Reading Strategies usedfor Before, During, and

After, Reading

Ashley PastrovicchioRED 4348Critical Assignment #1

Before Reading Strategies

1) Activating Prior Knowledge

2) Increase their interests3) Pre-viewing Vocabulary 4) Posing Questions5) Preview and Set a Purpose6) Think-Pair-Share

Activating Prior Knowledge

Thinking about what you already know about a topic

Text to Text: is there a connection between the text and something else you have read?

Text to World: are there connections between text and facts/information about the world?

Text to Self: are there connections between the text and your personal experiences?

Increasing your students interests BEFORE they read

But how do you ask?You can gain your students interests by implementing hooks into each lesson.

Videos that connect to the topic Interactive quizzes;

For example, Kahoot.com Connect what you are teaching to real life

Pre-Viewing Vocabulary

Pre-viewing the vocabulary in the text before reading is a great way for students to become familiar with the words used throughout, which increases their comprehension of the text.

~For example: Word SplashThe teacher will pull out vocabulary words from the text and students will use these words to predict what will happen in the story. This allows for the students to infer and critically think.

Posing Questions Students write down questions that they

want answered about a specific topic they are going to read about.

~For Example: students can do this on sticky notes or in the margins in order to organize their thoughts and easily connect their questions to the answers that they receive after reading the text.

This strategy helps activate students background knowledge and prepare them to read the text.

Preview and Set a Purpose

Read headlines and Subtitles

Read captions Look at the pictures and

other graphics ~This helps students get some information about what they will be reading.

Students ask themselves:Why are I reading this?

Is it to learn about something?

Is it to learn how to do or create something?

Is it to get information about a person, place, or thing?

Think-Pair-ShareT: (Think) Teachers ask students specific questions that allow students to think about what they know or have learned about a topic

P: (Pair) Students will be paired up into groups

S: (Share) The students share their thoughts with their partner. The teacher then expands the share into whole class discussion.

Helps students to think independently about a topic and answer questions.

Teaches students to share their thoughts with others and increases their communication skills

During Reading Strategies

1) Comprehension Monitoring

2) Asking Questions3) Using Graphic

Organizers4) Partner Reading5) QAR6) Read Aloud 7) Readers Theatre

Comprehension Monitoring

Students are consistently asking themselves “Is what I am reading make sense?”

Pause and think about what you are reading Students can ~Identify where the difficulty occurs; ex: ”I don’t understand paragraph 3 on page 56.”~Identify what the difficulty is; ex: “I don’t understand what the author means when she says….”~Restating the difficult sentence of passage into their own words~Looking back and rereading through the text when they don’t fully comprehend what they were just reading

Asking Questions When teachers ask frequent,

quality questions about text, their students retain information longer and understand the text clearer.

Students can integrate the information from the text with their own knowledge and become critical thinkers.

Teachers must preplan the questions before the lesson to ensure that there is a variety of different types of questions.

~There are two main categories of questions: Literal Questions: students can

find information to answer the question directly in the text; ex: facts, vocabulary, dates, etc.

Inferential Questions: the answers are not explicitly stated in the text, Students use hints and clues from the text along with their own knowledge and experiences to answer; ex: “How did Stuart Little’s size help his family?”

Using Graphic Organizers

Graphic Organizers are visual representations of information that depict relationships between facts, terms, and ideas.

When using graphic organizers while students are reading the text, it stimulates interest, keeps them actively thinking, and organizes information in the text to retain it longer.

Partner Reading Two students are paired up together to work. One student would have a higher reading

level and the other would have lower reading level. The

students would take turns reading and tutoring the other

with reading. Reading material will be at the

lower-performing students level where they can read it with at

least 95% accuracy.

This strategy is over the course of at least a few

weeks before the partners are changed.

This strategy is also used to conduct student speed drills or other fluency activities.

Question- Answer Relationship

QAR helps students make inferences about information from a text. Each question gives students various ways to draw inferences.

The four types of questions are: Right There Author and You Think and Search On My Own

Right There questions can be answered by looking in the text.

Author and You questions ask students to think about what they know, what the author states in the text, and how it fits together.

Think and Search questions can be answered from different parts of the text and piece them together.

On My Own questions ask students to use their own experiences to answer the questions.

Read Aloud Read alouds are planned readings of a text to students

for a specific purpose. This strategy gives students the opportunity to view the

teacher model fluent and effective spoken English, as well as build on vocabulary, oral language, core knowledge, visualization skills and increase their motivation for reading in general.

Effective read alouds gives students the opportunity to answer questions to clarify the meaning of the text. Most students are able to listen and comprehend higher levels of text rather than reading it independently at their seats.

Readers Theatre This strategy helps students increase their fluency.

Students are put into small groups and read a passage with expression.

The teacher will model how to read with expression if students appear to be struggling after the first or second time in their groups.

Its important that teachers only use readers theatre after the students can accurately read the passages and use this strategy to work on fluency and emphasize on how well the students can express the passage.

After Reading Strategies

1)Summarizing 2)Exit Slips3)Reflection4)Question the

Author5)Retelling6)Jigsaw

Summarizing Summarizing helps students identify the main idea in text

and recognize important events. This strategy also helps students evaluate their

understanding of what they have read. Students use graphic organizers, such as story maps, to

help them summarize the story. Summarizing, using outlines provided, also helps students

to put all the important information together from the text to be able to write it into paragraph format.

Exit Slips Exit slips are quick and

easy way of assessing students comprehension of any lesson or unit throughout the day.

This strategy enables students to reflect on what they have learned.

These can include, but not limited to, index cards or small pieces of paper with either questions on them or prompts for the students to answer.

Reflections This strategy requires students think back to what

they read in the text. Their goal is to then figure out what the text was mainly about and provide details explaining how they know.

Reflections help boost students metacognitive skills.

Some ways in which you can implement this strategy into classroom activities:

Talk about it Write about it Draw about it

Question the Author

This strategy allows students to ask questions about their readings.

Students may ask themselves:~Do I still have any questions about this topic that I don’t have answered?~Were the questions that I created before reading answered after reading the text? ~What was the author trying to tell me?~How could the author have said things more clearly in order for me to understand better?~What would I say instead?

Retelling Retelling stories is an excellent way

for students to self monitor how much they remember about their reading.

Students are suppose to be able to retell the story in their owns words, not remember the exact wording from the text.

Students need to try and remember:~Who was the story was about?~What happened in the story?~Where did the events happen?~When did this take place?~Why did the events happen that way?

Jigsaw

The students would be paired off into groups. They will each work on an important part of a topic or text and tell the other students in their group about their information that they collect.

This strategy is used for both during and after reading however because they first have to be assigned a specific part and read the material. Then they will meet back up into groups after they read and teach their team about the information they have just read.

The Jigsaw strategy was first developed in the early 1970’s by Elliot Aronson and his students.

References: Bursuck, W. and Damer, M. (2011). Teaching reading to

students who are at risk or have disabilities: A multi-tier approach. 2nd ed. Pearson: Boston

Aronson, E., Social Psychology Network. (2000-2014). Jigsaw Classroom. Retrieved March 24, 2016 from: http://www.jigsaw.org/

Graphics: Phillip Martin Clip Arthttp://www.phillipmartin.info/clipart/homepage.htm PowerPoint Clip Art