This document provides a summary of before, during, and after reading strategies for 6th grade non-fiction texts. It describes several strategies for each category. Before reading strategies activate prior knowledge and set a purpose. During reading strategies help with comprehension, monitoring understanding, and making connections. After reading strategies have students reflect on and respond to the text through discussion, writing, and summarizing. The goal is to help students understand reading as a process and improve comprehension.
The most important lesson in developing your reading skills is the understanding of different types of reading.
You will be able to efficiently increase your reading by using the type of reading that is most appropriate to the task you need to complete.
This will help you not to apply the wrong reading type over a task that requires a different reading approach.
300 Fantastic 5 Minute Activities that will transform the way you teach.300 hundred short games and activities that will put a smile on the students' faces.
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The most important lesson in developing your reading skills is the understanding of different types of reading.
You will be able to efficiently increase your reading by using the type of reading that is most appropriate to the task you need to complete.
This will help you not to apply the wrong reading type over a task that requires a different reading approach.
300 Fantastic 5 Minute Activities that will transform the way you teach.300 hundred short games and activities that will put a smile on the students' faces.
visit us : https://5minuteenglish.blogspot.com
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Objectives:
Activate students’ prior knowledge through the use of engaging strategies designed to focus learning
Provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of strategies that acknowledge the brain’s limitations of capacity and processing.
Credit to: PhySci 3
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http://sandymillin.wordpress.com/iateflwebinar2024
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BDA Literacy Strategies Flip Chart
1. Before, During, and
After Literacy
Strategies Flip Chart
Critical Assignment 1
RED 4348- Spring 2018
Professor Kinggard
By: Keila Cordero
2. Purpose:
• The purpose of this assignment is to create a flip chart that includes
before, during, and after literacy strategies, with a specific focus on
non-fiction 6th grade level text.
• These strategies can be easily modified to be used with any grade
level text.
• The main focus for these strategies is to guide students towards the
realization that reading is a process, and to aid students in reading
comprehension.
3. “Before” Literacy Strategies
• The reader's task prior to reading is to
activate his or her prior knowledge of the
topic, to prepare the mind to interact with
the new information contained in the text.
It acts as a “warm-up” prior to the
reading.
• In the before-reading stage, the teacher
can use various strategies depending on
the content to motivate students to
engage in the reading process. One way
to is to help them to activate their prior
knowledge of the topic (schema).
• In general, the teacher can help students
create a focus for their reading efforts, to
set a purpose for the reading.
Strategies Described:
• Quick Write
• Semantic Map
• Quadrant Cards
• Three Step Interview
• Carousel Brainstorm
4. Quick Write Strategy
• Its purpose is to introduce a concept and to connect this concept with the
student’s prior knowledge and to allow students to discuss and learn from
each other’s past experiences.
• Procedure:
1. Introduce a single word or concept to the class.
2. Have students copy the word or concept on an index card.
3. Students are given 2-3 minutes to write whatever comes to their minds in
relation to the word or concept.
4. After time is called, students may share their thoughts with the class.
5. Semantic Map Strategy
• The purpose for this strategy includes activating
prior knowledge, built background knowledge, helps
to organize knowledge about a specific topic.
• Procedure:
1. Select a main idea or topic of the reading then
write it on the board and put a circle around it.
2. Have students brainstorm subtopics related to the
topic. Use lines to connect these to the main topic.
3. Have students brainstorm specific vocabulary
words related to each subtopic presented. Record
these beneath each subtopic.
4. After reading the text revise the Semantic Map to
reflect on new knowledge acquired.
6. Quadrant Cards Strategy
• It helps to motivate students to engage in
vocabulary study and to expand their
vocabulary knowledge. Helps students read
the passage more fluently by acquiring
vocabulary knowledge prior to the reading.
• Procedure:
1. Divide a sheet of paper into four parts.
2. List the words to be learned in the top left
quadrant.
3. Write a definition and or synonym in the top
right quadrant.
4. Write an antonym or draw an illustration in
the bottom right corner.
7. Three Step Interview Strategy
• This strategy helps to engage students in
meaningful conversation for the purpose
of analyzing new information before
reading the text.
• Students cooperate with each other and
learn from each others prior knowledge
and experiences.
• Procedure: Students work in pairs one is
the interviewer, and one is the
interviewee. The interviewer asks
questions about the given topic and
actively listens to responses while
paraphrasing key points and interesting
details. Students reverse roles,
repeating the process. Then, students
pair up with another pair of students to
form a group of four. Students then
discuss and share their findings with one
another.
• Example: Present students with an
ethical situation regarding the reading.
Allow students to use the interview
process to discuss (compare/contrast)
their viewpoints regarding the situation.
8. Carousel Brainstorm Strategy
• Purpose: provides students opportunities for
reflection, activates prior knowledge,
motivates students prior to reading, engage
and expand vocabulary, and helps to make
connections between prior knowledge and
text content.
• Procedure: The teacher places topic
questions on chart paper. Place students into
small groups. Student groups begin at
designated chart. Students read the prompt,
discuss with group, and respond directly on
chart. Students then move to a different chart,
read previous responses, discuss, respond,
and move onto different chart. Continue until
every group has responded on each chart.
Teacher then reads information on each chart
and discusses with class.
9. “During” Literacy Strategies
During literacy strategies help students to
comprehend the text by making
connections.
They help students to:
• Engage with the text
• Verify and formulate predictions
• Summarize the text
• Self-monitor comprehension
• Use mental imagery
• Integrate new information with prior
knowledge
Strategies Described:
• Clarifying/Monitoring
• Say Something
• Grand Conversations
• Backwards Note-Taking
• X Marks the Spot
10. Clarifying/Monitoring Strategy
• When clarifying/monitoring, students become
actively aware of their comprehension. They
begin to recognize that they did not
understand a word, a sentence, or even an
entire section.
• Students then take action to gain the
understanding that they need to fully
comprehend the text.
• Provide students with sentence stems they
can use during this step such as: I didn’t get
____ so I _____.
• This should be modeled to your class
preferably during think aloud, and for higher
level students to model in group work
because it helps struggling readers see
solutions to their comprehension dilemma.
11. Say Something Strategy
• Purpose: helps students to make connections with
texts during reading and also enhances
comprehension of the text through short readings
and oral discussions.
• Procedure:
1. Choose a text for students to read and have them
work in pairs.
2. Designate a stopping point for reading.
3. Have students read to the stopping point and then
“say something” about the text to their reading partner.
4. Repeat the steps (2 and 3) until students finish
reading the text.
5. Students may discuss with the class what they
learned about the reading with their partners.
12. Grand Conversations Strategy
• Helps to verify and formulate predictions about the
text. Summarizes the text and helps to self-monitor
comprehension of the text.
• Give students four different index cards to use at
different times during the reading.
1. I wonder card (W)- Use when you have a question
about what is being read or wonder something
about the information.
2. I notice card (N)- Use this card when you notice
something interesting about the text or pictures.
3. Prior knowledge card (P)- Use when you have any
prior knowledge to share about the topic.
4. Spark Card (S)- Use this card when someone else
says something that makes you think of something
else related to the text.
13. Backwards Notetaking Strategy
• This strategy helps students to understand and remember more of what they read. It
supports students in making connections, monitoring their reading, and understanding the
main points of the text.
• This strategy is especially helpful for non-fiction texts and for subjects such as Science,
Math, and Social Studies.
• Procedure:
1. Provide students with a graphic organizer or have them set up their notepapers in a T-
chart. Label one side “My notes” and the other side “Teacher notes”.
2. Students read the text in small chunks taking notes on their side of the graphic
organizer. Once finished have students compare their notes with a partner.
3. Teacher then gives his/her notes to the class and discusses the main ideas, adds
information that he/she wants students to know, and writes any clarifications or
additional information. Students copy the teacher’s notes on their graphic organizer.
14. “X” Marks the Spot Strategy
• This helps students to engage with the text during reading.
To connect prior knowledge with text, and to seek
clarification.
• Procedure:
1. Teacher puts the key on the board or anchor chart for
students to see:
X= key point
!= I get it! I can explain this!
?= I do not understand this
2. The teacher models the procedure for the students during
think aloud using a small chunk of text.
3. Students practice using the strategy independently.
*Modify by using sticky notes on book/text with symbols if no
copies are available for students.
15. “After” Literacy Strategies
The purpose of after literacy
strategies are to help students to:
• Reflect on content of the text
• Evaluate their predictions
• Examine questions that guided
the reading
• Respond to the text through
discussions and writing
• Retell or summarize the text
Strategies described:
• Magnet Summary
• Discussion Web
• GIST
• RAFT
• Challenge Envelopes
16. Magnet Summary Strategy
• This strategy is helpful because students can
identify key terms or concepts within the text
which will be used to organize the important
information into a summary.
• Procedure:
1. Give students an index card. On the unlined
side, the student will write 3-5 key
vocabulary words that he/she finds
important in the text.
2. On the lined side of the card, the student will
then write a summary of the text using the
words chosen in the summary. The student
will then underline or highlight the words
chosen as they are used in the summary.
17. Discussion Web Strategy
• This strategy provides a structure for
discussing a topic while also providing
opportunities for critical thinking.
• After reading the text, give students a
two-sided question supported by the
text. Write the question in the middle of
the discussion web. Have students
work in small groups or individually to
find support in the text for the pro and
con positions about the question. Have
students justify their thinking and write
a conclusion at the end of the web.
Then, discuss the conclusions and
reasoning as a whole class.
18. GIST (Generating Interactions between
Schemata and Text)
• Its purpose is to have students reflect on the
content of the text, summarize the text, and
be able to differentiate between the
information that is essential and nonessential
in the text.
• Procedure: Have students write a summary of
the text in 20 words or less. This should
capture the “gist” of the text.
• Model the procedure to the class by drawing
20 blank spaces on the board. Think aloud as
you begin to complete the 20 blank summary
of the text.
• Once finished, have students work in a small
group or pairs to complete a GIST for the next
portion of the text. With practice, students
should be able to independently complete a
GIST.
19. RAFT Strategy
• This strategy helps students to integrate
information from the text with prior knowledge.
It is also a way for students to respond to and
analyze the reading through brainstorming
various roles, audience, format, and topic to
create a new text. Helps students use their
critical thinking skills.
• Role of the Writer- Who are you as the writer?
• Audience- To whom are you writing?
• Format- What form will the writing take?
• Topic-What is the subject or point of this
piece?
20. Challenge Envelopes Strategy
• This strategy helps to review the text. It helps students with higher level
processing of a topic or concept. It provides students the opportunity to
formulate challenging questions while learning from peer responses
about the text content/topic.
• Procedure:
1. Divide the class into small groups and give each group of students
an envelope.
2. Have each group write a challenge question on the front of the
envelope (encourage higher level questions and provide prompts if
needed).
3. Have each group generate the answer and include a sample
response inside the envelope.
4. Scramble the envelopes and have the groups rotate the envelopes
throughout the class. When the group receives the envelope, they
will discuss the question and provide a response. They will read the
response included in the envelope and discuss once again. Then,
the students will place their response inside the envelope and send
the envelope back to circulation.
5. As the envelopes are filled with responses, the groups will gather to
compare/contrast their responses with the other responses inside the
envelope.
21. References
• All About Adolescent Literacy. (2018). Retrieved April 20, 2018, from
http://www.adlit.org/strategy_library/
• Brophy, M. C. (n.d.). Reading Comprehension: Process and Strategies.
Retrieved April 21, 2018, from
https://www.ntid.rit.edu/sea/processes/comprehension/intro
• Klages, C. (2009). Thomasville Schools Before-During-After Literacy
Strategies. Retrieved April 23, 2018, from
http://www.thomasvilleschools.org/