This document outlines reading strategies that can be used before, during, and after reading. Some strategies used before reading include anticipation guides to activate prior knowledge, think-alouds where teachers model comprehension monitoring, and think-pair-share to engage students in discussing the text. During reading, visual imagery helps students create mental pictures, and partner reading provides fluency modeling. After reading, exit slips assess understanding, summarizing helps students identify main ideas and details, and word walls support vocabulary development.

1. Critical Assignment #1
RED 4348
BEFORE, DURING, &
AFTER READING
STRATEGIES

2. Anticipation Guide
Think-aloud
Think-Pair-Share
Word Maps
Semantic Map
BEFORE READING

3. ANTICIPATION GUIDE
• An anticipation guide is a comprehension strategy that is used
before reading to activate students' prior knowledge and build
curiosity about a new topic.
• Anticipation guides stimulate students' interest
in a topic and set a purpose for reading.
• They teach students to make predictions,
anticipate the text, and verify their predictions.
• They connect new information to prior
knowledge and build curiosity about a new
topic.

4. THINK-ALOUD
• Teachers verbalize aloud while reading modeling things they're
doing as they read to monitor their comprehension.
• It slows down the reading process
and allows students to monitor their
understanding of a text.

5. THINK-PAIR-SHARE
• Think-pair-share (TPS) is a collaborative learning strategy in which
students work together to solve a problem or answer a question
about an assigned reading.
• Discussing an answer with a partner serves to maximize
participation, focus attention and engage students in
comprehending the reading material.
• It helps focus attention and engage students in
comprehending the reading material.

6. WORD MA PS
• A word map is a graphic organizer that promotes vocabulary
development and helps students think about terms or concepts in
several ways.
• Word map organizers engage
students in developing a
definition, synonyms, antonyms,
and a picture for a given
vocabulary word or concept.

7. SEMANTIC MAP
• List-group-label, for example, is a form of semantic mapping. The
strategy encourages students to improve their vocabulary and
categorization skills and learn to organize concepts. Categorizing
listed words, through grouping and labeling, helps students
organize new concepts in relation to previously learned concepts.
• It helps students organize their
understanding of specific vocabulary
and concepts.
• It builds on students' prior knowledge
about a topic.

8. Visual Imagery
Directed Reading Thinking Activity
Paragraph Shrinking
Partner Reading
Shared Reading
DURING READING

9. VISUAL IMAGERY
• Guided visualization helps students learn how to create mental
pictures as they read through the text.
• Readers are actively engaged if they are creating
mental images.
• Creating mental images while reading can improve
comprehension.

10. DIRECTED READING THINKING ACTIVITY (DRTA)
• Comprehension strategy that guides students to ask questions and
make predictions before reading and answer, confirm, or refute
their predictions while reading.
• Teachers activate students’ thinking before reading a passage by
scanning the title, subtitles, pictures, and other text features.
• Students read up to a particular point and discuss any answers to
previous questions or predictions.
• Students go back through the text to think about their questions
and predictions and find support in the text.

11. PARAGRAPH SHRINKING
• The paragraph shrinking strategy allows each student to take turns
reading, pausing, and summarizing the main points of each
paragraph. Students provide each other with feedback as a way to
monitor comprehension.

12. PARTNER READING
• Cooperative learning strategy in which two students work together
to read a text. The Partner Reading strategy allows students to take
turns reading and provide each other with feedback.
• It provides a model of fluent reading and encourages feedback
from peers and the teacher.

13. SHARED READING
• Shared reading is different from partner reading because the
students join in or share the reading of a book with guidance and
support from the teacher.
• If done with predictable text, student can build
reading fluency and comprehension.
• All students feel successful by providing support
to struggling readers.

14. Exit Slips
Questions-Answer Relationships
Summarizing
Word Walls
Story Sequence
AFTER READING

15. EXIT SLIPS
• Exit slips are written student responses to questions teachers ask at
the end of a class or lesson. These formative assessments enable
teachers to quickly assess students' understanding of the material.
• The prompts can document learning, emphasize the process
of learning (self-evaluation, questioning), and effectiveness of
instruction.

16. Question-Answer Relationships
• The QAR is one strategy that helps students who have difficulty
answering inference questions.
• Right There Questions: Literal questions whose
answers can be found in the text. Often the words
used in the question are the same words found in
the text.
• Think and Search Questions: Answers are gathered
from several parts of the text and put together to
make meaning.
• Author and You: These questions are based on
information provided in the text but the student is
required to relate it to their own experience.
Although the answer does not lie directly in the text,
the student must have read it in order to answer the
question.
• On My Own: These questions do not require the
student to have read the passage but he/she must
use their background or prior knowledge to answer
the question.

17. Summarizing
• Summarizing helps students evaluate their understanding of what
they have read, remember what they have read, and determine
which details are important or not.
Ask students the following framework questions:
What are the main ideas?
What are the crucial details necessary for supporting the
ideas?
What information is irrelevant or unnecessary?

18. WORD WALLS
• A word wall is a collection of words which are displayed in large
visible letters displayed on a board or wall in the classroom. The
word wall is designed to be an interactive tool for students and
contains words that can be used during writing and reading.
• New information should be added regularly
• Word wall can be done before, during, and/or after reading.

19. STORY SEQUENCE
• Sequencing refers to the identification of the components of a
story — the beginning, middle, and end — and also to the ability to
retell the events within a given text in the order in which they
occurred. Sequencing is one of many skills that contributes to
students' ability to comprehend what they read.
-Sequence structures help students of varying abilities
organize information and ideas efficiently.
-Sequencing is also an important component of
problem-solving across the curriculum, including science
and social studies.
-Graphic organizers and sequencing templates can be given to students after
reading.

20. References
Google Images. (n.d.). Retrieved November 14, 2016, from
https://images.google.com/
Bursuck, W. D., & Damer, M. (2011). Teaching reading to students
who are at risk or have disabilities: A multi-tier approach. Upper
Saddle River, NJ: Pearson.
Classroom Strategies. (n.d.). Retrieved November 14, 2016, from
http://www.readingrockets.org/strategies