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.

1. BeforeDurringAfter Strategies
RED4348 Critical Assignment #1
by Abbey Bilicic

2. Before Reading Strategies
1. Anticipation Guides 2.
Shared Reading 3.Possible
Sentences 4. Frontloading
5.Think-Pair-Share

3. 1. Anticipation Guides
Anticipation guides use comprehension
skills to engage student interest in the
text, and activate prior knowledge.
Prior to reading, students will be
provided list of several statements
pertaining to the text. They can then
write weather they agree or disagree
with the statements. The purpose of
the activity is to set reading goals, and
peak interest.
Before Reading

4. Before Reading
2. Shared Reading
Shared reading involves the students
in their own learning. When used as a
“before reading” activity, the teacher
can model the proper ways in which to
read a non-fiction (or other) text. This
promotes comprehension, as students
will have a better idea on how to
employ other strategies, and gain the
most from their reading. This activity
also helps with fluency and expression.
Graphic from: https://www.cli.org/wp-content/uploads/2015/08/kids-reading-together-300x250.png

5. Before Reading
3.Possible Sentences
With Possible sentences, students are
given a list of vocabulary from the text
they are about to read. Students will
make predictions about the reading by
using each term in a complete
sentence to reflect not only what the
vocabulary means, but what the text is
about. This activity can be carried into
“after reading”, as you can have
students reflect on their sentences to
see if any were true, and what was
false.

6. Before Reading
4. Frontloading
Frontloading is a strategy used to retrieve students’
prior knowledge, discuss key knowledge and any
vocabulary that is crucial in comprehending the
text. Frontloading also provides information on text
structures and comprehension strategies that may
provide additional support. Frontloading can be
used in a variety of different activities:
• “use a graphic organizer to teach a specific
comprehension strategy or to provide connections
between ideas, concepts, characters, and other
pieces of information in text.” (Bursuck,Damer
Pg.299)
• provide a scaffold for instruction by preteaching
words students might have difficulty decoding.
(Bursuck,Damer Pg.299)

7. Before Reading
5.Think-Pair-Share Think-
pair-share employs collaboration
between students as well as critical
thinking. Students are asked to Think
about a topic or question. Then
students Pair with a peer, and Share
thoughts, ideas, and answers. This
activity also aids in comprehension of
the text and main ideas/key details.

8. Before Reading Strategy
Examples
1. Anticipation Guides- Students can be provided with an anticipation guide filled with quotes from Anne Frank. There may be some ‘false’ quotes
added from other sources for variety. Best done with or after a front loading activity, students can decide what quotes they think were said by
Anne, and which are misleading. Here are some possible quotes:
“ …it seems to me that neither I—nor for that matter anyone else—will be interested in the unbosomings of a thirteen-year-old schoolgirl. “
“We had nothing but endive for a long time, day in, day out, endive with sand, endive without sand, stew with endive, boiled or en casserole, then it
was spinach, and after that followed kohlrabi, salsify, cucumbers, tomatoes, sauerkraut…
2. Shared Reading - Read the first few diary entries with the students. Show them how to add character to their reading, almost as if acting out the
words. This may also translate well into a think-aloud. Share what you notice and feel as you read. By sharing how you read, you will in turn help
students become more fluent, and learn how to comprehend the diary and letter formatted writing by Anne frank.
3.Possible Sentences- After obtaining prior knowledge from front loading, present students with vocabulary from the text. Some vocabulary
include:Immigrate, antagonize, improvise, calligraphy, etc. . Ask students to imagine they are writing their own diary. Have them write an entry
using the vocabulary, and make predictions about the text.
4. Frontloading -“Anne Frank: Diary of a Young Girl” is one viewpoint of the Holocaust during WWII. Providing students with the historical
knowledge behind this diary may help them gain a better understanding of what Anne experiences, and bring a better sense of realism to her dairy
entries.
5.Think-Pair-Share - Allow students time to make predictions on how their prior knowledge and “Anne Frank” may connect. Arrange students in
pairs and have them share. This may be done in pairs, small groups, or a as a class for discussion,

9. During Reading Strategies
1. Concept of Word
2. Story Map 3.
Directed Reading Thinking Activity
(DRTA)
4. Concept Maps
5.Partner Reading

10. During Reading
1. Concept of Word
Concept of word develops a students ability
to correlate written words with spoken word.
This concept further explores word
separation in sentences, indicated by
spaces. One way to employ this strategy
during reading is through a small group
activity called “Be the sentence”. Each
student will receive a card with one word on
it. It is the goal of the students to re-arrange
themselves into proper sentence structure.
While reading non-fiction texts, this activity
can be used to explore how quotes can
properly be used in writing.

11. During Reading
2. Story Map
A story map is a graphic organizer used
to help students understand the elements
of a text. Such elements outlined in a
story map are characters, plot, setting,
problem and solution. Though this
strategy seems geared towards fiction
and narrative texts, the elements for
students to map can be adjusted to better
fit the needs of Non-fiction texts. Story
maps can be as simple as
beginning/middle/end, or more complex
and seeking specific details and
elements.

12. During Reading
3. Directed Reading Thinking
Activity (DRTA)
The Directed Reading Thinking Activity
(DRTA) encourages active reading
practices in students. It aids in
comprehension and critical thinking
skills. Students ask themselves
questions, and make predictions while
they read. This strategy can be used
as part of a think aloud as well, by
demonstrating active reading skills to
students.

13. During Reading
4. Concept Maps
Similar to Story Maps, Concept Maps
use a graphic organizer to visualize
student ideas. Concept maps ask
“Who, what, when, where, and why”
questions. Students can fill out these
questions as they read to better
understand what they have read, and
recall information front he text later.

14. During Reading
5.Partner Reading
Partner reading encourages
cooperation in pairs. Students read
together and play off of each other’s
strengths and weaknesses. Teachers
may choose to strategically pair
students for this strategy to have the
most benefit.

15. During Reading Strategy
Examples
1. Concept of Word- Make posters with the different elements of a letter, or personal writing entry.
Mix them up and challenge students to rearrange them into the correct formatting. this can also be
done with an excerpt from Anne Frank’s writings.
2. Story Map- Who is writing? What people are in Anne’s writings? Where is she? What problems does
she face? A story map can be rearranged to best fit any text in any genre. With the case of Miss Frank’s
diary, question just need to reflect aspects of non-fiction.
3. Directed Reading Thinking Activity (DRTA)- Students can be given a print out of selected diary
sections, and write down questions they have along with reactions. This may later be used as a class
discussion.
4. Concept Maps- “Who, what, when, where, and why” are the key questions in this activity. In “The
Dairy of Anne Frank” the answers to these questions change. concept map may be filled out overtime
as students read, and several maps may be used as the entries change in mood, tone, and theme.
5.Partner Reading- reading together helps with comprehension. Anne’s style of writing may be
unfamiliar to struggling readers, and peer learning can be beneficial.

16. After Reading Strategies
1.RAFT 2.Exit Slips
3. Paragraph Shrinking 4.
Role Play 5.Quiz
Making

17. After Reading
1.RAFT
RAFT is a helpful strategy to introduce
students to a variety of writing topics,
perspectives, and audiences. It
encourages creativity, and for students
to tackle writing from alternate
perspectives,and formats.RAFT stands
for:
Role of the Writer
Audience
Format
Topic and strong verb
RAFT is versatile and can be used
across many topics.

18. After Reading
2.Exit Slips
Exit slips are quick, informal
assessments that allow teachers to
gauge student understanding of the
text. These can range from short
answer questions to reflections, or
even drawing activities. Exit slips are a
versatile and effective way to
formatively assess students and
strengthen they comprehension.

19. After Reading
3. Paragraph Shrinking
Students (individual or paired) read a
paragraph from the text and condense
it into their own words, omitting
frivolous detains and sharing the main
ideas and key concepts. When working
in pairs, students can perform peer
review and offer constructive criticism
on each others shrunk paragraphs.
This may also be used as a form of exit
slip activity.

20. After Reading
4.Role Play
Student can reenact important scenes
and events from the text or story they
have read. This strategy can even be
used for texts without characters. An
expository text on how an item is made
will challenge students to act out
machines in a factory for examples.
This is a highly engaging strategy that
encourages movement in the
classroom.

21. After Reading
5. Quiz Making
Students can challenge themselves
and their peers by creating quiz
questions based on what they have
read. This not only shows the skills of a
proficient reader, but composing
question requires a great deal of
comprehension skills. Students can
challenge the teacher or each other,
with their personally created quizzes
based on the text.

22. After Reading Strategy
Examples
1.RAFT- Role of the Writer, Audience, Format, Topic. Anne Frank’s Diary is a unique way to share a part of history in
students. The writing is first and and personal. It is important for students to recognize the importance of reading and writing
letter and journal styles of writing. These guidelines can be used for students to create a journal from their point to view. They
would have to keep RAFT in mind, which would keep them on task and be reflective on what they have read and how they
can use those elements in their own writing.
2.Exit Slips- Any small reflection questions, small vocabulary quizzes, or short comprehension activities can be used for Anne
Frank.
3. Paragraph Shrinking - Summarize the events of a single Anne Frank Entry. This excerpt:
“On Friday, June 12th, I woke up at six o’clock and no wonder; it was my birthday. But of course I was not allowed to get up
at that hour, so I had to control my curiosity until a quarter to seven. Then I could bear it no longer, and went to the dining
room, where I received a warm welcome from Moortje (the cat).” can be shortened into the following:
Anne woke up early on her birthday. There was much excitement to be had. She couldn't wait for food family and friends.
4. Role Play - Anne writes of her friends and family. Students may assume the roles of these individuals and reenact entries
from Anne’s writing. Role plays may even be as simple as miming the process of writing a letter and rereading your work
aloud.
5.Quiz Making- Have students reflect on what they have read and form questions based on their readings. for example:
1) On Anne’s birthday, she was up much to early to start celebration. True or false?
a) True
b) False

23. Sources
1. Bursuck, William D.; Damer, Mary. Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI
Approach. Pearson Education. Kindle Edition.
Pages: 299,365
2.“Classroom Strategies.” Reading Rockets, 30 Oct. 2017, www.readingrockets.org/strategies
3.“After Reading: Tasks and Strategies.” SEA - Supporting English Acquisition,
www.ntid.rit.edu/sea/processes/comprehension/process/after.
4. Frank, Anne. The Diary of a Young Girl. GENERAL PRESS. Kindle Edition.