The document provides strategies to improve reading comprehension for 6th grade students. It includes before, during, and after reading strategies. Before reading strategies activate prior knowledge like anticipation guides, teaching vocabulary, making predictions, and KWL charts. During reading strategies support comprehension like sticky notes, reader's theater, think alouds, word walls, and double entry journals. After reading strategies reinforce learning through summarization, Question Answer Relationships, sequencing, 3-2-1 charts, and graphic organizers. The goal is to use different strategies to maximize all students' comprehension.

1. Critical Assignment 1
BDA Flip Chart
RED 4348 Fall 2017
Megan Stadler

2. Purpose:
 The strategies listed within this flipchart are intended to be used alongside 6th
grade level expository text, but every strategy can be amended to be
effectively used in different grade levels.
 The main goal of reading is comprehension. If a student cannot understand
what they are reading, they will fall behind. By supplying a variation of
comprehension strategies to be used in the classroom, we maximize the
chances of all students attaining comprehension.
 The strategies used in this flipchart are research based; meaning that they
have been tested and their effectiveness has been proven.

3. Before Reading Strategies
The purpose of Before Reading strategies is to activate students’ prior
knowledge and set a purpose for the reading.
Anticipation Guides
Teach new vocabulary
Make a prediction
K-W-L charts
Think Alouds

4. Strategy 1:
Anticipation Guides
Anticipation guides are used to activate
prior knowledge and build curiosity
the reading material.
Before reading, students respond to
statements about the text, stating
they agree or disagree with key concepts
in the reading.
Anticipation guides help students learn
make predictions, anticipate information
in the text, and verify their thinking based
on information found within the text.
http://www.readingrockets.org/content/pdfs/anticipat
onguide_3.pdf

5. Teach New Vocabulary:
Introduce new vocabulary words that
are integral for understanding the new
By introducing new vocabulary before
the reading, students are given the ability
to focus on the text instead of being stuck
on certain key words.
Pre-teaching vocabulary will give
students an idea of what the reading will
about, which can activate prior knowledge.

6. K-W-L Chart:
K-W-L is a strategy that is used to help guide students
through a text. It is similar to anticipation guide, but is
student led.
The process begins by students listing what they
already know about the topic or text. This information
goes under the “K” column of the chart.
The students then brainstorm to come up with things
they want to know about the text. This information goes
under the “W” column of the chart.
After the reading, the chart is revisited and the
students identify what they learned from the reading,
which is listed under the “L” column. This information is
then compared to the information listed under the “W”
column
http://www.readingeducator.com/strategies/kwl.htm

7. Make Predictions
Making predictions before reading
is a fun way for students to get
involved and excited about the
reading.
Based on a small amount of
information, such as the title of the
reading, new vocabulary, or images
from the reading, students come up
with predictions on what they think
the reading will be about.
Predictions also depend on the
students’ background knowledge
and personal experience.
https://infiniteach.com/reading-comprehension-making-predictions/

8. Pre-write Questions
Pre-writing questions is a strategy that can help
students focus on comprehension by narrowing down
information about which they want to know more.
By letting students skim the headings of the reading,
they can pick out concepts or information that they
want to learn more about and compose questions in
advance to guide their reading.

9. During Reading
Strategies
 The use of During Reading strategies gives
students the chance to monitor their
comprehension while they are reading.
 Sticky Notes
 Reader’s Theater
 Think Alouds
 Word Walls
 Double entry journal

10. Sticky Notes
 Sticky note reading involves using sticky notes to tab specific
points of interest or points of strategy application in a text during
reading.
 It helps students engage with the text and focus on specific
aspects of the reading process.
 The ultimate goal is that students are reading and stopping
to think about what they are reading.

11. Reader’s Theater
 A highly engaging, collaborative literacy activity
in which students perform short scripts, which
are often adapted from the text.
 Improves comprehension as students use close
reading techniques on scripts to fully
understand the text is trying to convey.
 Students enjoy Reader’s Theater, as it offers a
change in the classroom setting and
encourages the use of imagination.
https://www.scholastic.com/teachers/blog-
posts/genia-connell/readers-theater-fluency-
comprehension-and-engagement/

12. • The teacher models what this strategy looks like by
orally going through the thinking process.
Students are able to make inferences, predictions,
and retain information during the reading process.
As new information is learned, students are able to
work through their predictions.
The teacher can facilitate thinking aloud by
stopping during reading and to ask questions and
give the students an opportunity to self monitor
their learning.
Think Alouds

13. Word
Walls  Teachers and students should work together to
determine which words should go on the word wall. Try
to include words that students will encounter in their
reading. Words should be added gradually — a
general guideline is five words per week.
 Use content-area material from the curriculum rather
than randomly selected words.
 A word wall should be displayed in large visible letters
on a wall, bulletin board, or other display surface in a
classroom. It is designed to be an interactive tool for
students and contains a variety of words that can be
used during writing and reading.
http://www.readingrockets.org/strategies/word_walls

14. Double Entry Journal
• This strategy enables students to record their
responses to text as they read. Students write
down phrases or sentences from their assigned
reading and then write their own reaction to that
passage.
• The purpose of this strategy is to give students
the opportunity to express their thoughts and
become actively involved with the material they
read.
• Students create two columns on their paper, using
the left side for facts or quotes from the text and
using the right side for their personal response or
connection to the text. Joyce, M. (1997). Double Entry Journals and Learning Logs. Retrieved 2017 November 4, from
http://www.maslibraries.org/infolit/samplers/spring/doub.html

15. After Reading
Strategies
 After Reading Strategies are
used to help students reinforce
their comprehension from the
text.
 Summarization
 QAR
 Story Sequence
 3-2-1
 Graphic Organizers

16. Summarization
 This allows the student to process
what they’ve just read.
 This gives the student a chance to
answer the self monitoring question
“Do I understand what I just read?”
 Summarization should include the
main idea of the text as well as key
facts and concepts.

17. QAR• Question Answer Relationship
• This strategy focuses on the answer to a
question about the text in relation to
where the answer can be found.
• The 4 types of QAR questions are
“Right There”
• “Think and Search”
• “Author and You”
• “On My Own”
• QAR enables students to think about the
text they have just read as well as beyond
the text.
• It inspires them to think creatively and
work cooperatively while challenging
to use literal and higher-level thinking
skills. http://www.adlit.org/strategies/19802/

18. Sequencing
 Sequencing is a skill that contributes to students' ability to
comprehend what they read.
 It refers to the identification of the components of a story and
also to the ability to retell the events within a given text in the
order in which they occurred.
 A benefit of this strategy is that it helps students organize
material that has been read.
http://readingstrategiesjonathanolson.weebly.com/sequencing.htm
l

19. 3-2-1
 3-2-1 is Higher Order Thinking strategy designed to get students
thinking about a topic in the text about which they would like to
know more.
 3 things they discovered in their reading
 2 things they found interesting
 1 question they still have

20. Graphic
Organizers
 Graphic Organizers are used to
record information from the
text.
 There are many different
formats that can be used,
depending on the type of text
being read.
 A k-w-l chart that was started
in the before stage of reading
would now be revisited to fill in
the “learned” portion of the
chart.

21. References
Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have
disabilities: A multi-tier approach. Pearson.