3. THESE ARE STRATEGIES THAT STUDENTS CAN
USE BEFORE THEY BEGIN READING OR
LISTENING TO A BOOK.
BEFOREREADINGSTRATEGIES
4. P
R
E
-
T
E
A
C
H
Before reading to students, pull out
words that you think students will need
to know or will have difficult
pronouncing.
Teacher will receive feedback from
student to determine the depth of
understanding.
Example: In a book about outer space,
the teacher may pre-teach the word
“orbit.”
5. Kwl chart
Having students brainstorm what they
already know and what they want to
know before reading a book can get
students interested even more.
6. Brainstorming
Before reading a book, examine the
pictures and title to gather some
information.
List all information that comes to mind
about the title.
Use the pieces of information to recall
and understand the material.
7. PICTURE WALK
This strategy uses
pictures in a book to
guide students in making
predictions about the
content of the text.
8. minute
write
After the topic is identified, students are asked
to write about all they know about the topic.
When they run out of information, they may
also write questions they would like answered.
10. Prediction Relay
Prediction reading is a strategy that can be
done with a buddy. The prediction Relay
strategy allows each student to:
1. Make predictions about the assigned text.
2. Take turns reading for 5 minutes.
3. Check their predictions
4. Summarize the main points.
The students provide each other with feedback
as a way to monitor comprehension.
11. SQ3R: SURVEY-QUESTION-
READ-RECITE-REVIEW
SQ3R is a comprehension strategy that helps students think about
the text they are reading while they’re reading. This strategy
includes the following five steps:
1. Survey: Students review the text to gain initial meaning from
the headings, bolded text, and charts.
2. Question: Students begin to generate questions about their
reading from previewing it.
3. Read: As students read, they need to look for answers to the
questions they formulated during their preview of the text.
4. Recite: As students move through the text, they should recite
or rehearse the answers to their questions and make notes
about their answer for later studying.
5. Review: After reading, students should review the text to
answer lingering questions and recite the questions they
previously answered.
12. Jigsa
w
Jigsaw is a strategy that emphasizes cooperative
learning by providing students an opportunity to
actively help each other build comprehension.
Each group is responsible for becoming an
“expert” on one section of the assigned material
and then “teaching” it to the other groups.
13. Story maps
Story maps are used for teaching students to
work with story structure for better
comprehension. This technique is visual for
students to better organize the following:
Main ideas Setting
Characters Plot
15. After Reading Strategies
These strategies are
normally completed
after the reading is done.
They are a great
way to wrap up the
book or lesson.
16. Exit Ticket
The exit-ticket strategy requires students to answer
questions according to what they just learned that
day.
Exit slips helps students reflect on what they have
learned.
Exit slips allows the teacher to quickly assess
whether or not a student knows the material.
17. Question the Author
This strategy requires students to pose queries while
reading the text in order to challenge their
understandings and solidify their knowledge.
Q & A lets students critique the author’s writing and
in doing do engage with the text to create a deeper
meaning.
19. This is a great strategy to do after students have
read a book.
Traditionally, a book will be assigned to a group
of students in order for this to work.
The teacher and the group of students switch
places and the group of students teach the
lesson to the class.
20. Discussion With Partner
This strategy is great for after reading. Students will
grab a partner and discuss what they have read.
Using this strategy allows students to understand
what they have read or learn something new.
21. Resources
All About Adolescent Literacy. (2015). Retrieved November 12, 2015, from
http://www.adlit.org/strategy_library/
Before Reading. (2015). Retrieved November 12, 2015, from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryR
eading/BeforeReading.aspx
Bursuck, W.D. and Damer, M. (2011). Teaching reading to students who are at risk or have
disabilities. Boston: Pearson.
Gerdner, B. (n.d.). KWL Chart. Retrieved November 12, 2015, from
https://www.teacherspayteachers.com/Product/KWL-Chart-595724
Fuller, M. (n.d.). Margaret Fuller quote. Retrieved November 12, 2015, from
http://www.brainyquote.com/quotes/quotes/m/margaretfu120140.html
Holland, M. (2011). Reading Strategies. Retrieved November 12, 2015, from http://www.tips-
for-teachers.com/reading_strategies.htm
Larkin, C. (2015). Title 1A Reading. Retrieved November 12, 2015, from
http://tumalo.redmond.k12.or.us/teacher-pages/title-reading-program/
Porter, K. (1996). Study Guides and Strategies. Retrieved November 12, 2015, from
http://www.studygs.net/preread.htm
