This document outlines various reading strategies that teachers can use before, during, and after reading with students. Some strategies outlined include brainstorming, KWL charts, think-alouds, partner reading, exit slips, and having students create their own tests based on what they read. The goal of these strategies is to activate students' prior knowledge, monitor comprehension, and encourage reflection. The document provides details on how each strategy can be implemented in the classroom.

1. R E A D I N G S T R A T E G I E S F L I P C H A R T
B Y : K R I S T I N G R A N T
Critical Assignment #1

2. B R A I N S T O R M I N G
P R E Q U E S T I O N S
L I S T - G R O U P - L A B E L
V I S U A L A I D S
K W L
Before Reading Strategies

3.  Students are asked to examine
the title of the book or text
 Then, the students raise their
hand and call out whatever
comes to mind as they read
the title
 The teacher lists on the board
all of the information that the
students are saying
 Later the information will be
used to further recall
 This strategy activates prior
knowledge
Brainstorming

4.  This strategy requires the
teacher and students to
think of questions to be
answered while reading.
 This activates prior
knowledge and makes
the students focus on
finding the answers while
reading.
Prequestions

5.  List-group-label is a form
of semantic mapping
 First, you select a main
topic in the reading
 Then, have students call
out any words they think
relate to the topic
 Then, have the class group
the list into subcategories
 Lastly, have the students
title the subcategories
List-group-label

6. Visual aids
 Using visual aids is a great way to activate students’
prior knowledge
 For example, a teacher should show a picture of a
tornado before reading a science textbook chapter on
tornadoes
 The picture of a tornado will activate the students’
schemata on that subject.

7. KWL
 In this strategy, students
decide:
 What do I know?
 What do I want to learn?
 What did I learn?
 Students should draw three
columns on a sheet of paper
 Then, students will write the
three questions above the
three columns
 Students should then write
down their personal answers
to these questions
 Later, the class should have a
group discussion sharing
what each student wrote.

8. T H I N K - A L O U D
P O S T - I T S
P A R T N E R R E A D I N G
C O N C E P T M A P
S Q 3 R
During Reading Strategies

9. Think-Aloud
 During this strategy, teacher’s
essentially verbalize aloud while
reading a section orally
 While reading the section, the teacher
will answer questions like, “Do I
understand what I just read?” and
“What were the most important points
in this reading?”
 It teaches students how to monitor
their understanding
 After the teacher models what to do;
the students can start thinking-aloud,
but the teacher will offer feedback

10. Post-Its
 Encourage students to keep a stack of
post-its with them while reading the
book
 Every time they read something that
interests them they should put a post-it.
 For example, they should put a post-it
on the page that has a powerful quote.
 They should also put a post-it on a page
where they are confused or where they
just want to make some notes.

11.  After introducing the text,
organize the students into pairs
based on partners that will be
beneficial to others.
 One student will read orally for
five minutes, while the other
student follows along and
corrects any mistakes when
necessary.
 Have the pair switch roles and
the other student will read the
same passage for the next 5
minutes while d the other student
provides corrective feedback.
 Partner reading monitors
comprehension and is a great
cooperative learning strategy
Partner Reading

12. Concept Map
 Concept maps help students understand and
comprehend new text
 Ask students to identify the major ideas or concepts
in the text
 Then have the students organize the ideas into
categories
 Have the students use lines to connect the ideas to
the categories or to another idea.

13. SQ3R
 Have each student:
 S-urvey the assigned reading by skimming
 Create Q-uestions to answer as you read
 R-ead the text and then answer the questions you formulated
 R-ecite the information by summarizing what you read
without looking at the text
 R-eview what you read by looking over your questions and
answers and finding out what the text means

14. E X I T S L I P S
P A R A G R A P H S H R I N K I N G
S H A R E D R E A D I N G
C R E A T E Y O U R O W N T E S T
P I C T U R E T H I S !
After Reading Strategies

15. Exit Slips
 Exit slips help students
reflect on what they have
read
 Exit slips can also be used
to help teachers reflect on
their lesson and see what
needs to be altered
 Ask students to write down
their responses to the
following questions on a
flashcard
 What was one thing you
learned today from the
reading?
 How could today’s lesson be
used in the real world?

16. Paragraph Shrinking
 Students monitor their comprehension and give
feedback to others during paragraph shrinking
 For this strategy, students are in groups of two and
one partner reads aloud for five minutes and then
has to summarize the main points after they finish
 Students have to state the main idea in 10 words or
less
 Then, the other partner will have to do the same
thing

17. Shared Reading
 Provides support for struggling readers
 After reading the text, try and relate it to something
personal or another experience
 Then have the students retell the chapter in their
own words

18. Create Your Own Test
 This strategy really requires students to comprehend
what they just read
 Have the students create their own test based on the
text they just read
 This will also help them prepare for the actual test

19. Picture This!
 This strategy is great because it requires students to
relate the text to something artistic
 Ask the students to bring in some piece of art that
relates to something they read in the text
 Then have all the students sit together and compare,
describe, and discuss the different pieces of art they
brought in.

20. References
 Campbell, E. (2001). Reading rockets. Retrieved from
http://www.readingrockets.org/search?cx=0049978276
99593338140:nptllrzhp78&cof=FORID:11&ie=UTF-
8&as_q=Before, during, after reading strategies
 Bursuck, W. D., & Damer, M. (2011). Teaching reading
to students who are at risk or have disabilities a multi-
tier approach. (2nd ed.). Upper Saddle River, New
Jersey: Pearson Education, Inc.
 Karla Porter, M.Ed. Retrieved from:
http://departments.weber.edu/teachall/reading/preread
ing.html