This document outlines reading strategies that can be used before, during, and after reading. Some key strategies mentioned are activating prior knowledge using a KWL chart, setting a purpose for reading, scanning the text using SCAN to survey headings and key words, using graphic organizers like Cornell notes during reading, and reflecting on and reviewing notes after reading. The overall message is that being an organized reader requires strategies at each stage of the reading process.

1. Reading Strategies: Beginning,
During and After.

2. Beginning Reading to do list:
1. Activate prior knowledge
2. Set a purpose for reading
3. Scan the text
4. Look at the pictures
5. key words (vocabulary)

4. Activate prior knowledge:
In order to understand
the importance of and to fully
comprehend what one is reading,
one must activate prior knowledge.
When activating prior knowledge
one will make connections before,
during and after reading (prior
knowledge).

5. Activate prior knowledge:
How do I start to activate
my prior knowledge?
To begin a KWL chart is an
easy way to organize your
thoughts (prior knowledge).

6. K-W-L
When using a KWL chart the
“K” and the “W” can be filled out
prior to reading. The “K” will
represent what the reader already
knows about the topic. As the reader
you should list all facts that you know
related to the topic. The “W” will
represent what you the reader wants
to know (KWL).

7. Setting a Purpose for Reading:
Once the KWL chart has been started the brain should be warming up.
Now that the brain has had time to think about what you know and
what you want to know, it is time to use this information to determine
the purpose for reading.
“When you read a nonfiction text, your purpose is to learn something, so
You want to be ready to learn before you start reading (reading purpose)”.
By looking at the front and back of the text, reading the title and using the
KWL information you will have a better understanding of what you are going
to read and why.

8. Scan The Text:
Before reading it is important
to scan the text. Using the method
SCAN will help to remember what
to look for.
S-survey the headings
C-capture the captions and visuals
( look at the captions under all pictures
and graphs)
A-attack bold face words (look for
Keywords)
N-note and read the chapter questions
If available (scan).

9. Pictures/Graphs

10. When scanning the text look for important key words, these
words are usually in bold print. The key words can be
organized into Semantic maps, which are “visual
representations of vocabulary that help organize subject
matter (Bursuck,Damer 244). When using this graphic
organizer write the keyword in the middle. Then write
details about the word around it including, what it is,
what is it like and some examples (Bursuck, Damer 245).

11. During Reading:
1. Run strategy- reading speed(fluency)
2. Run- word recognition
3. Graphic organizers
4. Self-Questioning
5. Pause-Think-Reflect

12. RUN:
RUN will help you remember three important tips for reading.
R- read and adjust speed (run). While reading pause to take note
if you are remembering what you are reading. If not
slow down and think about what you are reading.
U- use word identification skills (run). Use context
clues for unfamiliar words, break words apart
and sound them out.
N- notice and check parts you don’t
understand (run).

13. Graphic Organizers:
Graphic organizers such as tables and charts help to organize information and assist
the memory while reading and after reading for review (Bursuck, Damer 286).
Cornell notes is one way of organizing facts and thoughts onto paper to assist the
memory. When taking Cornell notes draw a line down the center of the paper. On
the left side write key topics such as the bold face print titles from the text. On the
right side write bullet points of information that will help to remember what you
read from the text such as, dates, names
people and repeated information (Cornell).

14. Self Questioning:
While reading it is important to ask questions as a way of reviewing the text. This will help
you to determine if your are comprehending and understanding the text
(Bursuck, Damer 296). Think of questions that will help make sense of the text; such as
considering the bullet points from the Cornell notes, what I am writing down does it make sense
with the bullet points? Can I find an answer in this section? What
does the text want me to remember from this section? When
asking these questions and you find you are having trouble
answering them, then go back and re-read the text. Remember
RUN - slow down and read slowly for comprehension.

15. Pause-Think-Retell:
During reading at the end of a section or page pause and think. Think about what was
just read and try to retell the sequence of events in your head. If you are able to think
and retell what was read then move on, if not go back and re-read the section (pause).

16. After Reading:
1.KWL
2.Reflect
3.Review notes
4. Making text
connections
5. Test-making
skills

17. KWL:
Now that you have completed reading it is time
to fill out the “L” on the KWL chart. The “L” stands
for “what I’ve learned”. Refer to your Cornell notes
and think about the facts that stand out to you
and write them down in the “L” column (KWL).

18. Reflect:
After reading has been
completed it is time to
think about what you have
read. Review your notes and
write down a summary of what
you have learned. A summary
or reflection will help to reinforce
the new information to memory
(reflect).

19. Review Notes:

20. Making Text Connections:
Using the making text connections organizer
will help to draw a more clear understanding
of the material. Try doing this on your own, but
use your notes if needed. When filling this out
you will make personal and real world
connections to the text (making connections).

21. Test Making Skills:
Now that you have had plenty of time to review the text and your notes, try
your test making skills. Try making a test about 5 questions and then exchange your
test with a partner. Try to take the test and then give each other feedback
(Bursuck, Damer 318).

22. To wrap up an review there are three parts to being an organized reader before
reading, during reading and after reading strategies. Remember to skim the text,
reflect on what you already know, take clear notes, slow down and re-read, review
notes, re-read for comprehension and above all reflect and take in the information
from the text. Enjoy reading don’t look at it like a task but as an opportunity to
broaden your mind.

24. Works Cited:
Prior knowledge (2014). Activating Prior Knowledge.
https://www.teachervision.com/skill-builder/reading-comprehension/48540.html
Bursuck, W, Damer, M. (2011,2007). Teaching Reading to Students Who Are at Risk or Have Disabilities.
Pearson. NJ.
Cornell (2014). http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf
KWl (2014).http://www.portal.state.pa.us/portal/server.pt/community/before-during-after_
reading_strategies/7540/a_-_after_%28post_reading%29/508382
Making Connection (2014). Ready to Use Graphic Organizers.
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/Domain/93/ReadytoUseNonFicti
onGraphicOrganizerswit.pdf (making connections)
Pause (2014).Strategies to Use During and After Reading.
.http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm
Reading Purpose (2014).Introduce Purpose for Reading.
http://www.freereading.net/index.php?title=Introduce:_Purpose_for_Reading
Reflection (2014).http://www.portal.state.pa.us/portal/server.pt/community/before-during-after_
reading_strategies/7540/a_-_after_%28post_reading%29/508382
Review Materials(2014). Review Materials Committing Learning to Long Term memory.
http://www.mindtools.com/pages/article/newISS_05.htm
Run (2014). http://educatoral.com/scan_n_run.html
Scan (2014). http://educatoral.com/scan_n_run.html