BEFORE, DURING, AND AFTER READING STRATEGIESBy: Erica Crouse

5 BEFORE READING STRATEGIES

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.

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?”

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.

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.

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.

5 DURING READING STRATEGIES

During reading strategies ensure fluent reading, identify main ideas, organize ideas and details, and enhance meaning.

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.

SQ3R

• SQ3R will help you build a framework to understand your reading assignment.

• With understanding comes purposeful reading.

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

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.

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.

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.

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

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.

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

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.

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.

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