SlideShare about Before, during, and after reading strategies

1. BEFORE, DURING, AND
AFTER READING STRATEGIES
JENA WEBSTER
RED4348
CRITICAL ASSIGNMENT #2

2. BEFORE READING STRATEGIES
BEFORE READING STRATEGIES GIVE STUDENTS THE POWER TO OPEN THEIR MINDS TO
WHAT IS TO COME AND HELP PREPARE THEM FOR WHAT THEY ARE ABOUT TO READ
• Previewing text
• Identify Key Vocabulary
• KWL Chart
• Making Predictions
• Identify a Purpose

3. PREVIEWING TEXT
• STUDENTS SHOULD LOOK FOR ITEMS
IN BOLD PRINT OR
ITALICEZED WIRITNG
• DISCUSS WITH STUDENTS KEY TERMS
WITHIN THE STORY TO PREPARE
THEM FOR WHAT IS TO COME
• READING THE BACK OF THE BOOK, OR
THE PREFACE

4. IDENTIFY KEY VOCABULARY
• IDENTIFYING KEY VOCABULARY IN A
STORY WILL HELP STUDENTS
UNDERSTAND THOSE WORDS WHEN
THEY APPEAR WITHIN THE TEXT
• STUDENTS CAN MAKE FLASHCARDS OF
DIFFICULT VOCABULARY WORDS TO USE
WHILE READING AS A QUICK RESOURCE
• DEFINING THESE WORDS BEFORE
BEGINNING READING WILL MAKE
READING THESE WORDS LESS DIFFICULT
FOR STUDENTS

5. KWL CHART
• KWL CHARTS CAN BE USED DURING MULTIPLE
STAGES OF READING BUT WHEN INTRODUCED
BEFORE READING, THEY CAN BE A VALUABLE
RESOURCE TO READERS THROUGOUGHT THE
ENTIRE READING PROCESS
• AFTER PREVIEWING AND KEY TERMS HAVE
BEEN IDENTIFIED, STUDENTS CAN FILL IN
WHAT THEY KNOW IN THE “K” COLUMN
• IN THE “W” COLUMN STUDENTS SHOULD FILL
IN WHAT THEY WOULD LIKE TO KNOW BY THE
END OF THE TEXT

6. MAKE PREDICTIONS
• STUDENTS WILL MAKE PREDICTIONS
ABOUT WHAT THE TEXT WILL BE
ABOUT USING THE INFORMAITON
THEY GAINED FROM THE PREVIEW
• KEY TERMS WILL ALSO PLAY A PART
IN MAKING PREDICTIONS
• PREDICTIONS SHOULD BE
INDIVIDUAL TO EACH STUDENT

7. IDENTIFY THE AUTHORS PURPOSE
• IDENTIFYING THE AUTHORS
BEFORE REDING WILL GIVE
STUDENTS INSIGHT TO WHY
THE STORY WAS WRITTEN THE
WAY IT WAS
• WHY ARE YOU READING THIS
TEXT?
• WHAT IS TRYING TO BE
TAUGHT THROUGH THIS TEXT?

8. DURING READING STRATEGIES
DURING READING STRATEGIES HELP STUDENTS UNDERSTAND WHAT IS
BEING READ WHILE THEY ARE READING IT
• THINK ALOUDS
• CONTEXT CLUES
• MONITOR COMPREHENSION
• NOTE TAKING
• MAKE PREDICTIONS

9. THINK ALOUDS
• THINK ALOUDS GIVE THE TEACHER
THE ABILITY TO SHOW THE
STUDENTS WHAT READING
COMPREHENSION LOOKS LIKE,
THEN ALLOWS STUDENTS TO DO
THE SAME
• THINK ALOUDS GIVE THE READER A
CHANCE TO EXPLAIN THE TEXT
WITHIN THEIR OWN THOUGHT
PROCESS

10. CONTEXT CLUES
• USING THE TEXT TO HELP DECIPHER THE
MEANING OF WORDS WHILE READING
• WHEN READING, UNCOMMON OR
UNKNOWN WORDS
PRESENTTHEMSELVES, READERS CAN
USE THE REMAINDER OF THE SENTENCE
TO HELP FIND THE MEANING OF THAT
WORD
• THIS IS AN ALTERNATIVE TO USING A
DICTIONARY AND MUCH FASTER WAY TO
FIND MEANING

11. MONITORING COMPREHENSION
• TEACHER BASED, AND USED TO SEE
WHERE STUDENTS ARE IN THEIR
COMPREHENSION OF THE MATERIAL
• STUDENTS ARE ASKED QUESTIONS
ABOUT THE TEXT THAT HAS BEEN READ
• STUDENTS ARE ENCOURAGED TO TAKE
NOTES, FILL IN A KWL CHART, OR ANY
OTHER RESOURCE THAT WILL HELP
THEM GRASP MATERIAL
• MULTIPLE FORMS OF QUESTIONING ARE
ABLE TO BE USED BY THE TEACHER TO
DETERMINE THE LEVEL OF
UNDERSTANDING OF THE STUDENTS

12. TAKING NOTES
• WHILE READING THE TEXT
STUDENTS CAN TAKE NOTES ON
INFORMATION THEY BELIEVE IS
IMPORANT
• VOCABULARY WORDS, KEY WORDS,
SETTING, EVENTS, CHARACTERS,
AND ANYTHING THAT WILL HELP
THEM TO REMEMBER WHAT
HAPPENED THROUGHOUT THE
BOOK AFTER IT HAS BEEN FINISHED
• HIGHLIGHTING, COLOR CODING,
AND SPECIFIC STYLES OF NOTES
ARE RECCCOMENDED SO THAT ALL
STUDENTS ARE ON THE SAME
“PAGE”

13. MAKING PREDICTIONS
• MAKING PREDICTIONS
CAN BE USED IN
PREREADING AS WELL AS
DURING READING
• PREDICTIONS CAN BE
MADE ABOUT MULTIPLE
THINGS WITHIN THE TEXT
AND AT MANY
DIFFERENTS TIMES
• STUDENTS CAN PREDICT
RESOLUTIONS TO
PROBLEMS, PROBLEMS,
EVENTS, AND MANY
OTHERS.

14. AFTER READING STRATEGIES
AFTER READING STRATEGIES ASSIST READERS IN REFLECTING ON WHAT THEY HAVE
READ, AND GIVING THEM THE POWER TO BETTER UNDERSTAND IT
• KWL CHART
• ASK QUESTIONS
• REREAD THE TEXT
• GRAPHIC ORGANIZER
• SUMMARIZE

15. KWL CHART
• STUDENTS CAN USE THE “W”
COLUMN OF THEIR KWL CHART, AS
WELL AS THE INFORMATION GAINED
FROM THE TEXT TO COMPLETE THE
“L” COLUMN OF THE CHART
• THE “L” COLUMN IS TO BE FILLED IN
WITH WHAT YOU LEARNED
THROUGH THE TEXT.
• ANY BIT OF INFORMAITON THAT A
READER FINDS TO BE USEFUL OR
SOMETHING THEY MAY NEED TO
KNOW LATER ON, IS TO GO IN THE
“L” COLUMN

16. ASK QUESTIONS FOR CLARIFICATION
• IF THERE IS ANYTHING
FROM THE TEXT THAT
YOU ARE UNSURE OF,
ASK THE TEACHER OR
CLASSMATE TO EXPLAIN
IT
• WHAT DON’T YOU
UNDERSTAND? TERMS,
IDEAS, EVENTS,
RESOLUTIONS? ETC.

17. REREAD THE TEXT
• REREADING THE TEXT PROVIDES
OPPORTUNITIES FOR THE
READER TO PICK UP ON DETAILS
THAT MAY HAVE BEEN MISSED
THE FIRST TIME THROUGH
• REREADING THE EVENTS AND
CLIMAXES OF THE STORY HELPS
TO PROVIDE A MORE CLEAR
UNDERSTANDING OF THE EVENT
• REREADING ALLOWS THE
READERS BRAIN TO SEE (READ)
THINGS THAT WERENT SEEN
“READ” THE FIRST TIME

18. GRAPHIC ORGANIZERS
• GRAPHIC ORGANIZERS GIVE
STUDENTS A HANDS ON WAY
TO TAKE WHAT THEY’VE
LEARNED AND PUT IT ON
PAPER
• GIVES STUDENTS A WAY TO
KEEP THOUGHTS AND
LEARNED INFORMATION
ORGANIZED SO THAT IT IS
CELAR AND EASY TO
UNDERSTAND
• KEEPS INFORMATION
ORGANIZED

19. SUMMARIZE YOUR INFORMATION
• READERS CAN TAKE ALL THE
INFORMATION THEY GAINED FROM
THE TEXT AND SUMMARIZE IT TO
PROVIDE AN OVERALL EXPLNATION OF
THE INFORMATION LEARNED
• WHEN STUDENTS SUMMARIZE IT
GIVES THEM THE CAPABILITY TO ADD
AND DELETE INFORMATION THAT
THEY FEEL TO BE NECESSARY OR
UNNECESSARY
• GIVES STUDENTS A CONCRETE PIECE
OF INFPRMATION THAT CAN BE USED
AS REFERENCE AT A LATER TIME
• SUMMARIES ARE TO BE IN THE
STUDENTS OWN WORDS, OR THE
INFORMATION MUST BE CITED IN THE
SUMMARY

20. REFERENCES
Bursuck, W. D., & Damer, M. 2015. Teaching reading to students who are at risk or have disabilities: A multi-
tier, RTI approach. (pgs279-334) Upper Saddle River, N.J: Pearson.