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.