This document provides strategies for teaching nonfiction reading skills before, during, and after reading. It recommends preparing students by sparking their interest in the topic, having them make predictions about the text, and filling out a KWL chart. During reading, students should stop periodically to summarize, seek clarification if needed, and make connections between the text and their own lives. After reading, students should review their predictions and the questions on their KWL chart, summarize the key details, and reflect on how their understanding changed from before to after reading. Implementing these strategies helps develop students' thinking and ability to comprehend informational texts.

1. Reading with Strategy!
The Strategic way to teach you
Nonfiction reading strategies!

2. BEFORE READING
★ T i m e
★ P r e p a r i n g
a n d
It’s always best to be pre-pre-prepared!

3. Time to Discuss

4. Time to Discuss

5. Time to Discuss
To create
something for a
project

6. P r o v i d e -t e a c h i
w o r d s
★ Students will be able to:
★ Predict what the passage might be about
★ Decode and read by sight any difficult words

7. Increase students’ interests in reading the text
Sparking an interests
before reading, can
help the student look
forward to reading the
informational text
Resulting in looking
for other books that
deal with the same
information

8. Or they can use the (L)
for What they need to
find out from the
informational text
Then proceed to
write what they
Want to know (W)
Students can write
what they Know
already about the
topic (K)
Using
a
Chart
K W LLeading to further activities for after reading

9. Predictions:
★By going through the
pictures, graphics, and
skimming the captions (if
any) in the book
★Students will predict about
information they expect to
find
★Write down things you
think about while
previewing the texts,
pictures and graphics. Let
your imagination do the
work on what this book can
be about!

10. D U R I N G
Thinking is key, not
only in your daily life,
but especially in
reading!
Remember to keep your
minds sharp and look for
clues, special information,
and words that you can
use later on!

11. YOU BETTER THINK; THINK!

12. Stop
!
★ Stop sometimes throughout reading to summarize what you have
read so far.
★ If you’re unable to summarize or comprehend what you have
read.
■ Go back and re-read the text
■ Go back and look at the visuals given
■ Go back and look at the captions
Collaborate!
...and Summarize!

13. S e e k
★ Seek clarification when
there are questions. If your
questions go unanswered
in the text:
★ Go through the text again,
ask a peer, check another
book about the same type
of information. Always ask
your teacher (if needed).
★ Use the inferences you
made as you continue on,
and make them more
concrete when you find
new clues or information

14. Text to Self:
★ Think about how the
text relates to you
personally
★ Is it a positive connection or
negative? Why?
Text to World
★ Ask yourself if the
information you’re
reading connects to
anything in the real
world
Text to Text
★ Comparing text
you’ve already read
to the information
you read in this book
Evaluate your text
★ Connect Text to text
★ Connect Text to World
★ Connect Text to Self
Connect
your
Connections!

15. AFTER
READING:
You did it! Your mind now has more information tucked away in a nice file
cabinet for opening whenever you need it!
Now you can go search for another nonfiction book to expand your collection
of files!

16. Was the image you had in
your mind before we read
the same image after
reading?
★ How did it change? Or get
better?
Compare what you
already knew to
something you read
★ Did it add to your
knowledge or was it the
same of what you already
knew? Do you want to
learn more?
Review your predictions
★ Were they correct?
Were they different?
How?
Think about what you
read and review your
questions in your KWL
★ Were they answered for
you? Do you need more
information? R e v i e w
y o u r

17. Summarize and Reflect
Summarize the
reading selection
W r i t e
p a r t n e r
e a c h
t h e
a u t h o r
W h y ?
Outline the text
M o s t
d e t a i l s ?
L e a s t
U n n e c e s s
d e t a i l s ?

18. A f t e r
S u m m a r i z e
s e c t i o n s ,
p a s t ,
D u r i n g
Q u e s t i o n ,
S u m m a r i z e ,
&
B e f o r e
P r e d i c t ,
P r e-t e a c h ,
Reminders of how to
stick with your strategies
Reading involves a lot of thinking caps and attention to be able to fill the file cabinets in our brains.

19. Cited
Work:
Bursuck, W., & Damer, M. (2011). Teaching reading to
students who are at risk or have disabilities: A multi-
tier approach (2nd ed.). Upper Saddle River, N.J.:
Pearson.
Mandan Public School District - Where the Best Begin.
(n.d.). Retrieved November 19, 2015, from
http://www.mandan.k12.nd.us/lewisclark/teachers/Ga
rland/include/files/documents/Nonfiction before,
during and after.