BEFORE, DURING, AND AFTER READING

STRATEGIES JENA WEBSTER

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CRITICAL ASSIGNMENT #2

BEFORE READING STRATEGIES BEFORE READING STRATEGIES GIVE STUDENTS THE POWER TO OPEN THEIR

MINDS TO WHAT IS TO COME AND HELP PREPARE THEM FOR WHAT THEY ARE ABOUT TO READ

• Previewing text • Identify Key Vocabulary

• KWL Chart • Making Predictions • Identify a Purpose

PREVIEWING TEXT

• STUDENTS SHOULD LOOK FOR ITEMS IN BOLD PRINT OR

ITALICEZED WIRITNG

• DISCUSS WITH STUDENTS KEY TERMS WITHIN THE STORY TO PREPARE

THEM FOR WHAT IS TO COME

• READING THE BACK OF THE BOOK, OR THE PREFACE

IDENTIFY KEY VOCABULARY

• IDENTIFYING KEY VOCABULARY IN A STORY WILL HELP STUDENTS UNDERSTAND THOSE WORDS WHEN THEY APPEAR WITHIN THE TEXT

• STUDENTS CAN MAKE FLASHCARDS OF DIFFICULT VOCABULARY WORDS TO USE WHILE READING AS A QUICK RESOURCE

• DEFINING THESE WORDS BEFORE BEGINNING READING WILL MAKE READING THESE WORDS LESS DIFFICULT FOR STUDENTS

KWL CHART• KWL CHARTS CAN BE USED DURING MULTIPLE

STAGES OF READING BUT WHEN INTRODUCED BEFORE READING, THEY CAN BE A VALUABLE RESOURCE TO READERS THROUGOUGHT THE ENTIRE READING PROCESS

• AFTER PREVIEWING AND KEY TERMS HAVE BEEN IDENTIFIED, STUDENTS CAN FILL IN WHAT THEY KNOW IN THE “K” COLUMN

• IN THE “W” COLUMN STUDENTS SHOULD FILL IN WHAT THEY WOULD LIKE TO KNOW BY THE END OF THE TEXT

MAKE PREDICTIONS

• STUDENTS WILL MAKE PREDICTIONS ABOUT WHAT THE TEXT WILL BE ABOUT USING THE INFORMAITON THEY GAINED FROM THE PREVIEW

• KEY TERMS WILL ALSO PLAY A PART IN MAKING PREDICTIONS

• PREDICTIONS SHOULD BE INDIVIDUAL TO EACH STUDENT

IDENTIFY THE AUTHORS PURPOSE

• IDENTIFYING THE AUTHORS BEFORE REDING WILL GIVE STUDENTS INSIGHT TO WHY THE STORY WAS WRITTEN THE WAY IT WAS

• WHY ARE YOU READING THIS TEXT?

• WHAT IS TRYING TO BE TAUGHT THROUGH THIS TEXT?

DURING READING STRATEGIES DURING READING STRATEGIES HELP STUDENTS UNDERSTAND WHAT IS

BEING READ WHILE THEY ARE READING IT

• THINK ALOUDS • CONTEXT CLUES

• MONITOR COMPREHENSION• NOTE TAKING

• MAKE PREDICTIONS

THINK ALOUDS

• THINK ALOUDS GIVE THE TEACHER THE ABILITY TO SHOW THE STUDENTS WHAT READING COMPREHENSION LOOKS LIKE, THEN ALLOWS STUDENTS TO DO THE SAME

• THINK ALOUDS GIVE THE READER A CHANCE TO EXPLAIN THE TEXT WITHIN THEIR OWN THOUGHT PROCESS

CONTEXT CLUES • USING THE TEXT TO HELP DECIPHER THE

MEANING OF WORDS WHILE READING

• WHEN READING, UNCOMMON OR UNKNOWN WORDS PRESENTTHEMSELVES, READERS CAN USE THE REMAINDER OF THE SENTENCE TO HELP FIND THE MEANING OF THAT WORD

• THIS IS AN ALTERNATIVE TO USING A DICTIONARY AND MUCH FASTER WAY TO FIND MEANING

MONITORING COMPREHENSION

• TEACHER BASED, AND USED TO SEE WHERE STUDENTS ARE IN THEIR COMPREHENSION OF THE MATERIAL

• STUDENTS ARE ASKED QUESTIONS ABOUT THE TEXT THAT HAS BEEN READ

• STUDENTS ARE ENCOURAGED TO TAKE NOTES, FILL IN A KWL CHART, OR ANY OTHER RESOURCE THAT WILL HELP THEM GRASP MATERIAL

• MULTIPLE FORMS OF QUESTIONING ARE ABLE TO BE USED BY THE TEACHER TO DETERMINE THE LEVEL OF UNDERSTANDING OF THE STUDENTS

TAKING NOTES • WHILE READING THE TEXT STUDENTS

CAN TAKE NOTES ON INFORMATION THEY BELIEVE IS IMPORANT

• VOCABULARY WORDS, KEY WORDS, SETTING, EVENTS, CHARACTERS, AND ANYTHING THAT WILL HELP THEM TO REMEMBER WHAT HAPPENED THROUGHOUT THE BOOK AFTER IT HAS BEEN FINISHED

• HIGHLIGHTING, COLOR CODING, AND SPECIFIC STYLES OF NOTES ARE RECCCOMENDED SO THAT ALL STUDENTS ARE ON THE SAME “PAGE”

MAKING PREDICTIONS• MAKING PREDICTIONS CAN

BE USED IN PREREADING AS WELL AS DURING READING

• PREDICTIONS CAN BE MADE ABOUT MULTIPLE THINGS WITHIN THE TEXT AND AT MANY DIFFERENTS TIMES

• STUDENTS CAN PREDICT RESOLUTIONS TO PROBLEMS, PROBLEMS, EVENTS, AND MANY OTHERS.

AFTER READING STRATEGIES AFTER READING STRATEGIES ASSIST READERS IN REFLECTING ON

WHAT THEY HAVE READ, AND GIVING THEM THE POWER TO BETTER UNDERSTAND IT

• KWL CHART • ASK QUESTIONS • REREAD THE TEXT

• GRAPHIC ORGANIZER • SUMMARIZE

KWL CHART

• STUDENTS CAN USE THE “W” COLUMN OF THEIR KWL CHART, AS WELL AS THE INFORMATION GAINED FROM THE TEXT TO COMPLETE THE “L” COLUMN OF THE CHART

• THE “L” COLUMN IS TO BE FILLED IN WITH WHAT YOU LEARNED THROUGH THE TEXT.

• ANY BIT OF INFORMAITON THAT A READER FINDS TO BE USEFUL OR SOMETHING THEY MAY NEED TO KNOW LATER ON, IS TO GO IN THE “L” COLUMN

ASK QUESTIONS FOR CLARIFICATION

• IF THERE IS ANYTHING FROM THE TEXT THAT YOU ARE UNSURE OF, ASK THE TEACHER OR CLASSMATE TO EXPLAIN IT

• WHAT DON’T YOU UNDERSTAND? TERMS, IDEAS, EVENTS, RESOLUTIONS? ETC.

REREAD THE TEXT • REREADING THE TEXT PROVIDES

OPPORTUNITIES FOR THE READER TO PICK UP ON DETAILS THAT MAY HAVE BEEN MISSED THE FIRST TIME THROUGH

• REREADING THE EVENTS AND CLIMAXES OF THE STORY HELPS TO PROVIDE A MORE CLEAR UNDERSTANDING OF THE EVENT

• REREADING ALLOWS THE READERS BRAIN TO SEE (READ) THINGS THAT WERENT SEEN “READ” THE FIRST TIME

GRAPHIC ORGANIZERS

• GRAPHIC ORGANIZERS GIVE STUDENTS A HANDS ON WAY TO TAKE WHAT THEY’VE LEARNED AND PUT IT ON PAPER

• GIVES STUDENTS A WAY TO KEEP THOUGHTS AND LEARNED INFORMATION ORGANIZED SO THAT IT IS CELAR AND EASY TO UNDERSTAND

• KEEPS INFORMATION ORGANIZED

SUMMARIZE YOUR INFORMATION• READERS CAN TAKE ALL THE

INFORMATION THEY GAINED FROM THE TEXT AND SUMMARIZE IT TO PROVIDE AN OVERALL EXPLNATION OF THE INFORMATION LEARNED

• WHEN STUDENTS SUMMARIZE IT GIVES THEM THE CAPABILITY TO ADD AND DELETE INFORMATION THAT THEY FEEL TO BE NECESSARY OR UNNECESSARY

• GIVES STUDENTS A CONCRETE PIECE OF INFPRMATION THAT CAN BE USED AS REFERENCE AT A LATER TIME

• SUMMARIES ARE TO BE IN THE STUDENTS OWN WORDS, OR THE INFORMATION MUST BE CITED IN THE SUMMARY

REFERENCES Bursuck, W. D., & Damer, M. 2015. Teaching reading to students who are at risk or have disabilities: A multi-tier, RTI approach. (pgs279-334) Upper Saddle River, N.J: Pearson.