Flip Chart for Before, During, and After Reading
- 1. BDA Flip Chart Alyssa Dickerson RED4348 CA#2
- 2. Before reading: Look through the chapter at the pictures and headings to get an idea of what you will be reading about (Goodman, 2005). Previewing a chapter before reading is a great strategy for students to learn for reading nonfiction text. This allows the student to see the theme of the chapter and gauge how long it is. As a teacher, it is necessary to spend some time on this step to ensure that the students understand the material (Goodman, 2005) Vocabulary preview (Porter, n.d.). Previewing vocabulary before reading makes a huge impact on comprehension for students. Teachers should write the words for the students to see, go over their backgrounds, link them to the students’ prior knowledge, and quiz the students before reading so that they are better equipped to learn the material (Porter, n.d.).
- 3. Give students a purpose for reading (Porter, n.d.). If students do not have a purpose for learning, they find it difficult to concentrate on their reading and will find it frustrating (Porter, n.d.). Once they have a purpose, then they can read with direction and know what to do with the information they read. KIM vocabulary sheet (Goodman, 2005). This four-part strategy helps students develop a better understanding of key words they might find in a text. The “K” stands for “Key Vocabulary Word”, the student will write the key word in this box (Goodman, 2005). The “I” stands for “Information/Definition”, here the student will write a definition of the key word in their own words (Goodman, 2005). The “M” stands for “Memory Cue/Picture”, here the student will write or draw a cue to use to help remember the meaning of the key word (Goodman, 2005). The final part of the strategy is a box where the student writes a sentence that uses the key word correctly (Goodman, 2005). This strategy is very beneficial for students and can be made even more beneficial if other teachers implement the same strategy within their classes within the school so that the student is exposed to it regularly and gets to practice it (Goodman, 2005). Structural organizers (Porter, n.d.). These organizers help students notice the frameworkof the text by using skimming techniques to find cause-effect, problem-solution, signal words, headings, subtitles, and more (Porter, n.d.). A teacher can use this strategy, for example, for nonfiction text that talks about real-world problems. Knowing the cause and effects of these issues allows students to have a greater understanding of the world around them and feeling more comfortable using their voice to change it.
- 4. During reading: Student-to-Student discussions (Building Comprehension, 2011). This strategy can be used across many different subjects where students read nonfiction text (Building Comprehension, 2011). When discussing a topic with someone else, it allows the student to verbalize what they are thinking and see the information from another perspective. It also allows them to make predictions, ask questions, make comments, clarify something they misunderstood, and make connections to other topics and information they have learned in the past (Building Comprehension, 2011). This differs from “class-talk” where the
- 5. students merely describe the plotline and do not use critical thinking skills (Building Comprehension, 2011). Coding text (Building Comprehension, 2011). Coding text involves teaching students a series of characters and symbols that they use in their books to mark things they understood, misunderstood, thought was important, contradicts their theories, reminds them of something, and helps them understand something more, among other things (Building Comprehension, 2011). This would be very helpful if the teacher could review the students’ coding after a lesson to see what needs to be expanded, retaught, or enriched. Discussion webs (St. Helens, 2009). Discussion webs are a type of graphic organizers that allow a student to compare evidence from both sides of an argument to develop an informed conclusion based on the evidence they found (St. Helens, 2009). Teachers can use this strategy when covering issues that are more complex—the use of medical marijuana, building a wall along the Mexican border, social rights, racism, etc.—so that students can form their own opinions. This strategy also helps make the topic personal to them as they can see how it affects others or even their own lives (St. Helens, 2009).
- 6. Sticky note annotation (St. Helens, 2009). This strategy is used to help students to record their reactions, thoughts, and comprehension while they are reading (St. Helens, 2009). These notes could be use as building blocks for discussion and summarizing purposes (St. Helens, 2009). Also, it is helpful for the teacher because the notes can be used to monitor a student’s progress (St. Helens, 2009). A teacher can combine this with student-to-student discussions afterwards so that the students can compare their thoughts on a certain element of the chapter to see if their partner had the same thoughts. Asking questions (AdLit, 2018a). At the core of the during reading process is having the students asking questions. Encouraging the students to use metacomprehension thinking will help them understand what they are reading. A teacher can help create a set of questions for the students to answer as they read, or have students come up with their own. In either case, the student will benefit greatly from the exercise.
- 7. Post Reading: Summarizing what they read (AdLit, 2018b). This strategy is a common one to do after reading. This strategy has the students identify the main ideas of the text and consolidate important information (AdLit, 2018b). Depending on the format of the class and the abilities of the students, the teacher can have students complete this strategy in a discussion or in a written reflection.
- 8. Timeline (Burke, 1998). Depending on the type of nonfiction book, there might be dates or sequences involved. Having students create a timeline of the life of a historical figure or the life-cycle of an animal will help them remember what they learned and put the information in order. The form of this strategy also makes it perfect a tool for either formative or formal assessment. Scales (Building Comprehension, 2011). Scales allow students to articulate their opinion on what they read and share with their peers (Building Comprehension, 2011). Scales work best if the questions asked cannot be answered with merely a “yes” or “no” (Building Comprehension, 2011). This would be a fantastic strategy to use after reading an article on a real-world issue.
- 9. Question the author (Cox, n.d.). This strategy is helpful for keeping students engaged actively in the text (Cox, n.d.). When using this strategy, it allows students to think of ways the author could have improved or changed their writing. This skill will be useful for students as they write more papers and need to learn how to find error and have a high standard for their own writing. In a science class, the students could share ways they thought the author could have explained better, perhaps directions for a lab. Rereading (Bursuck & Damer, 2014). If a student is still having problems with comprehension after reading, then the teacher should have them go back to the parts they do not understand and reread. More than likely, since the student has been doing different strategies throughout the whole of the reading, they now have the background knowledge needed to understand what was confusing them in the first place. During this time, it would be beneficial for the student to take more notes and highlight key parts of the text to aid in gaining better comprehension.
- 10. Thank you for reading! I hope these strategies are as useful to you as they are to me! References: AdLit. (2018a). Classroom strategies. Retrieved from http://www.adlit.org/strategy_library/ AdLit. (2018b). Summarizing. Retrieved from http://www.adlit.org/strategies/21827/ “Building Comprehension Through Pre-, During-, and Post-Reading Strategies ”. (2011). Retrieved from http://teachingasleadership.org/sites/default/files/Related- Readings/SL_Ch4_2011.pdf Burke, J. (1998). 103 things to do before, during, or after reading. Retrieved from http://www.readingrockets.org/article/103-things-do-during-or-after-reading Bursuck, W.D., & Damer, M. (2014). Teaching reading to studentswho are at risk or have disabilities: A multi-tier, RTI approach. Boston, MA: Pearson Cox, J. (n.d.). Post-reading teaching strategies. Retrieved from http://www.teachhub.com/post-reading-teaching-strategies Goodman, A. (2005). The middle school high five: Strategiescan triumph. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132- dec05/VM0132Middle.pdf
- 11. Porter, K. (n.d.). Pre-reading strategies. Retrieved from http://www.studygs.net/preread.htm St. Helens High School. (n.d.). During-reading strategies. Retrieved from https://www.sthelens.k12.or.us/page/685