Crit ical Assignment #1

RED4348

Kathryn Borruso

READING STRATEGIES FOR

BEFORE, DURING, AND AFTER READING

BEFORE YOU BEGIN READING1) Set a purpose for reading.

2)Preview what you are going to read.

3)Activate your background knowledge.

4) Make predictions about what you will read.

5)Set your reading speed.

Reading preparation is important because it affects how you comprehend what you read.

Setting a purpose defines and supports the reason(s) why you are reading a certain text.

1. SET A PURPOSE FOR READING

Why do you want to read a certain text?

You:• Need information on a

certain topic.• Are reading for enjoyment.• Need to make a decision on

a topic.• Are curious to begin

learning about a subject.• Want to build/create

something.

There are multiple benefits of previewing what you are going to read. Some of the benefits are:

Noticing any new vocabulary words.Gaining an idea about the content

of what you will be reading.Increasing an interest in reading

the text.

During the preview stage, you should:

Look at the titles and headings.Look at the pictures and graphics.Skim through the text.

2. PREVIEW WHAT YOU ARE GOING TO READ

Word Webs can be beneficial when noticing words that aren’t familiar to you.

Before you begin reading, you can create a word web to jot down any information you think you know about the word, and then use the word web while reading to define the word.

2. PREVIEW WHAT YOU ARE GOING TO READ CONTINUED…

3. ACTIVATE YOUR BACKGROUND KNOWLEDGE

Connecting previous knowledge with new knowledge.

To understand and comprehend text, you need to access your prior knowledge on the subject.

For example, when reading about hurricanes that have impacted Florida, students who have lived in Florida and experienced hurricanes would understand the text content more than someone who doesn’t know about hurricanes in Florida.

3. ACTIVATE YOUR BACKGROUND KNOWLEDGE CONTINUED…

To help understand other students background knowledge, a Think-Pair-Share can be useful.

Every student would individually have their own background knowledge, and then learn about someone else’s background knowledge when paired together.

You can learn more information about the background of the topic you are going to read about.

Predict what you think you may discover/find while you are reading.

4. MAKE PREDICTIONS

Create a list of questions you think can be answered by reading the text.

A Know-Want to Know-Learned Chart (KWL Chart) can be very useful. The first column (K) contains things you already know about the text/topic, the next column (W) contains questions that may be answered in the text, and the final column (L) is the answers to your questions.

5. SET YOUR READING SPEED

Setting an appropriate reading speed can help you to understand the material more completely.

Different types of writing have different reading rates, so before reading you should determine the proper reading speed.

Speed relates to your reading purpose. Write down why you are reading and the speed you should read at to support why you are reading. For example, if I was reading to find specific information, I would read slowly and carefully. If I was reading for enjoyment, I would read in a more relaxed way.

DURING READING1)Monitor your reading.

2)Visualize what you are reading.

3)Question throughout the text.

4)Make connections.

5)Determine the importance of content.

During reading strategies help you to stay engaged throughout your reading and comprehension.

You can refer back to your notes at any point during a reading to remember what was previously read.

1. MONITOR YOUR READING

Throughout reading any text you want to keep asking yourself, “Do I understand what I just read?”

This will allow you to know if it is necessary to reread certain material or not.

Note-taking guides can be beneficial for students to ensure that they are comprehending important material.

Use the information from the text to create mental images of what you are reading. This can help you comprehend what is occurring throughout the text.

Creating visualizations will help you recall details and draw conclusions.

A teacher may provide an illustration activity, so all students can see concrete images of the text content.

2. VISUALIZE

3. QUESTIONCreate questions as you are reading a text. Questions may be:• What is the author not telling

me?• What is the author’s purpose

for this paragraph?• What did I learn from this

section?• Did I want to know more about

that?When you question what you read, you are understanding the text on a larger scale.

A teacher may post questions on the board to think of while reading to provoke deeper thoughts.

When making connections, you are using both text information and background knowledge.

Connections can be made between ideas, concepts, and people in non-fiction texts.

This strategy also involves self-questioning. Some connection questions you ask yourself are: Does this relate to another text

I have read? How are these details related to

our current world? Does this text relate to my

daily life?

4. MAKE CONNECTIONS

5. DETERMINE IMPORTANCE

Knowing your purpose for reading ties into determining which information is important and which is not.

In different texts, you will read lots of information that may not relate to what you are reading about. By using a graphic organizer, you can ensure that you understand the most important information clearly.

AFTER READING1)Reflect on what you

have read.

2)Clarify for understanding.

3)Summarize what you have read.

4)Discuss the new information.

5)Apply the new information.

After reading strategies review your understanding and comprehension of text.

1. REFLECTReview what you have just read to see if you understand everything.

Can you identify the purpose for writing?

Can you list important ideas and details?

Did you learn any new vocabulary words?

This strategy can involve self-questioning, note-taking, and graphic organizer use.

If you have questions about the text that you need to understand, clarifying is a great strategy.

You can go back into the text and reread information to understand more completely.

Rereading may involve:Reading to find the definition of a word.Reading a paragraph to understand the purpose.Reading a certain section to search for key information.

2. CLARIFY

3. SUMMARIZEDuring a summary, you briefly describe what you have read by discussing main points.

When summarizing non-fiction, some things to keep in mind are: • The main idea of the text.• The supporting details in

the text.• Evidence in the text.• Clear explanations of

content.

This strategy will help you retain the information you read, as well as check for understanding.

Discussions help to improve reading comprehension because multiple students are sharing how they used other reading strategies to comprehend material.

A class can discuss key questions of a text through a group Question- Answer- Relationship Activity (QAR Activity). Types of QAR questions are: Right There Questions- found

directly in the text. Think and Share Questions- parts of

a text put together. Author and You Questions- think

about what the author has said. On My Own Questions- use own

experiences to answer.

4. DISCUSS

This will help you to remember the information read as well as understanding how to use the information in real life.

5. APPLYTell someone what you read about in detail and/or use the new knowledge to enhance another area of your life.For example, if you were reading a non-fiction text on protection from mosquitoes, you can explain to someone the importance of protection and recommend how to stay protected in their everyday lives.

Explain what you have learned from reading and if you met your purpose for reading.

Crit ical Assignment #1

RED4348

Kathryn Borruso

REFERENCES

Content ReferencesBursuck, William D., and Mary Damer. Reading Instruction for Students Who Are at Risk or Have Disabilities. Boston: Pearson/Allyn and Bacon, 2007. Print.

"Classroom Strategies." Reading Rockets. N.p., n.d. Web. 25 Mar. 2016. <http://www.readingrockets.org/strategies>.

Roe, Betty D., and Elinor P. Ross. Integrating Language Arts Through Literature and Thematic Units. Boston, MA: Pearson/A and B, 2006. Print.

Crit ical Assignment #1

RED4348

Kathryn Borruso

REFERENCESImage ReferencesAnchor Charts. Digital image. Pinterest. N.p., n.d. Web. <https://www.pinterest.com/quinnate2/ anchor-charts/>. Arussell. Digital image. Wiki PB Works. N.p., n.d. Web. <http://arussell.pbworks.com/w/page/ 69681/FrontPage>. Beckert, Allison. Writing Tips & Creative Theory. Digital image. Art of Stories. N.p., n.d. Web. <http://art-of-stories.com/writing-tools-narrative-summary/>. Book Clipart. Digital image. Pinterest. N.p., n.d. Web. <https://www.pinterest.com/pin/ 158540849355142597/>. Comprehension Strategies After Reading. Digital image. Play to Learn. N.p., n.d. Web. <http:// playtolearnpreschool.us/comprehension-strategies-after-reading/>. Comprehension Strategies Before Reading. Digital image. Play to Learn. N.p., n.d. Web. <http:// playtolearnpreschool.us/comprehension-strategies-before-reading/>. Comprehension Strategies During Reading. Digital image. Play to Learn. N.p., n.d. Web. <http:// playtolearnpreschool.us/comprehension-strategies-during-reading/>. 

Crit ical Assignment #1

RED4348

Kathryn Borruso

REFERENCESImage ReferencesDetective Clip Art. Digital image. ClipArts. N.p., n.d. Web. <http://cliparts.co/detective-clip-art>. Digital image. Clip Art Panda. N.p., n.d. Web. <http://www.clipartpanda.com/categories/ pseudonym-clipart>. Digital image. Help For Struggling Readers. N.p., n.d. Web. <http://helpforstrugglingreaders.blogspot.com/2012_06_01_archive.html>. Digital image. Ladybug's Teacher Files. N.p., n.d. Web. <http://www.ladybugsteacherfiles.com/ 2011_05_01_archive.html>. Digital image. My Cute Graphics. N.p., n.d. Web. <http://www.franklin.provo.edu/Site_School/ 0015/index0015.htm>. Digital image. TEFLReflections Word Press. N.p., n.d. Web. <https://teflreflections.wordpress.com/tag/reading-for-gist/>. Digital image. 3rd Grade Reading Parade Word Press. N.p., n.d. Web. <https://

rxt027.wordpress.com/author/rxt027/>. Effective Reading Comprehension Strategies. Digital image. SCP.HBSD.CA Library. N.p., n.d. Web. <http://scp.hdsb.ca/content/other%20sites/library/?

OpenItemURL=S13BF044C>. 

Crit ical Assignment #1

RED4348

Kathryn Borruso

REFERENCESImage ReferencesGodfrey. Student Success. Digital image. Mrs. Godfrey's Class Weebly. N.p., n.d. Web. <http:// mrsgodfreysclass.weebly.com/student-success.html>.

KWL Chart. Digital image. WIkis Engrade. N.p., n.d. Web. <https://wikis.engrade.com/ kwlreading>. Ramsden, Susan. A Deep Breath Moment. Digital image. Coetail. N.p., n.d. Web. <https:// www.coetail.com/ramsdensuzy/2015/09/20/what-if/>. Reading Comprehension. Digital image. Pinterest. N.p., n.d. Web. <https://www.pinterest.com/ santillanam/reading-comprehension/>. Reading Resources. Digital image. Franklin Elementary School. N.p., n.d. Web. <http:// www.franklin.provo.edu/Site_School/0015/index0015.htm>. Think Pair Share Strategy. Digital image. Angelenes Virtual Tool Bag. N.p., n.d. Web. <https:// angelenesvirtualtoolbag.wikispaces.com/Think-Pair-Share+Strategy>. Word Web. Digital image. Pinterest. N.p., n.d. Web. <https://www.pinterest.com/pin/ 195977021254321552/>.