Reading StrategiesNon-fiction Strategies Before,

During, and After ReadingCA#1

Monique BottRED4348

Before Reading Strategies

• Word Splash• Preview Vocabulary• Think-Pair-Share• KWL Chart• Key Words

Word Splash• A fun strategy used before reading that helps

students become familiar with words from the story prior to reading.

• Builds both comprehension and vocabulary while also motivating and engaging students.

• Students can write a story using the familiar and unfamiliar words and can share it with the class.

Preview Vocabulary• A strategy used before reading

where students are able to become familiar with words that they don’t know the meaning of.

• This builds new vocabulary so that students will be able to comprehend the reading.

Think Pair Share

• This strategy is done before reading where students uncover prior knowledge.

• Write down their thoughts, then discuss with a partner, and then share their thoughts with their classmates.

K-W-L Chart• Prior to reading, student fill in a

three column chart.• K is what they know or might know.• W is questions they want to know.• L is what they learn through

reading.

Key Words• Before reading, student write

an informational essay using new concept vocabulary.

• Activates prior knowledge by helping students to describe what they already know about the terms before reading.

During Reading Strategies

• Graphic Organizers• Table Talk• Marking in Text• Inferring• Think Aloud

Graphic Organizers• During reading, this strategy

provides guidance by delivering visual and organized information.

• Provides connections between information for students to look at and refer back to.

Table Talk• During reading, the teacher

will stop to ask questions and allow students to discuss the answer with their table groups.

• Provides active engagement and keeps students intrigued.

Marking in Text

• During reading, students underline, circle, or number the text when information is useful and relevant.

• Enables students to build comprehension, locate meaningful information, and summarize.

Inferring• During reading, students can

connect with reading by reflecting on their own experiences or thoughts about a topic.

• This helps create new meaning or a better understanding from what they are reading.

Think Aloud• During reading, the teacher will

stop and have a discussion about the text.

• Teachers are able to model and monitor the students understanding of the text.

• Slows down the reading process to gain comprehension.

After Reading Strategies

• Summarizing• Reflection• Exit Slip• Jigsaw• Whip

Summarizing• After reading, students focus

on the main concept.• Teaches students how to

condense a large amount of information to the main ideas.

• Expands memory.

Reflection• After reading, the teacher

asks open-ended questions.• Students can write about the

new information they have learned.

• Students can use evidence from the text.

Exit Slip• After reading, the teacher will ask

questions at the end of the class and the students will respond.

• Informs the teacher whether or not the student comprehend the reading.

• Helps students to reflect on what new information they have learned from reading.

Jigsaw• After reading, this strategy can help students

to break up large text into smaller pieces. • Allows students to teach peers what they have

learned. • Students re-read and thoroughly know their

specific part of the passage. • Students stay actively engaged by giving each

member of the group a different part.

Whip• After reading, the teacher will go around

asking students questions about the reading.

• Involves full student participation. • Questions are given prior to reading so that

students know what information to look for during reading and can recall information and answer questions after reading.

References:• Bursuck, W., (2011). Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier

Approach (2nd Edition). Upper Saddle River, NJ. Pearson Education.

• http://blog.valorebooks.com/student-thinking-final/#sthash.kqjeRE20.dpbs• https://www.google.com/imgres?imgurl=http://www.uglydogbooks.com/wp-content/uploads/2014/04/

books.jpg&imgrefurl=http://www.uglydogbooks.com/&h=1131&w=1698&tbnid=2i-cYqRFnU5-RM:&docid=fLugLOFInpKiTM&ei=Zmz9VpyvEIfReJmgv4AO&tbm=isch&client=safari&ved=0ahUKEwic-q36xuvLAhWHKB4KHRnQD-AQMwgeKAEwAQ

• http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiypKPDxevLAhXJqB4KHVu6Dl8QjRwIBw&url=http%3A%2F%2Fwww.mmortadi.com%2F&bvm=bv.118443451,d.dmo&psig=AFQjCNF6HEzHKPXXCiBWcGkepnMn9Fr0Ng&ust=1459534738342288

•  http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjP76P7yOvLAhULqh4KHZMMAuYQjhwIBQ&url=http%3A%2F%2Fwww.hercampus.com%2Fschool%2Fjcu%2Funderrated-words-you-need-add-your-vocabulary&psig=AFQjCNEgBOB05O52J-M5aXBgVqAnUMKLMQ&ust=1459535742139174

•  https://lighthouseview.wordpress.com/2011/03/22/getting-to-the-“gist-of-the-idea”-within-the-collaborative-strategic-reading-approach-csr/

• https://www.timeshighereducation.com/books/reviews-what-are-you-reading-24-march-2016