Before, during, and after reading strategies CA1 RED4348
- 1. Before, During, and After Reading Strategies for Non- Fiction Texts By: Lauretta Harper RED4348 CA1
- 2. Before Reading Strategies Prior Knowledge: What readers bring to the printed page affects their comprehension. Some insist that prior knowledge of readers is the single most important component in the reading process. Example: For example the students could be learning about rivers and streams and students can talk about different rivers and stream they’ve experienced in their lives ie.The Mississippi River and the St Lucie River. Clarify unknown vocabulary, metaphors, and concepts: Think about that the student is reading and if it makes sense. Example: For example a 6th grade student may not understand larger vocabulary words like tributaries, perennial streams, and Intermittent streams mean. These are important words needed to understand different things about streams and rivers.
- 3. Before Reading Strategies cont. Class Discussion: Class discussions and informal talks in and out of class all serve as techniques to discover more about what students bring to their reading. Over a period of time, teachers can begin to get some idea as to what their students know and can adjust how much time needs to be spent on background information. Example: For example each student may know a different thing about rivers. During a class discussion you can give information to the students, and have them actively learning and discussing the information they know, and are learning. It is also a way to gain an understanding of their prior knowledge.
- 4. Before Reading Strategies Cont. Picture Walk: This strategy uses pictures in a text to guide students in making predictions about the content of a text. Example: In a non-fiction text there are usually pictures and graphs throughout the reading. Before even reading the text just walk through the pictures with students and have them make predictions on the reading, and what each picture may be. Introduce Graphic Organizers: There are many different graphic organizers that can be used during reading and after reading. It is important to introduce the specific graphic organizer and explain to the students how to use them. Example: You can use aVenn Diagram to compare and contrast rivers and oceans. Students may not have every seen aVenn Diagram in their life, so you would explain at the beginning how it works and what to do.
- 5. During Reading Strategies Think Aloud: The teacher reads aloud and stops repeatedly to explain the mental processes of reading aloud.The teacher models the process first, then students try it in pairs. (This can also be done in whole class setting.) Example: The teacher can read through a passage about giraffe’s and model things like figuring out different vocabulary words. The teacher can also model asking questions like “I wonder how many bones are in a giraffe’s neck?” and can show the answer later on in the passage. Word Hunt: A graphic organizer to help students identify unknown or unfamiliar words in a text. Example: The teacher can have a list of words that are said in the text about giraffe’s like turbulent and apprehensive with lines next to them so they know to define them. There should also be blank space so they can include their own words they have discovered throughout the passage
- 6. During Reading Strategies Jigsaw: The Jigsaw helps students learn new material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team. Example: An example of using the jigsaw strategy in your classroom would be to beak students into groups of four.You would then divide the passage into four parts and when all the students are done they will come together and explain their part in depth to the rest of the group. Sequence Chart: This strategy helps students recognize organizational patterns in text, steps in a process, and the importance of sequential order. Example: An example would be having students learning about how to put a shelf together. The students would read the passage and then put the steps in order from first to last on a chart. This will help them keep everything in the correct order of the passage.
- 7. During Reading Strategies NoteTaking: A specific note taking strategy aimed at not only providing students with a systematic means of organizing class notes, but also a way of responding and thinking about what has been read. Example: An example of note taking would be to great a blank outline of the lesson, and have student fill in the missing information. This gives them information to focus and pay attention to, which helps them write and remember important information.
- 8. After Reading Strategies Discussions: When readers are called on to communicate the ideas they have read, it is then that they learn to conceptualize and discover what meaning the assignment has to them. Give students enough discussion time - either in groups or as a class. Example: An example of after reading discussions include answering any questions the students had before reading, discussing their opinions on the passage, and summarizing what happened in a small or large group setting. Exit Slip: Exit notes are short prompts given to students for a focused writing that will give you feedback about their learning. Example: You can ask the students to name three facts about what they learned in the lesson before they leave for their next class.
- 9. After Reading Strategies One Sentence Summary: A strategy to help students summarize key concepts and main ideas in a passage. Example: An example of this strategy would be to have the students write one sentence explaining the main idea and details of a passage on giraffes. They should use information from the passage to create the summary. RAFT: RAFT stands for Role/Audience/Format/Topic.This is a more extended writing activity that expands on topics in students’ reading. Example: An example of this strategy would be to have the students write a paragraph that includes the role of a scientist, the audience would be a professional science board, the format would be letter, and the topic would be to inform them about the information they discovered about giraffes from the lesson.
- 10. After Reading Strategies Team Review: Students understand more when they discuss with each other what they have learned. In team review, students review material already studied and share their knowledge with other students. Example: Students may have had different questions about giraffes and the facts they may have missed. BY coming together into teams the students can have their questions answered, and help other students really understand the passage if they are still having trouble with it.
- 11. References ▪ Bursuck,W. D., & Damer, M. (2015). Teaching reading to Students Who Are At Risk or Have Disabilities: A multi-tier approach (3rd ed.). Upper Saddle River, NJ: Pearson. ▪ C. (n.d.). Before Reading. Retrieved November 11, 2016, from http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandRea ding/SecondaryReading ▪ C. (n.d.). During Reading. Retrieved November 11, 2016, from http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandRea ding/SecondaryReading ▪ C. (n.d.). After Reading. Retrieved November 11, 2016, from http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandRea ding/SecondaryReading