This document outlines various reading strategies that teachers can use before, during, and after reading to help students comprehend texts more effectively. Some key strategies mentioned include anticipation guides where students make predictions about a text, think-pair-share where students discuss questions individually and in groups, and SQ3R where students survey, question, read, recite, and review a text. Other strategies include selective highlighting of important details, story maps to track story elements, and questioning the author to develop higher-level thinking. The goal of these various strategies is to keep students engaged with a text and check their understanding at different points as they read.

1. Reading Strategies
HOW TO USE DIFFERENT READING STRATEGIES EFFECTIVELY

2. Before Reading Strategies
 The time taken to think and prepare before reading.
 Allows students to make inferences and ideas on what
they are about to read.
 Connect information to students prior knowledge
 Clarify and knew or unknown vocabulary.

3. Anticipation Guide
 True or false statements written out from the key
ideas in the text
 Students can answer questions as a class, groups, or
individually
 The focus isn’t on them getting it correct but on
having them use prior knowledge and making
predictions

4. Think Pair Share
 The teacher will ask a question about the text.
 Students will think about the questions asked.
 They then will discuss in their group what they think.
 This allows students to think about a topic as
individuals and then share with classmates what
their thoughts are and build communication.

5. Concept Sort
 Allows the teacher to introduce the new vocabulary or concepts students will see
in the text
 Teacher would have vocabulary or concepts written out on cards and the students
will work together to sort them into groups/ categories
 After the class will discuss what the groups are and why they were placed in that
group

6. First Lines
 Students read first line of reading passage.
 They then make predictions on what they think the passage
will be about just from the first sentence.
 Allows students to think and use inferences to determine
what they are reading might be about.
 Also encourages students to share and discuss their opinions
on what they think the text will be about.

7. During Reading Strategies
 Checks for students understanding and
comprehension
 Allows them and the teacher to check their
level of comprehension
 Keeps them on task during the reading

8. Selective Highlighting
 After reading through the passage once students will re-read the
passage.
 They will then highlight or underline while reading.
 The focus will be to highlight only the important things such as main idea,
key details, and vocabulary words.
 They will then summarize what it is they have highlighted
 This strategy allows the students to really focus on what they are reading
and the details they will need to remember.

9. Seed Discussion
 Two part process used to engage students in discussions on
the reading passages.
 Part 1: students read the text and look for the “seeds” or key
concepts while reading
 Part 2: students after work in groups and discuss what
“seeds” they found and about them
 Allows students to focus while reading and look for specific
things and then discuss what they found with their
classmates

10. SQ3R
 SQ3R= Survey, Question, Read, Recite, Review
 Students will first survey the text for bold words, headings, and titles.
 They will then question based on what they have found what their
reading could be about
 Next they will read the passage and while doing that should recite or take
notes of the answers they find to their questions
 Last they will review all they have read and answer any unanswered
questions.
 This method allows students to really focus and put comprehension skills
to work.

11. Story Map
 This allows the students to work with story structures and
help better their comprehension
 This can be done as individuals during reading or during
group reading. Also if done individuals after reading students
could discuss what they have learned after as a class.
 Teacher should model expectations of the story map
 The story map will consist of story elements and questions
the students will ask during reading. Examples of the
elements are the characters, setting, and theme

12. Double Entry Journals
 This has students write out their thoughts and responses as they read
through text.
 Students will write out sentences from their assigned reading and then
write down their thoughts on the passage
 Students will write on one half of the paper different words and phrases
they found meaningful and on the other half they will write there thought
and reactions.
 After they can discuss there thoughts on what they found important and
their thoughts they wrote down.

13. After Reading Strategies
 Checks students comprehension
 Allows for review over materials read
 Gives them time to discuss what was read
 Allows teacher to gage students understanding and
comprehension
 Allows students to ask questions they may have

14. Frame Routine
 Allows students to summarize what it is they have just read
 Uses a graphic organizer so students can visually see what it is they have
discussed written out
 Start by students discussing what the main idea of the passage was and
then moving on to what the details of the passage were.
 After develop a main idea of what the text was that was read and have
students write out a summary of it.
 Allow students to discus what it was they wrote out

15. Exit Slips
 This is normally seen done in simple questions such as write one thing
you learned today but it can be modified for reading.
 Teacher will ask or have a question on the board about the reading
passage
 After the students have finished reading they will write their answer on a
piece of paper or 3x5 card
 The teacher will then collect them before moving on or the end of the
day
 This will allow teacher to check all students true comprehension of the
text

16. Question The Author
 This is something done during and after reading,
 Having questions that the students think about during the reading that
they will then answer after reading and discuss after
 This process works by allowing students to think in a way they normally
wouldn’t
 Asking questions such as “What is the author trying to say here?”
 Allowing students to write out answers can better help them remember,
comprehend, and process what they read

17. Summarizing
 One of the more basic after reading strategies but still a very effective
one
 Has students take the reading passage and break it into smaller sections
of only the main points
 This helps reduce the confusion of what was read and enforce
comprehension
 Great thing about summarizing is there are many different ways it can be
done. Groups, pairs, individual. Summarizing the whole passage or just
parts. And sharing orally or writing it out are just some of the ways to
summarize.

18. Question Answer Relations
 Used to help students decided what kind of question is asked
of them and using that to determine how they would find the
answer.
 Four types of questions: 1. Right There 2. Think and Search 3.
Author and You 4. On My Own
 This strategy uses higher level of thinking and has students to
think about what that read and beyond

19. Resources
 http://www.adlit.org/strategy_library/
 http://www.readingrockets.org/strategies
 http://www.studygs.net/preread.htm