This document discusses various before, during, and after reading strategies that can be used when reading the book "The Boy in the Striped Pajamas". Some of the highlighted strategies include using K-W-L charts and predictions to activate prior knowledge before reading. During reading, the document recommends using concept maps, think alouds, and reciprocal teaching. After reading strategies discussed include exit slips, summarizing, question-answer relationships, story sequencing, and story maps. Specific examples are provided for how each strategy could be implemented when reading this particular book.

1. By: Morgan Chasteen
Critical Assignment #1 RED4348
Book: The Boy In The Striped Pajamas by John
Boyne

2. • Activate Prior Knowledge
• Make Predictions
• Think-Pair-Share
• Concept Sort
• Anticipation Guide

3. Activate Prior Knowledge
• Prior knowledge and skills that the
readers bring to the reading process,
also strongly influence comprehension
(Bursuck & Damer, 2015).
• Students connect new knowledge with
previous knowledge.
• Students need to activate their prior
knowledge to understand what they are
reading in the new text.
• An activity that can be used before
reading to activate prior knowledge
would be to use a K-W-L chart (example
on the next slide).

4. Activate Prior Knowledge Cont.
• K-W-L charts can be used throughout reading, but before
reading are used to activate the students prior
knowledge on the readings topics.
• An example of using a K-W-L chart to activate prior
knowledge would be: Prior to reading the book The Boy
In The Striped Pajamas the teacher hands out a K-W-L
chart to each student. The teacher would then activate
the students prior knowledge on the Holocaust by having
them fill in the “know” section on the chart.

5. Make Predictions
• Making predictions is a before reading
strategy that is used to have students think
about what they are going to read/learn
about, or even what they want to learn about
before they begin reading.
• A predictions chart is a great tool to be used
to make predictions about the book before
reading, it allows students to write down their
predictions, write why they predicted it, and if
it was correct or not.
• For example: Prior to reading The Boy In The
Striped Pajamas the teacher can have the
students make a prediction about what the
book will be about based on the title and
cover of the book. The predictions can
continue before reading each chapter in the
book as well.

6. Think-Pair-Share
• Think-Pair-Share is a great before reading
strategy.
• When using Think-Pair-Share the teacher
poses a question and gives students a short
period of time to formulate an answer.
Students are then paired with other students
to discuss their answers (Crawley, 2009).
• Think-Pair-Share is s a collaborative learning
strategy where students work together to
solve a problem or answer a question about
an assigned reading ("Think-Pair-Share |
Classroom Strategy | Reading Rockets",
2018).

7. Think-Pair-Share Cont.
• When using the Think-Pair-Share strategy you begin by
having the students begin independently thinking about the
topic they are going to be reading about as well as what they
know and have learned about the topic. Once the student has
had time to think the teacher will then pair them with another
student and share what they were thinking about
independently ("Think-Pair-Share | Classroom Strategy |
Reading Rockets", 2018).
• For example when using the Think-Pair-share strategy the
teacher would introduce the concept of the Holocaust, and
ask the students to think about what they know and have
learned about the Holocaust, the teacher would then pair the
students together to share their thoughts and knowledge
about the Holocaust, to share and learn their knowledge
about the Holocaust which is the topic of The Boy In The
Striped Pajamas.

8. Concept Sort
• A concept sort is a vocabulary and
comprehension strategy used to familiarize
students with the vocabulary of a new topic or
book ("Concept Sort | Classroom Strategy |
Reading Rockets", 2018).
• When using the concept sort as a before
reading strategy the teacher will provide each
student with a list of vocabulary terms from
the text that they will be reading. The students
will sort each of the vocabulary terms into
categories based on the meaning of the word.
• Using the concept sort as a before reading
strategy it allows teachers to see what
students know about the topic the text is
about.

9. • For example when using a concept sort as a before
reading strategy for the book A Boy In The Striped
Pajamas, the teacher would select 10 -15 words from the
text that are important (i.e. peckish, obliged, and
dominate)
• The teacher will place the students in small groups where
they will sort the vocabulary words into categories that
have already been decided by the teacher.
• The teacher and students will the discuss the vocabulary
terms and their reasoning behind sorting them into the
category that they did ("Concept Sort | Classroom
Strategy | Reading Rockets", 2018).

10. • 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 Guide |
Classroom Strategy | Reading Rockets", 2018).
• An anticipation guide involves the students
using a list of several short statements that are
relevant to the topic, students will then agree or
disagree with the statements on the
anticipation guide, and then read to determine
the author’s purpose on the statements
(Crawley, 2009).

11. • An example of using an anticipation guide with
the book The Boy In The Striped Pajamas,
would be to before reading the book provide the
students with a list of statements related to the
text. Before reading students will determine
whether they agree or disagree with the
statement such as “Bruno’s actions were
provoked by his dad being a leader in the Nazi
military. The students will the read the text and
refer back to the anticipation guide to determine
where their choice of agree or disagree was
correct or not.

12. • Concept Maps
• Think Alouds
• Directed Reading Thinking
Activity
• Visual Imagery
• Reciprocal Teaching

13. • Concept maps are a great during
reading strategy that serves as a
visual organizer for students that
enriches students understanding of a
new concept ("Concept Maps |
Classroom Strategy | Reading
Rockets", 2018).
• Concept maps engage students in
answering questions like: what is it?,
what is it like?, and what are some
examples? ("Concept Maps |
Classroom Strategy | Reading
Rockets", 2018).

14. • For example when using concept maps with the book
The Boy In The Striped Pajamas demonstrate the main
ideas and concepts that occur throughout the text
("Concept Maps | Classroom Strategy | Reading
Rockets", 2018).
• Organize the ideas about the Holocaust, Bruno,
Shmuel, and their families.
• Have the students connect lines between the ideas to
show their connections in the reading.

15. • When using the during reading strategy think alouds
teachers verbalize aloud while reading a selection orally.
Their verbalizations include describing things they're doing
as they read to monitor their comprehension. The purpose
of the think-aloud strategy is to model for students how
skilled readers construct meaning from a text ("Think-
alouds | Classroom Strategy | Reading Rockets", 2018).
• The use of think alouds is a strategy by which a teacher
models their active thinking process that skilled readers
use and teaches students these skills (Bursuck & Damer,
2015)..
• The think aloud strategy is great as it helps struggling
readers with comprehension without them directly being
called out by the teachers.

16. • For example when using the think aloud strategy during
reading the book The Boy In The Striped Pajamas the
teacher would introduce the book to the students.
• The teacher would continue while they are reading by asking
questions out loud such as did I understand what I just
read?, what do I know about this topic, and answering them
aloud for the students to hear how the teacher is
comprehending what they are reading.
• The teacher can continue the think alouds by having the
students practice this strategy as well.

17. • The Directed Reading Thinking Activity (DRTA) is a
comprehension strategy that guides students in asking
questions about a text, making predictions, and then
reading to confirm or refute their predictions. The DRTA
process encourages students to be active and thoughtful
readers, enhancing their comprehension ("Directed
Reading Thinking Activity (DRTA) | Classroom Strategy |
Reading Rockets", 2018).
• During the DRTA students are encouraged to look at
headings and read a few sentences, make predictions,
and then read to confirm or reject their predictions
(Crawley, 2009).

18. • For example when using the DRTA strategy while
reading The Boy In The Striped Pajamas the
teacher will select different sections in the text for
the students to pause and think while reading.
• The teacher will the direct the activity and propose
questions for the students to think about such as
given the cover of the book or title what do you
think the book will be about?
• The student will the read to the first spot that the
teacher designated them to stop at and the teacher
will ask them various questions.
• The students will then go back through the readings
and look and revise their predictions.

19. • Using visual imagery is a great during reading strategy
that keeps the students engaged while they are
reading. Students construct mental images in their
head as they are reading sections that are descriptive
in the text. The teacher or students may draw out the
visual image that they constructed mentally for others
to see.
• Good readers construct mental images as they read a
text. By using prior knowledge and background
experiences, readers connect the author's writing with
a personal picture. Through guided visualization,
students learn how to create mental pictures as they
read("Visual Imagery | Classroom Strategy | Reading
Rockets", 2018)

20. • For example when using visual imagery with students
when reading The Boy In The Striped Pajamas the
teacher will begin by reading a section of the book and
pause after reading a descriptive part of the text. The
teacher will then share the image that the teacher has
mentally created with the students and discuss which
words let you to create the mental image and then draw
the image on a paper or board for the students to see
such as drawing out the struggle the Jews went through
at the concentration camp or Bruno running with his
friends. The teacher will then allow the students to share
their image that they mentally created with the class
("Visual Imagery | Classroom Strategy | Reading
Rockets", 2018).

21. • While reading the text teachers can
implement the reciprocal teaching strategy.
• The reciprocal teaching strategy involves the
teacher modeling to help students learning
predicting, question generating and
summarizing, once the teacher feels that the
students have an understanding of what they
are to do the students will then form
cooperative groups and model the steps to
other students based on the text that they are
reading (Crawley, 2009).

22. • When using reciprocal teaching with the book The
Boy In The Striped Pajamas, the teacher will first
demonstrate how to use reciprocal teaching with the
students.
• The teacher will then place students in groups and
pass out cards designating each students role as
either the questioner, predictor, summarizer, or
clarifier.
• The students will then read a section of The Boy In
The Striped Pajamas and assume their designated
roles and discuss it with one another ("Reciprocal
Teaching | Classroom Strategy | Reading Rockets",
2018).

23. • Exit Slips
• Summarizing
• QAR
• Story Sequence
• Story maps

24. • Exit slips are a great strategy to use after the students
have finished reading to see what they have learned or
gathered from the reading.
• Exit slips are written student responses to questions
teachers pose at the end of a class or lesson. These
quick, informal assessments enable teachers to quickly
assess students' understanding of the material ("Exit
Slips | Classroom Strategy | Reading Rockets", 2018).
• Exit slips allow students to have a opportunity to think
about what they have learned.
• Exit slips allow students to think critically about the topic
that they read about ("Exit Slips | Classroom Strategy |
Reading Rockets", 2018).

25. • While reading The Boy In The Striped
Pajamas, a great after reading
strategy to use would be exit slips.
• After the students have finished
reading chapter three in the book,
have them write what they learned
about Bruno’s sister, what they found
interesting or difficult in the chapter,
and any questions they have after the
finished reading the chapter.

26. • Summarizing is a great after reading
strategy to use to have the students
write what they have learned and
gained after reading a text.
• Summarizing teaches students how
to discern the most important ideas
in a text, how to ignore irrelevant
information, and how to integrate the
central ideas in a meaningful way
(“Summarizing |classroom strategy
|Reading Rockets”,2018).

27. • Summarizing would be a great after reading strategy
to use for the book The Boy In The Striped Pajamas.
When using summarizing with students who have
just read The Boy In The Striped Pajamas have the
students read a chapter of the book.
• Once the students have read the desired section of
the book have the students answer the following
questions in their summary such as what is the main
idea?, what are the important details?, and what
information was important or not important in the
reading (“Summarizing |classroom strategy
|Reading Rockets”,2018).

28. • QAR’s are a strategy that helps students who have difficulty
answering inference questions(Bursuck & Damer, 2015).
• When using the QAR strategy the teacher explains the different
types of questions that they will be asked and answering.
• The types of questions that are asked when using the QAR
strategy are; right there questions(questions that are in the
text), think and search questions (students have to search in
the text for the answer), on my own questions( students use
previous knowledge to answer questions), and author and me
questions (students use background knowledge and apply it to
answer questions through the use of the author’s clues
(Bursuck & Damer, 2015).

29. There are many benefits to using
the QAR after reading strategy
such as; It can improve students'
reading comprehension.
It teaches students how to ask
questions about their reading and
where to find the answers to them.
It helps students to think about the
text they are reading and beyond it,
too (“Question-Answer-Relationship
|classroom strategy |Reading
Rockets”,2018)
• When using QAR with the book The Boy
In The Striped Pajamas the teacher will
explain to the students that there are four
different types of questions. The teacher
will then have the students read a
section of the textbook, ask a series of
the four types of questions and model
how to find and answer the questions
with the students. The students will then
read the next section and answer the
four types of questions on their own.

30. • Story sequencing is a great after reading
strategy where students place the events in
the order they happened. This strategy allows
students to recall what they have read and
place the information in the correct order.
• Story sequencing can be done by having
students arrange pictures into the order
events occurred in the story (Crawley, 2009).
• Using the story sequence strategy also allows
students to have the ability to identify the
various components of a story such as the
beginning of the story, the middle of the story,
and the end of the story.

31. • When implementing story sequencing with
students after reading the book The Boy In The
Striped Pajamas the teacher can provide the
students with various sentences or pictures from
the book and have the students sequence them in
the order that they occurred in the book. An
example of story sequencing from the book could
be to determine which event occurred in the
beginning of the book such as Bruno moved to his
new home away from all of his friends.

32. • Story maps are a typed of graphic
organizer that is used to help students
determine and organize the story. In the
picture to the right is a story map where
students have determine who was in the
story, where the story took place, why it
happened, and when.
• Story maps also allow students to pay
more attention to the story when reading
to be able to answer the questions in the
graphic organizer (“Story maps
|classroom strategy |Reading
Rockets”,2018)

33. • Story maps are a great after reading strategy
to use after reading The Boy In The Striped
Pajamas.
• Using the story map to the left when
Referencing The Boy In The Striped Pajamas
the students will fill in each category with the
appropriate information
• For example the students would fill in the
names Bruno, Shmuel, and Grettle for
characters. The students would fill in Germany,
Bruno’s house, or the concentration camp for
the setting based on the chapter, and the main
events, conflict, resolutions, and themes will
vary per chapter.

34. Think-Pair-Share | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/think-pair-share
Crawley, S. (2009). Remediating reading difficulties (6th ed.). New York: McGraw Hill.
Concept Sort | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/concept_sort
Concept Maps | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/concept_maps
Bursuck, W., & Damer, M. (2015). Teaching reading to students who are at risk or have
disabilities (3rd ed.). Pearson.
Anticipation Guide | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrocke
ts.org/strategies/anticipation_guide
Think-alouds | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/think_alouds

35. Directed Reading Thinking Activity (DRTA) | Classroom Strategy | Reading Rockets. (2018).
Retrieved from http://www.readingrockets.org/strategies/drta
Visual Imagery | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/visual_imagery
Reciprocal Teaching | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/reciprocal_teaching
Exit Slips | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/exit_slips
Summarizing | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/summarizing
Question-Answer-Relationships | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/question_answer_relationship
Story Maps | Classroom Strategy | Reading Rockets. (2018). Retrieved from
http://www.readingrockets.org/strategies/story_maps
Boyne, J. (2007). The Boy In The Striped Pajamas. Random House Children’s Books