This flipchart covers multiple before, during, and after reading strategies for use in the classroom.

1. Critical Assignment 1
Before, During, and After Reading Strategies
by Adriana Garcia

2. Purpose of the Assignment
This assignment was created to give
an overview of before, during, and
after reading strategies that can be
used to help students build
comprehension skills. These skills
can be used in whole class
instruction, small groups, pairs, or
one-on-one

3. Before Reading Strategies
• Teach New Vocabulary
• Making Predictions
• Anticipation Guides
• Think-Pair-Share
• Set a Purpose for Reading
Before reading strategies work to
activate students prior
knowledge, “warm up” the mind
for reading, and get students
excited about the activity/reading
that is to be done.

4. Teach New Vocabulary
When it comes to new words in the text,
the teacher should give explicit instruction
on those that are important for
comprehension of the text. In addition to
this, the teacher should be reviewing other
words, regardless of if they are new or
not, if they are important for
comprehension of the text.

5. Making Predictions
The teacher can have students make predictions
about a text or parts of a text by going over
heading, illustrations, charts, or anything else
that sticks out from the text. The teacher should
ask students what they think about parts of the
text based on what they already know from
background knowledge, or what they can infer
from what was already read, or images and other
details of the text.

6. Anticipation Guides
Anticipation guides are used to activate students
prior knowledge of a topic, as well as to build
curiosity about something new. Before reading a
text, students have to respond to statements that
may support or challenge their ideas about the
topic or key concepts of the text. Using this
strategy helps to set a purpose for reading and
can be used to draw students’ attention to key
parts of the text.

7. Think-Pair-Share
When using this strategy before reading, the teacher
should ask students a couple questions about the
text (i.e. what do you think is going to happen in the
story, what do you think this book is about based
off the cover, etc.) and give them a some seconds
of think time to come up with their responses. The
students would then turn to their partner and pair
up, sharing with each other their answers to the
teacher’s questions.

8. Set a Purpose for Reading
Prior to starting any text, students should have an
idea of WHY they are reading. By setting a purpose
for reading, students always know the reasoning
behind why they are doing what they are doing. This
can also help to improve comprehension, as students
are aware (before beginning to read) of what they
should be looking for in the text.

9. During Reading Strategies
• Guided Notes
• Reading Guide
• Selective Highlighting
• Story Map
• Questioning
These strategies are useful for
keeping students engaged in the
text, as well as comprehending what
they are reading. This is also a great
time to make personal connections
to the text

10. Guided Notes
Having students record notes while reading informational
texts can help to keep them focused on what they’re
reading, and assist in comprehension as well. They have
to slow down while reading and focus on deducing what
the key information is from what they are reading. When
provided with guided notes specifically, it can give
students the feeling that they have a purpose for what
they’re reading, and give them an idea of what they
should be looking for.

11. Reading Guide
Reading guides are great when used with
more advanced text books, especially in
the upper grades. They are basically a
map for students to use to help break
apart the text as they are reading. These
guides can be created by the teacher to fit
the text being used, and modified to meet
the needs of different learners.

12. Selective Highlighting
This strategy is great for visual learners, and is a
great way to show students how to pick out
important information from the text. The teacher
would begin by modeling how to select something,
like the main idea, from a paragraph, and show what
to highlight. Then, students would get opportunities
to practice using this strategy. This is a useful
strategy as it can be used in just about any situation.

13. Story Map
Story maps are a useful tool in helping
students keep their thoughts organized
during reading. They can help those
who are having difficulties
remembering sequence of events, story
elements, and help build skills in
summarizing and recalling information
from a text.

14. Questioning
Questioning is by far the easiest strategy to
implement in any classroom. While reading a text,
the teacher should stop at points throughout to ask
meaningful and specific questions to students to
ensure they are paying attention and comprehending
the text. This is a great time for teachers to
incorporate higher order thinking questions, along
with making predictions.

15. After Reading Strategies
• Summarize
• Question the Author
• K-W-L Chart
• 3-2-1
• Exit Ticket
These strategies are good for using
after the reading has been done to
ensure students have comprehended
the text. It’s a great time to check in
and see if anyone needs extra
support, or clarification on anything
that was covered.

16. Summarize
This strategy is best used when
students have a large amount
of text and need to make it
more concise. When
summarizing, the student has to
reflect on what they read and
break it down into just the main
idea and the important
supporting details.

17. Question the Author
This strategy is great for deepening student’s
understanding of authors purpose when looking
at texts. For this, the teacher would read the
passage ahead of time and choose places to stop,
or choose to reflect after reading the text as a
class. Then, the teacher askes students to answer
questions such as “What do you think the author
means when they say ____?”.

18. K-W-L Chart
K-W-L charts are great for all stages of
reading, but the L section specifically fits
under after reading strategies. For K,
students would fill out what they know
about the topic being covered in the text.
For W, they would write things that they
wanted to know or learn about the topic.
Finally, for L, the students would fill out
what they learned after reading the text.

19. 3-2-1
This strategy is used to help students make
connections to the text, as well as reflect on
what they learned from reading the text. For
this, the students would write down 3 things
they learned from the text, 2 things they found
especially interesting, and 1 question that they
still have about the topic or the reading.

20. Exit Ticket
Exit tickets are a great way to formatively assess student’s
learning within a unit over the course of multiple days, or
as a quick “summative” assessment at the end of a lesson.
They only take a few minutes to complete, so they are
used by many teachers out of convenience! They can be
useful in making sure students comprehended what was
taught in the lesson. One example of an exit ticket would
be having students respond to a few comprehension
questions on an index card before moving on to the next
lesson.

21. References
Bursuck, W., & Damer, M. (2015). Teaching Reading to Students Who Are at Rick or Have Disabilities: A
Multi-Tier Approach (3rd ed.) Upper Saddle River, NJ.: Pearson
All About Adolescent Literacy. (2018). Retrieved October 29, 2018, from
http://www.adlit.org/strategy_library/
Before Reading: Tasks and Strategies | SEA - Supporting English Acquisition. (2018). Ntid.rit.edu. Retrieved 30 October
2018, from https://www.ntid.rit.edu/sea/processes/comprehension/process/before