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Before, during, and after reading strategies
- 1. Before, During, and AfterReading Strategies Sara Hulings RED4348 Fall 2016
- 2. Before, During, andAfter Reading strategies! What are they? Strategies used by the teacher to help facilitate the learning of comprehension skills in students. These strategies link together before, during, and after the reading process to teach students how to find meaning in the text, and use problem solving strategies when students don’t understand a part of the text. Why are they important? The ultimate goal of reading is to understand what is being read. Bursuck (2015) states, “In its simplest form, reading is the ability to decode and understand the meaning of written words. However, the process of deciphering the meaning of written words is exceedingly complex because it is influenced by a number of important factors including the person who is reading, the text being read, the task the reader is trying to accomplish, and the context in which the reading is being done” (pg. 280). This being said, students with poor comprehension skills need to be taught the various skills of how to process text in a way that might identify the important information needed to understand it.
- 3. Let’s start atthe Beginning! Before Reading Strategies The following strategies are used before reading. The purpose is prepare students with knowledge they might need to better understand the text. Examples Connect text with Prior Knowledge Picture Walk Identify text features Pre-teach key vocabulary Create a Purpose for Reading
- 4. Connect to PriorKnowledge! Allowing students a way to connect to the text using prior knowledge allows them to better understand what they are reading. It can also help them retain new information in their long term memory. Ask questions Everyone share an experiance
- 5. Picture Walk! Picture walksallow students to look at the illustrations and make predictions about what the text will be about. The teacher guides students through the text and looks at each photo. Connections to identify Prior knowledge Predictions How the photo relates to the title
- 6. Identify Text Features Textfeatures play an important role in the comprehension of expository texts. It’s important that students are taught how to identify these features and use the feature appropriately so that it will aide in their comprehension of the text. Text Features Bold words Italicized words Lists Structure of print Paragraph Headings Picture Captions Data Tables
- 7. Pre-Teach Key Terms/Vocabulary Definingunknown vocabulary and key terms prepares students for comprehending the text better. Students skim text to identify unknown words, and then define. Assign a word to groups of students to define using a graphic organizer like the Frayer Model. Dramatization of the word. Have students use the word to create their own sentence.
- 8. Create a Purposefor Reading Teachers create a purpose for reading to give students clues to listen or look for when reading. Make predictions before reading. Introduce the after reading activity. Allow students to select their own reading text Anticipation guide (List of statements that they agree or disagree with that can be found in the text)
- 9. Let’s start reading! DuringReading Strategies The following strategies are during the reading process. The purpose is to teach and model important metacognitive skills that help in understanding a text as a student reads. Examples Reciprocal Teaching (Predict, Question, Clarity, Summarize) Think A-loud Fact Charts Close Readings Seed Discussions
- 10. Reciprocal Teaching The teacherasks students to make predictions and then the students monitor their predictions and change their answers as they read. Students Make predictions. Students question what they are reading and how it relates to their prediction. Students clarify what the text states Students summarize in your own words.
- 11. Think A-louds Teachers reada text and stop at brief points to make comments about what he/she is thinking as he/she reads. This models the metacognitive language students should use as they read. Ask questions Make connects with prior knowledge Identify confusing language or words and look for context clues Answer previous questions when found in text.
- 12. Fact Charts Teachers createa chart to list facts learned from reading the text. This is allows students to identify key details within a text. KWL Facts List
- 13. Close Readings Bursuck (2015)states that close reading is “A method in which students read and reread text in order to focus on its increasingly deeper meanings.” (pg. 292). Used for complex text. Question for each reading should increase in difficulty
- 14. Seed Discussions Students creatediscussion topics as they read. Questions I don’t understand Comments about things I’ve learned Things that seem interesting or surprising Vocabulary I want to know more about Descriptive writing that I particularly enjoyed Things that remind me of other things I know
- 15. Time to Review! AfterReading Strategies The following strategies are used after the reading process. The purpose is to review information gained from the reading and ensure there was an understanding of the main ideas within the text. Examples Graphic Organizers Discussions Compose the Test Summarize Create a Timeline
- 16. Graphic Organizers Students usegraphic organizers to revisit information learned from the reading. Venn Diagram Descriptive Map Network tree Cause and Effect
- 17. Discussions Students discuss topicsfrom the text. This helps students verbal show their understanding, while also allowing them to hear others thoughts and ideas that might widen their understanding. Seed Discussion Topics Class Discussion Small Group Discussion Debate
- 18. Compose the Test Studentscreate their own test question using the text as a guide. Helps student decide the main idea and important information from the text. Students write 1-2 questions (compile and use the questions for the test) Small groups create a test, then each groups test is passed around to be taken. The test is then turned back in to be corrected by the original group. Students create a test for future classes. Teach students the 4 QAR’s (Question, Answer Relationships) and have them design questions from the text.
- 19. Summarize Students put whatthe main idea and key details into their own words. Oral Summary Summary games Save the Last Word 1. Students choose a key detail or paragraph and copy it onto the front of an index card. 2. On the reverse side they write what they liked or found interesting about the detail or paragraph. 3. One at a time the students read the passage or detail they wrote down. 4. Other students make comments about what they liked or didn’t like about that detail or paragraph 5. The student who wrote the paragraph or detail gets to have the last word by reading what they wrote on the other side.
- 20. Create a Timeline Studentscreate a timeline to organize the events in a text. Biographies Historical Texts Describing Life Cycles
- 21. In Conclusion… Before, During,and After Reading Strategies Using these strategies through out the reading process is a great way too ensure students are understanding what they are reading. The metacognitive skills being taught in Before, During and After reading strategies help students to become life long learners as they will be able to determine the meaning from a variety of texts by using the various problem solving skills you teach them.
- 22. Resources BlogSpot.com.Retrieved from http://1.bp.blogspot.com/-ycZLRre- 4EQ/U2ZbE7XMWDI/AAAAAAAAEQo/GTEW3x8LUhY/s1600/Learning4.png Bursuck,W. D., & Damer, M. (2015). Teaching reading to students who are at risk or have disabilities: A multi-tier, RTI approach. Seminole County Public Schools. (n.d.). During Reading. Retrieved from http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/D uringReading.aspx