1. Reading Strategies
We are going to learn the effective strategies before,
during, and after reading with a focus on sixth grade and
above for reading nonfiction texts.
2. First, let’s talk about nonfiction books!
A nonfiction book details
real and actual events
and may also use charts,
diagrams and pictures
within the book. Also
included are glossaries
and captioned images.
5. Setting a Goal or Purpose
• This method can be performed individually. “Why am I
reading this book?”
• This method can also be performed as a group “Let us
discover the reason why we will read this book.”
• This strategy helps to focus the reader the reason why
the book will be read.
6. Activating Prior Knowledge
• It is a type of frontloading
strategy (Bursuck & Damer,
2011, pg. 289).
• It helps readers to be more
informed and aware of what
they are reading.
• Any connections can be
made!
• Readers can gain prior
knowledge from previous
lessons or personal
experiences.
7. Predicting
From images of the text
• Readers can predict specific ideas
or the main idea of a text through
images.
• The images might include cover
(front and back) as well as preview
images from inside the text.
• Readers can write and share
predictions.
From samples of the text
• Readers can predict specific ideas
or the main idea of a text through
sample previewing.
• A teacher could read aloud a
specific passage and ask students
to share or write their predictions.
• Predictions can range from specific
points of a text to the main idea.
8. Increasing Text Interest
• Recommended strategy
from Bursuck and Damer
(2011, pg. 290).
• Provide reasons why
students should be excited
to learn the topics in the
text.
• Make a personal connection with
the text such as sharing personal
experiences.
• State future goals for applying the
new information such as class
projects, field trips, or
experiments.
• Search information or play
interactive games online.
9. New Vocabulary
• It is another type of frontloading strategy (2011, pg.
289).
• Reviewing new vocabulary from the text will enable
readers to further grasp what information they will
learn.
• Taking time to review new terms before reading
creates more time for critical thinking during and after
reading.
11. Graphic Organizers
• Graphic Organizers can be used to help the
reader monitor what they read as they read!
• They can be created or based on prior
templates.
• The reader writes new information about the
text into the organizer. In a class, they can
be used formatively or summatively.
Individually, a student can use them as an
independent checking, system.
12. Monitoring Text:
• Readers are taught how to check their
own reading and when to check their
own reading.
• “Monitoring text is not a natural
process, but research demonstrates
that it can be taught” (2011, pg. 295).
• “Is what I’m reading making
sense?”
13. Fix Up Strategies
Fixing Up Terms
• “Sounding out unknown words”
(2011, pg. 296).
• Looking up a word or name with
the use of internet, dictionary, or
other media source.
• Slowing or increasing reading
rate to match material.
Fixing up Comprehension
• Checking the internet for
related information from the text
to clear confusion.
• “Talking to another person
about a difficult section about
the book (2011, pg. 296).
• Taking notes and reviewing
organizers.
14. Questioning the Author (QtA)
• During reading, readers can ask and answer specific
questions related directly to the author.
• “What is the author trying to tell me?”
• “How could the author have said things more clearly?”
• “Why did the author tell me this?”
(2011, Bursuck & Damer)
• The reader can think about the answers or write them.
15. Making Inferences
Inferring happens in the mind!
A reader makes inferences by …
• Taking the clues the author has
given them,
• Mixing it with personal experience,
• Figuring out what the text is saying
or will say.
17. Main Idea
• Describing the main focus, or central idea, helps the
reader to focus the main idea of the text.
• Developing the main idea is not summarizing!
• The main idea of a text can be a word, a phrase, or a
sentence about the topic of a text.
• Main ideas can also be created for paragraphs or passages.
18. Summarizing
• Summarizing a text or passage helps
students focus on remembering what they
read. It can also be used to help develop the
main idea (2011, pg. 293).
• Summarizing can be written as a paragraph to
help recall information.
• It can be a series of questions that readers will
answer for review.
• It can be a discussion.
19. Reflection
• Reflection takes places when readers consider
how the material affects them.
• How did the text improve my knowledge on a topic?
• How do I feel after expanding my knowledge?
• Did I understand what the author was telling me?
20. Critical Thinking
• The reader performs critical
thinking when the reader
analyzes information
gained through the text and
other reflections.
• Critical thinking takes the
“what I have read” to “how
can I use what I have read.”
• Applying connections with
new and previous material
or previous experiences.
• Making connections across
subject areas.
• Questioning why material is
presented in a certain way.
• Considering different
opinions.
21. Application
Application
strategies involve
the actions that
apply the
knowledge of
what the reader
read!
• Performing activities to express
what the student has learned.
• Conducting experiments.
• Creating essays.
• Evaluating.
• Cross examining.
22. Thank You for Reading!
References
Bursuck, W. D. & Damer, M. (2011). Teaching
reading to students who are at risk or have
disabilities. Pearson: NY.
All images are directly from ClipArt.
The Template was provided by PowerPoint™, 2013.