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Reading StrategiesFun ways to be a wonderful reader!6th Grade and above Nonfiction ReadingBy Joseph Stence
How to Become an Excellent Reader Go through the flip chart Go over the Before, During, and After
strategies Use at least one of each strategy in your
reading
Before Reading
KWL charts Think-Pair-Share Skimming Background Knowledge Pre-Vocabulary Lesson
KWL Make a chart with three columns labeled
K-W-L The K-column is for what you know
already about the non-fiction topic The W-column is to write what you want
to know about the topic The L-column is to be filled in about
what you learned about the topic after you finished reading
Think-Pair-Share Find a partner with whom to share with Predict what the passage might be
about Ask yourselves what you already know
about the topic
Skimming Read title and headings Look for words in bold Look for underlined words or italicized
words Read captions Look at pictures
Pre-Vocabulary Lesson The student should go through the
nonfiction book or article and look for words in bold or any unfamiliar words
These words should be defined before reading the passage.
Background Knowledge Connect background knowledge to new
knowledge that you will read in the text. Discussion among classmates any
knowledge they may have about the subject about to be read.
Activate what he or she knows to use it during reading to comprehend a text.
During Reading Story Maps Think-Alouds Underline or highlight words Guided Reading Take notes
Story Maps Complete a story map which will help
you focus on the significant elements in a story as well as the relationship among these elements.
In the story map you write down the name of the story, its author, the setting, characters, the problem and the solution.
Think-Alouds You may need to think out loud about
the story. Ask questions: “I wonder why . . .”
“Can I learn more about . . .” I predict that this next section will be
about . . . because . . . I have a picture in my mind of .. . .
Underline or Highlight If possible underline or highlight
important words, titles, subtitles, unfamiliar words and key terms.
Mark each paragraph Mark unknown vocabulary, metaphors,
and concepts
Guided Reading Find a student, parent or volunteer Have them model how to read a
passage After you are comfortable with the
passage you can read in independently
Take Notes Use Cornell Notes Fold a piece of paper in half. On the left side write the main idea of
the passage. On the right side of the paper write
notes that are aligned with the main idea written on the left hand side of the paper.
After Reading Retellings Atribute Map Time Line Ven Diagram Flow Chart
Retelling After reading the story you retell it the
way you remember it. Tell the story with details that you think
are important
Atribute Map Display characteristics, thoughts, or
ideas related to a central topic.
Time Line Draw a line extending from the
beginning of a period of time to the end of the period with intervening events placed at intervals.
Give your timeline a title Make a list of events to include Decide when it will begin and end
Ven Diagram Draw two or more overlapping circles to
compare and contrast concepts or information
Write details that tell how the subjects are different in the outer circles.
Write details that tell how the subjects are alike where the circles overlap.
Flow Chart Draw a visual representation of a
sequence of events. Pick out the main events Describe these events in words or in
pictures
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
Roe, B.D., & Ross, E.P.,(2006). Integrating language arts through literature and thematic units. Boston, Massachusetts: Pearson Education, Inc.