
Central American Land Bridge I would ask them to summarize what they have
just read. I would guide my students though the summarizing process by
asking the students to answer the following questions: what is the main idea,
what are the supporting details, and how do they all come together.
28. Conclusion
Over all I believe that the 15 strategies that I have listed can be
extremely beneficial for a 6th grade reader. All of my strategies
help to promote comprehension and vocabulary. The article
that I chose is also a great educational tool to use with a 6th
grader. The article Early People in the Central American Land
Bridge by James Folta, is a 6th grade non-fiction article that is
filled with great vocabulary words and information. The article
also fits several social studies standards including SS.6.G.2.1,
SS.6.W.2.3. The article fits serval literacy standards as well
making it the perfect choice to use with a 6th grade class.
29. References
Bursuck, W. D., & Damer, M. (2015). Teaching reading
to students who are at risk or have disabilities: A multi-
tier, RTI approach
Early People in the Central American Land Bridge.
(n.d.). Retrieved June 1, 2019, from
https://www.readworks.org/article/Early-People-in-
the-Central-American-Land-Bridge/fb521e10-214b-
48aa-b339-66111aeb1c9f#!articleTab:content/
All About Adolescent Literacy. (n.d.). Retrieved June 1,
2019, from http://www.adlit.org/strategy_library/
Dees, J., Dees, J. D., Donati, J. S., & Kathy. (2010,
September 23). 7 PRE-READING STRATEGIES THAT WILL
INCREASE COMPREHENSION. Retrieved June 1, 2019,
from https://www.thereligionteacher.com/pre-reading-
strategies-that-increase-comprehension/
Browse and Search Standards. (n.d.). Retrieved June 4,
2019, from
http://www.cpalms.org/Public/search/Standard#