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Before, during, after reading strategies

The document provides examples of strategies that can be used before, during, and after reading to improve comprehension. Some strategies outlined for before reading include concept sorting, anticipation guides, and possible sentences. During reading strategies include double-entry journals, marking the text, think alouds, and reading guides. After reading strategies include exit slips, graphic organizers, summarizing, QARs (question-answer relationships), and whip (asking students questions about the text). Examples are given for how each strategy could be applied to a passage about The Code of Hammurabi.

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Before, During, After Reading Strategies • Aaron Gilbert • RED 4348 • Critical Assignment #1 • Text: “The Code of Hammurabi” by Readworks.org
Reading Comprehension • Reading comprehension is the active process of obtaining meaning from written text (Bursuck, 280). Students must actively employ various comprehension strategies as they read. All students need guidance in effective reading comprehension strategies when working in various content areas. Studies show that “all students benefit when comprehension instruction is systematic and explicit (Bursuck, 289). • Reading is a process that includes three phases: • Before reading • During reading • After reading • During these phases, the student establishes in his or her mind a purpose and a plan for reading. The student should think about his or her purpose for reading and about his or her prior knowledge. The student should also think about what he or she knew before reading and what he or she learned or what connections were made during the reading and then links this information together to build new knowledge.
Five Before Reading Strategies •Concept Sort •Anticipation Guide •First Lines •Listen-Read-Discuss •Possible Sentences
Concept Sort • A concept sort is a strategy that can be used to introduce students to the vocabulary of a new topic. • Teachers provide students with a list of terms or concepts from reading material. • Students place words into different categories based on each word's meaning. • Categories can be defined by the teacher or by the students. • When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content.
Anticipation Guide • An anticipation guide is a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. • Before reading a selection, students respond to several statements that challenge or support their preconceived ideas about key concepts in the text. • Using this strategy stimulates students' interest in a topic and sets a purpose for reading. • Anticipation guides can be revisited after reading to evaluate how well students understood the material and to correct any misconceptions.
First Lines • First Lines is a strategy in which students read the beginning sentences from assigned readings and make predictions about the content of what they're about to read. • This pre-reading technique helps students focus their attention on what they can tell from the first lines of a story, play, poem, or other text. • As students read the text in its entirety they discuss, revisit and/or revise their original predictions.
Listen-Read- Discuss • Listen-Read-Discuss is a comprehension strategy that builds students' prior knowledge before they read a text. During the first stage, students listen as you present the content of their reading through a lecture, often paired with a graphic organizer. • Next, students read the text and compare what they learned during the lecture to their understanding of reading the text on their own. • Finally, students discuss their understanding of the text with other students in their small group or large group.
Possible Sentences • Possible Sentences is a pre-reading vocabulary strategy that activates students' prior knowledge about content area vocabulary and concepts. • Before reading, students are provided a short list of vocabulary words from their reading, which they group and eventually use to create meaningful sentences. • After reading, students check to see if their "possible sentences" were accurate or need revising.
Applying the Before Reading Strategies • A concept sort for this passage, would include vocabulary words such as: penalty, code, inscribe, chaos, and punishment. Students would tell the teacher what they think the words mean and name words that would fit in the same category as the vocabulary words. • The teacher would create an anticipation guide, that asks questions about our laws today and what they think the punishment would be for someone who broke them in the time of Hammurabi. • The student would be given a copy of the article , “The Code of Hammurabi”, and be instructed to highlight the First Lines of the first paragraph and read them to themselves. The student would then have to write a 3-5 sentence paragraph on what they think the passage will be about. • The Listen-Read-Discuss for this passage would involve a short discussion on our laws and whose jobs it is to enforce them. This would lead into a discussion on how and by who laws where enforced in ancient times. After reading the text as a large group, students could be separated into smaller groups to compare what they thought the story would be about and how their thoughts changed after reading the passage. • The words used in the concept sort could also be used to create possible sentences based on what the students think the words mean. Corrections could be made after the reading is done and students learn what the words mean.
Five During Reading Strategies •Double-Entry Journal •Marking the Text •Think Alouds •Table Talk •Reading Guide
Double-Entry Journal • Double- Entry Journals are used during the reading of the text. • These are used to get students to connect and relate with the text. • The students will make two columns on their paper. On the left side, they will write quotes from the text that they related to or found interesting. • On the right side of the paper, the students will write their opinion or reaction to the quote they chose from the text.
Marking the Text • Marking the Text is a strategy used during reading. • This is used in many reading programs and many classrooms. • This asks students to identify information in the text that is relevant to the reading purpose. • This can help students with comprehension. • Students underline, circle, and number in the text. • This strategy helps students answer comprehension questions, summarize, and find evidence.
Think Alouds • Think Alouds are used during the reading of text. • The teacher can stop in the middle of reading and discuss what is happening. • Teachers use think alouds to model to the students what should be going through their mind as they are reading or answering questions.
Table Talk • Table Talk is a during reading strategy. • This is when the teacher stops at certain points in the story and allows students to talk about what has happened and what is happening in the story. • This will allow all students to be engaged and focused on the story.
Reading Guide • Reading Guides are during-reading strategies. • These can assist with developing students’ comprehension. • These help students comprehend the main points of the reading and understand the organizational structure of a text. • A reading guide can ask questions that prompt students to refer to the reading as well as to their own experiences and opinions.
Applying the during- reading strategies • During the reading of “The Code of Hammurabi”, the students will create a double-entry journal that will have three quotes from the passage, on one side of the paper and the student will write their opinion or thoughts on the quotes on the other side of the paper. • While reading the story, the students will have three different highlighters. One highlighter will be used to underline the main idea of each paragraph. The second highlighter will be used to highlight any words that are listed as vocabulary or special interest words, and the last highlighter will be used to mark the text that contains names, dates , and places for review. • Using a think-aloud strategy, I would model for the students by saying, "I need to figure out what this whole passage is about- not just one thing that is in the passage.” The student will benefit from “observing what skilled readers think about when reading” (Bursuck,294) a passage or trying to find the meaning of a word. • A small group activity could be a table talk, where each students takes turns reading either sentences or a whole paragraph of the passage. I would stop each student after their reading and ask the students questions about what was just read, the students’ opinions of things going on in the passage, or questions of how things in Hammurabi’s time compares to today. • The class could be given a reading guide packet that could have vocabulary words, comprehension questions, short answer questions, and other types of questions that the students could answer while reading the story and searching the text.
Five After Reading Strategies •Exit Slips •Graphic Organizer •Summarizing •QARs •Whip
Exit Slips • Exit Slips are used after reading the text. • These are small pieces of paper that have questions on them for students to answer regarding the text. • This shows what students have comprehended during the reading or the text or lesson.
Graphic Organizer • Graphic Organizers can be used after reading the text. • For nonfiction, these can be used as charts that the students can fill in about the text. • Students can fill in events in a time line. • This is a great way for students to reflect on what they read. • Teachers can also make their own Graphic Organizers to fit the lesson.
Summarizing • Summarizing is a strategy to be used after reading the text. • This teaches students how to determine important information from unimportant information. • It also teaches students to reduce a large text to just the main points and ideas. • According to Jones, “It's one of the hardest strategies for students to grasp, and one of the hardest strategies for you to teach. You have to repeatedly model it and give your students ample time and opportunities to practice it.” (Jones, 2007)
QARs • This after-reading strategy asks the students to recall what was written in the text and to form opinions on the author’s intent. • QAR stands for Question- Answer- Relationship. • There are four types of questions given: Right there, think and search, author and you, and on my own. • Students are engaged in and thinking about the text.
Whip • This after reading strategy has the teacher go around the room and ask students questions about the text. • The questions can be given to the students before reading so they know who to specifically look for or listen to while reading. • This strategy allows students to recall information they have just read. • The whip technique serves as an important part of the after reading learning process because it shows all students that their opinion is valued and should be heard (Cox, 2018).
Applying the after-reading strategies • Exit Slips give the teacher the chance to ask students what they have taken away from the reading of the passage. The slips will have three questions: What does the student feel is the most important thing they learned today, how does it connect to prior knowledge, and how will it help them in the future. • The teacher will give the students a blank KWL (What I already Know-what I Want to know, and What I have Learned) chart. The students will fill the graphic organizer out as they read “The Code of Hammurabi” . Finishing the organizer at the end of the reading, will allow the reader the time to stop and reflect, process the information they just read, and decide what was most important. • Students will read the third paragraph of “The Code of Hammurabi”, and will be asked to summarize the three main points of the paragraph. The teacher will model this act by doing so, at the board, for the second paragraph. Emphasis should be made on putting the main ideas in the students’ own words. • The teacher will have predetermined questions (QARs) that they will ask after the students stop reading. The questions will be read aloud to students and the teacher will model how one decides which type of question you have been asked to answer. • Prior to taking a summative test on The Code of Hammurabi, the teacher will ask the students questions from the test in a whip-around fashion. This will review what the students should have learned from the text as well as prepare them for what they will see on the exam.
WORKS CITED  Bursuck, W. D., & Damer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach. Upper Saddle River: Pearson.  Cox, Janelle. (2018, June 14). Teaching Strategies to Promote Student Equity and Engagement. Retrieved from https://www.thoughtco.com/promoting-student- equity-and-engagement-4074141  Jones, R. (2007). Strategies for Reading Comprehension: Summarizing. Retrieved 2018, October 28, from http://www.readingquest.org/strat/summarize.html.  ReadWorks.org. (2015). The Code of Hammurabi. Retrieved 2018, October 28, from https://www.readworks.org/article/The-Code-of-Hammurabi/f37c61a3- cbdb-4cd1-b711-f4145b7ecd28#!articleTab:content/