This document outlines reading strategies that teachers can use before, during, and after reading. Some strategies outlined include using graphic organizers to introduce vocabulary and activate prior knowledge before reading. During reading, teachers can have students make predictions, summarize, and make connections. After reading, students can answer questions, evaluate what they learned, do a 3-2-1 summary where they list 3 things learned, 2 questions, and 1 picture, and reflect on the text. The purpose is to help students comprehend and engage with what they are reading.

1. Flip Chart: Before, During, and
After Reading Strategies
Victoria Bostic
Critical Assignment 1
RED4348

2. Before
Reading
Strategies
Understand
Text Features
Use a Graphic
Organizer
Introduce
Vocabulary
Ask and AnswerActivate Prior

3. 1. Understand Text Features
Using a chart such as this
one, helps provide
students with an
understanding of the text
structure. Understanding
the text structure and
where you can find
information, will provide
students with a framework
for reading the text.

4. 2. Introduce Vocabulary
Introduction of vocabulary or
important words is necessary
for comprehension of any text.
When we are introducing a
new text, we should be using a
word map such as this one, or
another graphic to provide
students with an
understanding of what each
word means.

5. 3. Use a Graphic Organizer
• I like to use a graphic organizer like
this one almost like a KWL.
• The topic goes in the middle.
• Students use what they already
know about the topic to generate
statements.
• Those statements go in the circles
around the outside.
• As we read, we think about the
statements we have written and
what other information we can
expand upon.

6. 4. Activate Prior Knowledge
I like to activate prior
knowledge by posing our
essential question.
Students collaborate to
answer the questions based
on what they know with their
group.
Students then scramble to
make new groups. They share
the answers they already have
along with gathering new
answers
We repeat this 2 or 3 times.

7. 5. Ask and Answer Questions
Asking and answering
questions allows students
to use what they know
already to develop
questions about the text or
topic.
This allows students to
take control of their
learning.
While we read we
remember these questions.

8. During Reading Strategies
• Make Predictions
• Sketch and Write
• Make Connections
• Summarize
• Eagle Eyes

9. 1. Make Predictions
• Teachers pause periodically
throughout the text to provide
students a chance to predict what
will happen next.
• Students use text evidence to
agree or disagree with the
predictions of classmates.
• This process allows teachers to
check for understanding.

10. 2. Listen-Sketch-Draft
Listen-Sketch-Draft (Kagan)
• This is one of my favorite
Kagan structures.
• Students listen to a read
aloud.
• While listening, students
make a quick sketch of
important details.
• When the teacher finishes
reading, students can write a
sentence to match each
picture.

11. 3. Make Connections
There are 3 types of
connections you can make.
These are text to text, text to
self, and text to world.
Using these structures allows
students to take ownership of
what they are reading. This
strategy requires students to
comprehend what they are
reading.

12. 4. Summarize
Summarizing is telling what
the story is mostly about.
In nonfiction text, this
consists of pulling the facts
and important information
out.
Students must work to
create complete sentences
based on the facts they
have found to be important.

13. 5. Eagle Eyes
Eagle Eye is a reading strategy to
help make sense of what you are
reading.
Eagle Eye uses pictures and
other text features as context
clues to help students decode
what they are reading.

14. After
Reading
Strategies
Answer Questions
Evaluate
3-2-1 Summary
Synthesize
Reflect

15. 1. Answer Questions
If you developed questions before
reading, now is the perfect time to
answer those questions.
Students should answer the
questions based on what they
have learned from their reading
and class discussions.

16. 2. Reflect
• Students reflect on the text they
have read.
• They may answer comprehension
questions posed by the teacher.
• “What was the most important part
in the story? Why?”
• “How was this book like other
books you have read?”

17. 3. Synthesize
Synthesizing takes what
you know and what you
learned to form new ideas.
This is an important higher
order thinking skill for
students to master.
Synthesizing information is
a clear indicator of
comprehension.

18. 4. 3-2-1 Summary
• A 3-2-1 summary can be done in a
variety of ways.
• This example asks for 3 things you
have learned, 2 things you are
wondering, and 1 picture to relate
to your learning.
• I have found that the 3-2-1
empowers the students. They find
the countdown fun and less
daunting.

19. 5. Evaluate
• Evaluating the text is when
students find the purpose of
the author.
• When students are able to
identify why they are reading
a selection, they are better
able to comprehend the
information.

20. References
• Bursuck, W. D., & Damer, M. (2011). Teaching Reading to Students Who Are
at Risk or Have Disabilities: A Multi-Tier Approach (2 ed.). Upper
Saddle River, New Jersey: Pearson Education, Inc. Retrieved March
27, 2017
• Adler, C. (2001). Seven Strategies to Teach Students Text Comprehension. In
Reading Rockets. Retrieved April 10, 2017, from
http://www.readingrockets.org/article/seven-strategies-teach-students-
text-comprehension