Reading Strategies Using Non-fiction Strategies Effectively (Before, During, and After)Britnie Hawk RED4348
"Before" strategies activate students' prior knowledge and set a purpose for reading.
"During" strategies help students make connections, monitor their understanding, generate questions, and stay focused.
"After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.
Benefit and Purpose
Before Reading Strategies
• K-W-L Chart• Prewrite Questions• Preview Vocabulary• Word Splash• Think-Pair-Share
K-W-L Chart• Three-columned chart • Students write what they “K”now or
think they might know about the topic• Then add any questions they “W”ant to
have answered by the text• Return to the chart after reading and
record what was “L”earned through the reading
• Helps students activate prior knowledge
Prewrite Questions
• Students preview the text• Create questions based on the
text that they think the text is designed to answer
• This sets a purpose for reading• Helps students make
predictions• Helps prepare students on how
to mentally organize the information they are about to receive
Preview Vocabulary• Determine a list of key words or concepts that will
be essential to the lesson or have students skim the reading and select unfamiliar words
• Helps students become familiar with new words• Vocabulary helps them understand and
comprehend the reading more efficiently
Word SplashActivate Prior Knowledge• Comprehension and vocabulary
strategy that makes learning terminology fun and exciting
• Collection of terms or concepts from a reading
• Words or terms are “splashed” on the overhead for students to see
• Students write a story using familiar and unfamiliar words from the text
Think-Pair-Share• Students write down
thoughts• Discuss with a partner• Share thoughts with the
class• Uncovers various
perspectives and prior knowledge
During Reading Strategies
• Think Aloud• Table Talk• Graphic Organizers• Monitor Text• Make Inferences
Think-Aloud• Students use this to understand what comprehension “looks
like”• The teacher will stop at any given time to ask questions• Students retain information longer when teachers ask quality
questions about the text• Helps students who have difficulty answering inference
questions• Slows down the reading process and allows students to
monitor their understanding of the text
Table Talk• The teacher may stop at any
time and ask questions during the reading
• Allow students to discuss was just read or new terms
• Students become engaged and helps keep the focus while reading.
Graphic Organizers • Provides structure and guidance
as students are reading text• Offers visual means of explaining
and organizing information• Helps students see the
connections among different items of information
• Helps students utilize metal imagery
Monitor Text• The Monitoring/Clarifying strategy
teaches students to recognize when they don't understand parts of a text and to take necessary steps to restore meaning
• Encourage students to think about their own thought process during reading
• Monitoring/Clarifying helps students learn to be actively involved and monitor their comprehension as they read
• Adjust your reading rate: slow down or speed up
Make Inferences• Ask internal questions
while reading text• Make predictions and
either conform or dismiss these predictions while reading
• Combining textual information with prior knowledge
• Inferences help the reader to understand the text
After Reading Strategies
• Summarizing• Exit Slips• Jigsaw• Reflection• Graphic Organizer
Summarizing• Helps students determine
essential ideas and consolidate important details
• Enables students to focus on key words and phrases
• Students learn how to take large sections and focus on the main concept or ideas
Exit Slip• Students write responses to
questions the teacher poses at the end of class
• Allows the teacher to check what the students learned or comprehended
• Helps students reflect on what they have learned and express what or how they are thinking about the new information
Jigsaw• Breaks up larger text into smaller
chunks• Re-reading and becoming an expert
on a specific portion of the content• Encourages listening, engagement,
and empathy by giving each member of the group an essential part
• The Jigsaw strategy places great emphasis on cooperation and shared responsibility within groups.
Reflection• Teacher poses open-ended
questions for students based on the topic learned
• Students can use text-evidence to answer the questions
• Students write about the new content or perspectives they learned
• Describe how the new learning relates to previous understandings
Graphic Organizers • Provides structure and guidance
after students reading new text• Offers visual means of organizing
information• Helps students see the connections
among different items of information
• Helps students utilize metal imagery• Helps students to reflect on what
they have learned
References• Bursuck, W., (2011). Teaching Reading to Students Who
Are At Risk or Have Disabilities: A Multi-Tier Approach (2nd Ed.). Upper Saddle River, NJ: Pearson Education
• Reading Rockets, (n.d.). Classroom Strategies. Retrieved from: http://www.readingrockets.org/strategies
• ASCD (2016). Learn Teach Lead. Retrieved from: http://www.ascd.org/ascd-express/vol5/511-breiseth.aspx
• Seminole County Public Schools (2016). Reading Strategies. Retrieved from: http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/DuringReading.aspx