Critical Assignment 2 Flipchart

Before, During, and After Reading StrategiesKimberly Demusz

Due Date: 11/19/15RED 4348

Professor Engle

Before Reading Strategies

Picture Walk

K-W-L

List-Group-Label

Ask Questions

Vocabulary Preview

Picture WalkStudents will look through the pictures of a book.

Done before reading an unfamiliar story

Allows students to make predictions about what the text will be about.

Familiarizes students with the story prior to reading or introducing the text.

K-W-LA chart that has three columns

K-W-L stands for what you know, what you want to know, and what you learned.

This strategy will allow students to activate their prior knowledge before reading.

Students will create a chart and write what they know about a topic before we read.

List-Group-Label Step one: Select a topic and brainstorm a list of related words about the

topic

Step two: Group the words into subcategories

Step three: Label the groupings with descriptive titles

Helps students learn new vocabulary and content by using their critical thinking skills.

Develops categorizing skills and builds background knowledge about a topic

Increases brainstorming skills about a topic and helps students create categories with their list and state why they fit into that category.

Ask Questions Asking questions before reading increases interest about a topic and prepares

students to read.

When students ask questions before reading they will read selectively through the text to find their answers and review important points in the text.

Allows the reader to think about what the text will be about before they read.

Example Questions:

“What is the story about?”

“What does the character want?”

“Will she get it?” “If so, how?”

Vocabulary PreviewStudents will preview unknown words so the following can

improve together; background information, new word understanding, and comprehension of the text.

List all words that will be important for students to understand and quiz them on their meaning before moving on.

Students will become familiar with new words.

During Reading Strategies

ReQuest

Story Map

Reciprocal Teaching

Think aloud

Mark the text

ReQuestMeans reciprocal questioning

Strategy that reverses roles from the teacher asking students questions to the students asking questions of the teacher.

Allows the students to brainstorm questions that they think are important.

Increases reading comprehension of the text because the students will need to know what the text is about or what is going on in the story to ask the teacher questions.

Teacher will ask follow-up questions, and model effective questioning for readers

Story MapGraphic organizer that helps students learn the elements of

the text.

Characters, plot, setting, conflict, and resolution.

Helps the students read carefully to learn the

details of the text.

Allows students to organize information efficiently and improves comprehension.

Reciprocal Teaching Students become the teacher in

small groups

Encourages students to think about their own thought process during reading.

Helps students to be actively involved and monitor their own comprehension as they read.

Students will learn to ask questions during reading.

Group of students will have one of the following roles; summarizer, questioner, clarifier, and predictor.

Summarizer: highlights key ideas

Questioner: creates questions about the text having to do with unclear parts or puzzling information.

Clarifier: addresses confusing parts and answers any questions that were just posed.

Predictor: predicts what the author will tell the group next, or what event will happen next.

Think aloudTeacher models what the students should be thinking about,

while they are reading.

Teacher will stop at any point to ask a question about the text during reading and students will answer questions posed by the teacher.

Helps students slow down their reading process and monitor to make meaning of the text.

Students will learn to re-read a sentence, read ahead to clarify, or look for context clues to make sense of what they have read by the teacher monitoring this behavior.

Mark the textStudents identify important concepts in the text that they

should know about or refer back to.

Taking notes on the text like writing down the setting or characters in the margin, circling unknown words, underlining the main idea, or highlighting important information.

Improves students comprehension and recall.

Students will be able to better summarize the text and make meaning of what they have read.

After Reading Strategies

Summarizing

Exit Slips

Sequence Chart

Umbrella

Team Review

SummarizingStudents are able to focus on key ideas and phrases of a text

that are important to remember and take note of.

Teaches students to take large sections of a text and reduce it down to the main points for more simplified information.

Summarizing is a great way to teach students to look for the major concepts in a piece of text and consolidate important details that support those ideas.

This is a skill to be learned over time, not acquired.

Exit SlipsStudents fill out a slip of paper with questions on it to show

what they have gained from the lesson.

These slips get turned into the teacher for he/she to review. The teacher will be able to determine if he/she needs to go back for the students who are below level or give any students enrichment.

Quick informal assessments enable teachers to assess students understanding of the material.

Sequence chartHelps students recognize organizational patterns in the text,

steps in a process, and the importance of sequential order.

Students will learn the order that events occurred.

Students will get a chart and go through the text to write out the events that happened in the story. This chart is a great strategy to teach students to look back into the text.

UmbrellaGraphic organizer to address the main idea in a type of text.

Used to help students identify the main idea and the related supporting details of a text.

A specific topic goes on top of the umbrella and students will need to write the details under the umbrella that connect with this topic.

Details would be located in the text.

The teacher will be able to determine how much the student understands by pulling the main idea and supporting details from the text.

Team review Students will be placed in groups and given the opportunity to review

the text that they have been working on and share their knowledge with other students.

Students will learn about what others think and add those ideas to theirs.

Teaches students how to express themselves to convey ideas to others. It will also improve students speaking skills in front of the class and discussion.

Students will understand more

when they discuss with others what

they have learned.

References After Reading. (n.d.). Retrieved November 19, 2015, from

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx

Bursuck, W., (2011). Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier Approach (2nd ed.). Upper Saddle River, N.J.:Pearson

List-Group-Label. (n.d.). Retrieved November 19, 2015, from http://www.readingrockets.org/strategies/list_group_label

Taking a Picture Walk. (n.d.). Retrieved November 19, 2015, from http://www.handsandvoices.org/articles/education/ed/V11-2_picturewalk.htm

Think-alouds. (n.d.). Retrieved November 19, 2015, from http://www.readingrockets.org/strategies/think_alouds