This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.

1. BEFORE, DURING, AND
AFTER READING STRATEGIES
By: Erica Crouse

3. 5 BEFORE READING STRATEGIES

4. TEXT STRUCTURETEXT STRUCTURE
• What is text structure?
• Information about story grammars that is turned into
comprehension questions.
• Give students a clear, comprehension questions worksheet that
focuses on the big ideas of the story and make certain that the
comprehension question will accurately measure the
comprehension skill.
• 3 examples of text structure include: comparison/contrast,
cause/effect, and problem/solution.

5. THE TEXT DETECTIVE
•Before students read the assigned text, give them
the short answer worksheets with the key wh-
questions for them to answer.
•Wh- questions: “In what period of time is this
biography set?”
•“Where did this character live most of his life?”
•“Who was the most influential person in this
character’s life?”
•“Why do people say that this character is a
leader?”
•“When did the character encounter conflict with
the other?”

6. FRONTLOADING
• An effective way to differentiate
instruction through techniques used
before reading to activate students
prior knowledge, discuss critical
knowledge and vocabulary needed to
understand the text, and provide
information on text structure and
comprehension strategies useful in
understanding the text.
• An example: Before the teacher has
students begin reading the text on
landmarks, she plays a short video on
images of natural and man-made
landmarks. Then teacher and students
discuss together.

7. KWL CHART
• What is a KWL chart? It is a graphical
organizer designed to help in learning.
The letters KWL are an acronym, for
what students in the course of a lesson
already know, want to know, and
ultimately learn.
• Example: Students are about to read
material on Vertebrate animals. The
teacher hands each of them the KWL
chart. They are to complete K section
with what they already know on
vertebrate animals and the W section
on what they want to learn about
vertebrate animals. The L section will be
completed after reading based on
what they learned.

8. PREVIEWING VOCABULARY
• What to do: Preview vocabulary, write
and record definition in notebook. This
will help student to understand
meaning when it is read in the text.
• An example: Students are about to
read their weekly reading story with
their teacher. But before they begin
the teacher has them preview all their
vocabulary words located in the front
of their weekly story. Students will
preview the words and record the
meaning in their vocabulary notebooks
to look back on for later use.

9. 5 DURING READING STRATEGIES
During reading strategies ensure fluent reading, identify main ideas,
organize ideas and details, and enhance meaning.

10. FACTS CHART
• This strategy is used to help students
identify the main idea of a paragraph
of text and its supporting facts.
• This strategy is helpful for students who
have difficulty comprehending text.
With this strategy the text is broken
down paragraph by paragraph, fact
by fact.
• Example: Working individually or in pairs, you will
read through the text that was assigned and answer fill in
the sections of the handout. You will be asked to find the
main idea and the supporting details for a paragraph or
a whole passage. This will help you understand what you
are reading.

11. SQ3R
• SQ3R will help you build a framework
to understand your reading
assignment.
• With understanding comes
purposeful reading.

12. HOT SPOTS/COLOR CODE THE TEXT
• This is a great visual to help readers understand what
they are reading.
• It is created by the reader

13. LITERARY CIRCLES
• A literature circle is a book club, but with greater
structure, expectation and rigor. The aim is to
encourage thoughtful discussion and a love of reading
in young people.
• Example: Students will be divided up into small groups
of 5. Each student will receive a worksheet with a job
assignment for their book club. There are 5 jobs: Word
Wizard, Discussion Director, Illustrator/Mapper, Literacy
Luminary, and Connector. Each group will read the
same book and perform their jobs.

14. READING IN CHUNKS
• Breaking up reading passages into
“chunks”, or smaller sections.
• (1 paragraph - 3 paragraphs)
• Example: Teacher and students are
reading aloud the weekly reading story.
After a student has read the 1st
paragraph, the teacher has the option
of having another student continue
reading to the next paragraph or stop
and discuss what has already been
read. Breaking up the reading helps
with comprehension.

15. 5 AFTER READING STRATEGIES
• These strategies will help your
students clarify, summarize and
reflect on the material. In addition,
summarizing can significantly
increases comprehension by
incorporating the right and left sides
of the brain.

16. LITERATURE BASED THEMATIC UNITS
What is it?
Thematic units consist of a series of
learning experiences that are
focused on a particular topic, idea,
author, or genre; each unit consists of
specific learning or literacy outcomes
for students. Several pieces of
literature that support the theme
become the basis for major reading
and writing experiences within the
theme.
Example:
This week students are learning about
reptiles. The teacher has students
rotate to different centers, which
focuses on the weeks theme on
“reptiles”. At the reading center
students are to read the book “All
about reptiles.” In the science center
students will create a picture of a
reptile and list the characteristics of
their reptile along with a picture of
their reptile.
Reptiles

17. EXIT SLIPS
• What are they: They are one of the
easiest ways to obtain information
about students' current levels of
understanding. Effective lessons
commonly end with an activity in
which students reflect on their
experience of the lesson.
• What to do: They are one of the easiest
ways to obtain information about students'
current levels of understanding. Effective
lessons commonly end with an activity in
which students reflect on their experience
of the lesson.
• Exit slips are one of the easiest ways to
obtain information about students' current
levels of understanding. Effective lessons
commonly end with an activity in which
students reflect on their experience of the
lesson.

18. ORAL REPORTS
Follow these guidelines to ensure success in giving an
oral report:
A speech presenting the findings,
conclusions, decisions, etc., of a small
group.
• Select a topic
• Research the topic at the library and on the internet
• Decide on a thesis and find evidence to back up your thesis statement
• Create a written outline on paper
• Write notes to yourself on paper or on index cards on the main points of
the report
• Practice speaking the report to yourself
• Practice the oral report in front of a mirror
• Practice the oral report in front of a friend or family member
• Select the appropriate attire for giving the oral report
• Give the oral report with your notes in hand

19. LEARNING LOGS
• A Learning Log is a journal which evidences your own
learning and skills development.
• A Learning Log helps you to record, structure, think
about reflect upon, plan, develop and evidence your
own learning.
• For example: If in your Learning Log you include details
of what you did or how you did something then consider
asking yourself questions such as:
- Did it go well? Why? What did you learn?
- Did it go badly? Why? What did you learn?
- How can you improve for next time
• A Learning Log contains your record of your experiences,
thoughts, feelings and reflections.

20. RAFT STRATEGY
• RAFT is a writing strategy that helps students understand their role
as a writer, the audience they will address, the varied formats for
writing, and the topic they'll be writing about.
• By using this strategy, teachers encourage students to write
creatively, to consider a topic from a different perspective, and to
gain practice writing for different audiences.
• Role of the Writer: Who are you as the writer? A pilgrim? A soldier?
The President?
• Audience: To whom are you writing? A political rally? A potential
employer?
• Format: In what format are you writing? A letter? An
advertisement? A speech?
• Topic: What are you writing about?
• Example: Have students work in small groups and assign
everyone the same writing prompt. If in social studies you are
reading about the “Gettysburg War”, then assign a prompt that
goes with the reading.

21. REFERENCES
• Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier
approach. (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
• Campbell, E. (2001). Reading rockets. Retrieved from http://www.readingrockets.org/search?
cx=004997827699593338140:nptllrzhp78&cof=FORID:11&ie=UTF-8&as_q=Before, during, after reading strategies
• Images taken from Google pictures