Applicable Reading StrategiesBefore, During, and After6th Grade-Nonfiction TextIndian River State CollegeJoshua Benyola11/13/16

Before Reading Strategies

1.Activate Prior Knowledge

2.Anticipation guide

3.Expectations and purpose

4.Text-features

5.Front-loading

????

Activate Prior KnowledgeThe students should have a variety of information stored away in the brain at this point in their education. The teacher's responsibility is to pull it out and connect it with the passage that is about to be read.

The KWL chart is a strong way to activate Prior knowledge.

● The first section of the chart is designated for the student to write anything they know about the subject or “activate prior knowledge”. This gets the student thinking.this is very important when trying to connect the student with what they know to the subject.

● Next is the middle column, which is designed to hold all of the questions the student has about the subject. If students don't know something this is the where they can write out a question to search for during the reading.

● The final column is meant for after the reading is complete. This acts as a motivator for the student to pay close attention to what is about to be read in the passage, article, etc.

Anticipation Guide

This strategy is designed to activate prior knowledge but also drive the kids curiosity about the subject.

Different questions can be asked like

● By reading the title what do you think the passage is going to be about?

● The passage talks a lot about a particular subject, can you relate to that in your own life?

● Provide a short video about the subject that is about to be learned. For example, if the lesson is going to be on sea turtles do a 2 minute video on sea turtles. Tell the students after the video based on the video, the title, and everything we have discussed what is today's reading going to speak about?

Purpose & Expectations

This is meant to inform the students why they are learning and reading the passage. This will give the students a clear understanding of what is expected to be grasped. Expectations can be defined in two ways. The teacher's expectation that will be made known to the students. Second the students expectations of the reading.

An activity that can accomplish purpose and Expectations in a before reading activity is discuss the answers that are to be answered after the reading. Go over what skills are to be gained and what areas are to be strengthened after reading is complete. Make sure the student realizes the importance of grasping this information because it will help them succeed. For example, compression, context clues, and inferences are all skills that students will need to master.

This type of short discussion will tell the student the importance, the purpose, and give a understanding of what is expected.

Text-Features

Based on what everything but the actual written text. This could be anything from pictures, vocabulary terms, sidebars, diagrams, etc..

The teacher would say something along the lines of…

● “class I want you to look at all the pictures in the passage and write down three things on your paper of what you think the passage will be about.”

● Class , if we read only the subtitles can we infer what will be discussed in the reading today.

Another activity that would be strong for connecting the text features with the reading is to have the students crete one of the diagrams they find within the passage. And then discuss it with a group for a couple of minutes. The point is to activate the students minds to be thinking about the unknown. To leave the conversation with a hunger to find out the actual truth would be great sign that the students are engaged and ready.

Front-loading

This is designed to activate anything that the student may know about the given topic.

In this case the teacher could give a pre-test or a preview through a mini lesson. Both of these activities could have vocabulary terms, questions about the subject from the passage, or short response questions that ask the student to relate personal experience with the subject.

The student should go through front-loading to activate thinking and get them ready for reading. Plus it gives the teacher a foundation of where the student is coming from.

Video- recap on Before reading

https://www.youtube.com/watch?v=WsmqMQpMW04

Now we are ready to begin!

5 1. Monitor Comprehension

2. Questioning the Author

3. Think-Aloud

4. Key Points

5. Metacognition

Monitor Comprehension

The student has goals on the areas they want to learn with in the reading. The student monitors comprehension of what is read by staying focused, paying attention to details, and recognizing the important areas of the text. For example, the student would recognize the main idea, supporting details, and the author's purpose. Speaking of purpose, the student does not read to just read but has the intention to master the content.

The teacher can help by(Found on Page 305-306):

Identify Where the Difficulty Occurs- “I don't understand the second...”

Identify What the Difficulty is- “I Don't get what the author means when...”

● Restate the Difficult Sentence or Passage in Their Own Words- “Oh, so the author means that coming…”

● Look Back Through the text- “The author talked about Mr. McBride in Chapter 2, but I don’t remember…”

● Look Forward in the text for information That Might Help Them Resolve the Difficulty- “The text says, ‘The groundwater may form a stream or pond or create a wetland…”

Question The Author/Self-Questioning

During reading sometimes it is unclear of what exactly the author is trying to say or the intention. The teacher would be responsible for posing questions that direct the student to grasping the author's purpose.

For example(Found on Page 307):

What is the author trying to tell you?

Why is the author telling you that?

Does the author say it clearly?

How could the author have said things more clearly?

What would you say instead?

Think-Aloud

The purpose of a think-aloud is to keep the students engaged, guide their thoughts, and keep important points from the passage at the forefront of the lesson.

The teacher can say things like “here is an important detail I would listen closely…” or “ I wonder what this word means...oh this word sounds similar to…”

The teacher can also pause through out the reading for a few seconds and point out a picture or a key point in the reading.

The reason Think-Alouds are strong during reading strategies is because it keeps the teachers thoughts and students thinking connected.

Remember sometimes students don't think of the the things teachers find to be obvious information. Think-Alouds eliminate the possibility of missing something important

Key Points

When reading, the key points are extremely valuable for the comprehension of the passage. Students and teachers work together to point out, learn, and grasp the key points. This could be some of the important details but also could be the author's purpose behind writing something.

Key Points are the foundation and the purpose of the writing. Without acknowledgment of these points the reader could mis what the meaning is.

During the reading the teacher must find creative ways to point out key points in the reading.

One way is by posing questions that relate to the key points. But make sure the question is one that will make the student have to search the reading carefully

Another way is by guiding the student through reading. Possibly by reminding the student to slow down or pay attention a key point is coming up in the paragraph.

Making-Inferences

During reading there are a lot of things that can keep students eager to learn. Making Inferences is a way students can engage their minds to think of what will happen next. They take what has been read already and try to draw conclusions.

The QAR strategy can help students identify the main idea, what the author is trying to say, and identify information that is not directly stated.

The teacher and the students work together to form inferences. And drives students to pay close attention to the upcoming text in the reading.

After Reading Strategies 1.KWL

2.Summarizing

3.Assessment

4.Questions

5.Compare

KWLBefore reading the passage the student made a KWL chart. On that chart they filled out what they knew about the subject and what they wanted to know. Now it's time to fill in the final column with what they learned.

This section should answer any of the questions the students asked in the middle column.

It also acts as a recap of the lesson and ties everything together.

Summarizing The students should be taught how to sumarize readings so that the main idea and key points of the passage are discussed. This should act as a recap and an overview of the reading.

The teacher can do this by asking questions, having the students write a paragraph summary, or create a graphic organizer.

Sometimes it is even benificial to do a class summary of the reading where the teacher conducts a discussion on the passage with the students. This way every student can feed off of one another.

AssessmentAssessment acts as a recape of the passage for the students. It is meant to test what the student retained while reading.

Assessment also plays an important role for the teacher. The teacher is able to check what areas the student excelled in and what areas they struggled in.

For example:

Lets sayt a student did really well in comprehension but did poorly in using context-clues. The teacher now can focus learning the weaker area. Plus it gives the teacher a running record of student progress form one passage to the next.

Questions

Teamwork makes the dream work!

The questions from the reading that were asked throughout get reviewed and discussed as a class.

Throughout the reading the teacher could have hinted at a lot of different pictures, words, or key points. There may be students who have questiones regarding those topics. At the end of the reading is the time to go over everything

Questions and Question Reviews are a great recape to a reading lesson.

Another activity that could be implemented with this end of reading strategy is peer reviews. Break the class into small groups and have them discuss the questions together.

CompareAfter reading it is important to compare or liken the reading passage to something the student can conn ect with. Maybe the teacher shows a film or short video that connects with the reading.

The student could be made to create a poster board with another student. They would would have to give a different example from their life that relates to the reading.

Or the teacher could have a guided discusion on compareing what they wrote prior to the lesson.

Remember, before the reading the student was made to write down what they knew, what they infered, etc..

Compare

ReferencesBursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier

approach. Upper Saddle River, NJ: Pearson.

Gagen, M. (n.d.). Home for Right Track Reading effective direct systematic phonics reading instruction and remediation programs for teaching children to read. Retrieved November 13, 2016, from http://righttrackreading.com/

Google Images. (n.d.). Retrieved November 13, 2016, from http://images.google.com/