Reading Strategies: Beginning, During and After.

Beginning Reading to do list:

1. Activate prior knowledge 2. Set a purpose for reading3. Scan the text4. Look at the pictures5. key words (vocabulary)

Activate prior knowledge:

In order to understandthe importance of and to fully comprehend what one is reading,one must activate prior knowledge.

When activating prior knowledge one will make connections before,

during and after reading (prior knowledge).

Activate prior knowledge:

How do I start to activatemy prior knowledge?To begin a KWL chart is an easy way to organize your thoughts (prior knowledge).

K-W-L

When using a KWL chart the“K” and the “W” can be filled outprior to reading. The “K” willrepresent what the reader already knows about the topic. As the readeryou should list all facts that you knowrelated to the topic. The “W” will represent what you the reader wantsto know (KWL).

Setting a Purpose for Reading:

Once the KWL chart has been started the brain should be warming up.Now that the brain has had time to think about what you know and what you want to know, it is time to use this information to determinethe purpose for reading. “When you read a nonfiction text, your purpose is to learn something, soYou want to be ready to learn before you start reading (reading purpose)”. By looking at the front and back of the text, reading the title and using theKWL information you will have a better understanding of what you are going

to read and why.

Scan The Text:

Before reading it is important to scan the text. Using the methodSCAN will help to remember whatto look for.

S-survey the headings C-capture the captions and visuals ( look at the captions under all pictures and graphs)A-attack bold face words (look for Keywords)N-note and read the chapter questionsIf available (scan).

Pictures/Graphs

When scanning the text look for important key words, thesewords are usually in bold print. The key words can be organized into Semantic maps, which are “visual representations of vocabulary that help organize subject matter (Bursuck,Damer 244). When using this graphic organizer write the keyword in the middle. Then write details about the word around it including, what it is,what is it like and some examples (Bursuck, Damer 245).

During Reading:

1. Run strategy- reading speed(fluency)2. Run- word recognition3. Graphic organizers4. Self-Questioning5. Pause-Think-Reflect

RUN:

RUN will help you remember three important tips for reading.

R- read and adjust speed (run). While reading pause to take noteif you are remembering what you are reading. If not slow down and think about what you are reading.

U- use word identification skills (run). Use context clues for unfamiliar words, break words apart and sound them out.

N- notice and check parts you don’t understand (run).

Graphic Organizers:

Graphic organizers such as tables and charts help to organize information and assist the memory while reading and after reading for review (Bursuck, Damer 286).

Cornell notes is one way of organizing facts and thoughts onto paper to assist the memory. When taking Cornell notes draw a line down the center of the paper. Onthe left side write key topics such as the bold face print titles from the text. On theright side write bullet points of information that will help to remember what youread from the text such as, dates, namespeople and repeated information (Cornell).

Self Questioning:

While reading it is important to ask questions as a way of reviewing the text. This will helpyou to determine if your are comprehending and understanding the text(Bursuck, Damer 296). Think of questions that will help make sense of the text; such asconsidering the bullet points from the Cornell notes, what I am writing down does it make sensewith the bullet points? Can I find an answer in this section? Whatdoes the text want me to remember from this section? Whenasking these questions and you find you are having trouble

answering them, then go back and re-read the text. RememberRUN - slow down and read slowly for comprehension.

Pause-Think-Retell:

During reading at the end of a section or page pause and think. Think about what wasjust read and try to retell the sequence of events in your head. If you are able to thinkand retell what was read then move on, if not go back and re-read the section (pause).

After Reading:

1.KWL2.Reflect3.Review notes4. Making text

connections5. Test-making

skills

KWL:

Now that you have completed reading it is timeto fill out the “L” on the KWL chart. The “L” standsfor “what I’ve learned”. Refer to your Cornell notesand think about the facts that stand out to you and write them down in the “L” column (KWL).

Reflect:

After reading has been completed it is time to think about what you haveread. Review your notes andwrite down a summary of whatyou have learned. A summaryor reflection will help to reinforce the new information to memory(reflect).

Review Notes:

Making Text Connections:

Using the making text connections organizerwill help to draw a more clear understandingof the material. Try doing this on your own, butuse your notes if needed. When filling this outyou will make personal and real world connections to the text (making connections).

Test Making Skills:

Now that you have had plenty of time to review the text and your notes, tryyour test making skills. Try making a test about 5 questions and then exchange your test with a partner. Try to take the test and then give each other feedback (Bursuck, Damer 318).

To wrap up an review there are three parts to being an organized reader before reading, during reading and after reading strategies. Remember to skim the text, reflect on what you already know, take clear notes, slow down and re-read, reviewnotes, re-read for comprehension and above all reflect and take in the informationfrom the text. Enjoy reading don’t look at it like a task but as an opportunity to broaden your mind.

Works Cited: Prior knowledge (2014). Activating Prior Knowledge.

https://www.teachervision.com/skill-builder/reading-comprehension/48540.html

Bursuck, W, Damer, M. (2011,2007). Teaching Reading to Students Who Are at Risk or Have Disabilities.

Pearson. NJ.

Cornell (2014). http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf

KWl (2014).http://www.portal.state.pa.us/portal/server.pt/community/before-during-

after_reading_strategies/7540/a_-_after_%28post_reading%29/508382

Making Connection (2014). Ready to Use Graphic Organizers.

http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/Domain/93/ReadytoUseNonFicti

onGraphicOrganizerswit.pdf (making connections)

Pause (2014).Strategies to Use During and After Reading.

.http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/strategies.htm

Reading Purpose (2014).Introduce Purpose for Reading.

http://www.freereading.net/index.php?title=Introduce:_Purpose_for_Reading

Reflection (2014).http://www.portal.state.pa.us/portal/server.pt/community/before-during-

after_reading_strategies/7540/a_-_after_%28post_reading%29/508382

Review Materials(2014). Review Materials Committing Learning to Long Term memory.

http://www.mindtools.com/pages/article/newISS_05.htm

Run (2014). http://educatoral.com/scan_n_run.html

Scan (2014). http://educatoral.com/scan_n_run.html