2. TABLE OF CONTENTS
➤ Introduction Slide 3
➤ Before the Reading Slide 5
➤ During the Reading Slide 11
➤ After the Reading Slide 17
➤ Conclusion Slide 23
➤ References Slide 24
3. ABOUT THE
READING
PROCESS
The reading process plays an important role in the
development of a reader at any age. The reading process
focuses on the reader, the text, and the purpose of the
reading within social and cultural contexts. Essential
components of the reading process are phonemic
awareness, phonics, word identification, fluency, vocabulary,
and comprehension. These components can be used to help
the reader before, during, and after the reading. Different
strategies are used to help teachers teach these
components for students to use in the before, during, and
after portions of the reading.
The strategies can be used to help students with their
understanding of expository text structors. Expository text
structors are a way of organizing nonfiction books. Students
can look at the book or story and be able to see specific text
structors before the it is read. A student first needs to be
familiar with the type of patterns that nonfiction books have
and be able to identify what they know about nonfiction
books. These text patterns or features are unique to
nonfiction books and are put into place to help the student
have an easier time reading and comprehending. The
before, during, and after the reading activities also help
students with this as well.
6. BEFORE THE
READING STRATEGY
#1➤ A perfect strategy for a before
the reading activity would be
“Word Learning”. The “word
learning” can be used by
having students look through
the text prior to it being read.
The students and the teacher
will look through the text for
new vocabulary and difficult or
unfamiliar words. This is also
great for helping students with
their vocabulary development.
Strategy #1
Using words before the reading
to have better comprehension
and fluency when it comes
time to read the full story or
book.
7. BEFORE THE
READING STRATEGY
#2
➤ Students can also use activating
background to connect what they
think the book is about before
they read it. Students can do this
by looking at the book pictures,
new vocabulary, and by reading
the title or the story or book.
Students can relate what they
already know about the topic or
identify is they where or when
they have seen similar situations
to the pictures presented in the
book. Students can also use the
definitions of new vocabulary
words to make connections to
what they already know.
Strategy #2
Using background
knowledge to help the
students make connections
to what they already know
and real life connections.
8. BEFORE THE
READING STRATEGY
#3➤ Setting a purpose is another
useful strategy to help
students with their reading
comprehension and fluency.
Setting a purpose for why a
student is reading a nonfiction
text helps the student to
thinking about what they are
going to read before they read
it. It brings focus and purpose
to the student for what they
are about to read.
Strategy #4
Setting a purpose for what
the student is going to read
to help them focus their
attention.
9. BEFORE THE
READING STRATEGY
#4➤ A great before the reading
strategy to have students use
is to have them make
predictions about the story or
text. This really allows the
student to be engaged and
involved in what they are
about to read. Students can
make predictions about what
they think the focus of the
story is or what is sequence of
events that they predict will
happen.
Strategy #4
Students will make
predictions about the text
to become actively
involved in their reading.
10. BEFORE THE
READING STRATEGY
#5➤ Over all the student could
preview the text before it is
read. This helps the student to
get an understanding of what
the text is going to be about
before the book has been
read. The student in a sense
becomes familiarized with the
text.
Strategy #5
Students preview the text
before it is read to gather
information about the story or
text.
12. DURING THE
READING STRATEGY
#1➤ The during the reading
process includes the student
reading on their own, in-
groups, or listening to the
teacher read. The first reading
strategy that can have the
students partner read. As
students partner read, they will
read, reread, and switch off
reading with the student they
are paired with. This allows
the students to work on their
reading aloud, as well as
fluency.
Strategy #1
Partner reading helps
students with their reading
with fluency.
13. DURING THE
READING STRATEGY
#2➤ Sentence repetition is a great
way for students to work on
there vocabulary,
comprehension, phonemic
awareness, and fluency. As
Students read a nonfiction
text, they will read and they
reread sentences to help them
work on these components of
the reading process.
Strategy #2
Sentence repetition will
helps students while they
are reading to identify and
use the different
components of the reading
process.
14. DURING THE
READING STRATEGY
#3➤ As a student is reading the
non-fiction text, they can use
the “chunk” strategy. When
they student “chunks” what
they are reading, they take of
a few paragraphs or pages
and process what they have
read. This allows the students
to take in what they are
reading and then reflect before
they move forward.
Strategy #3
Students “chunk” and then process
what they have read in a story or
text before moving on to make sure
they understand. Students also do
this to reflect on what they have
read.
15. DURING THE
READING STRATEGY
#4➤ Interactive read-aloud is
another great strategy to use
for the during the reading
process. Interactive read-
aloud have the students read
at their independent level.
Students are usually paired in
groups of 4 or 5 for this during
the reading activity. As the
students read aloud, the
teacher encourages the
students to share their
thoughts as they read through
the story or text.
Students participate in a read-
aloud activity and share their
thoughts as they read through
the story or text rather then
waiting for the story or text to
end.
Strategy #4
16. DURING THE
READING STRATEGY
#5
➤ As a students tears through a text
or a story, they can writ e down
their thoughts on sticky-notes.
Students can write down their
thoughts on these stick-notes and
keep track of the pages,
paragraphs, or phrases that they
had thoughts on as they read
through the story or text. Students
can use this as a tool for
comprehension. They can also use
the sticky-notes to write down
question and also places they want
to return to ignorer to better
understand. This is such a useful
during the reading tool for students.
Students use sticky-notes
to write down their
thoughts, questions, and
comments.
Strategy #5
17. AFTER
THE
READIN
GAfter the reading occurs when the students have
finished the text or book and now hove the
opportunity to reflect, make connections, and
discuss what they have learned.
18. AFTER THE
READING PROCESS
#1
➤ After the students have read
the text or story they can write
in a reading log. In a reading
log a student gets to reflect on
the text or story. They can
write down their thoughts or
feelings about what they just
read. Students begin to think
about what they read and how
it related or affected them.
They can write about what
they learned and what they will
take away from the text.
Writing in reading logs is
a great way for the
students to reflect on what
they have read.
Strategy #1
19. AFTER THE
READING STRATEGY
#2
➤ Another strategy for teachers to
have their students use for an
after the reading activity, would
be having a group discussion
about the text or story. This
gives students the opportunity to
share their opinions of the text.
Group discussions are great to
use especially for nonfiction
texts. Students in this activity,
similar to reading logs, talk about
what they learned. Students can
also ask questions and share the
information that they found
interesting or useful.
Strategy #2
Students participate in group or
grand discussions where they
can collaborate with their peers
about what they learned about
the text or even ask questions.
20. AFTER READING
STRATEGY #3➤ Students after the reading can
make a summary of what they
read. Students can either
summarize with a shoulder
partner or with the teacher.
This allows they student to
gather all of the information
that they learned from the text
and but it into their own words
while explaining what they read
about. Through summarizing,
the student also identifies the
main idea and major events, as
well as, identifying important
details.
Students use a large verity of
strategies and tools to help
them summarize what they have
read. Students use context
references, vocabulary, and text
features to give their summary.
Strategy #3
21. AFTER THE
READING STRATEGY
#4
➤ A great strategy that is great
for students would be using a
graphic organizer. A graphic
organizer, specifically a flow
chart, is a great way for
students to take what they
have learned and put it on
paper. This helps them to
organize, categorize, and
sequence what they have
learned. They use the flow
chart to give them structor and
almost like a frame for what
they will be writing down.
Students use a flow chart
to organize the information
they retained after reading
the story
Strategy #4
22. AFTER THE
READING STRATEGY
#5
➤ Another strategy to use with
students after they have
finished reading the text, would
be to have the students answer
the questions about the text.
The teacher will gather
questions that she/he found
throughout the text before it is
read by the student. Then, after
the students have read the text,
the teacher will ask the
students questions. This will
engage the students in what
they have comprehended from
what they read.
The teacher will gather
questions about the text to ask
the students to check their
comprehension and
understanding of the text.
Strategy #5
23. CONCLUSION
➤ There are so many strategies that a teacher can use to help a
student with their learning and understand of the components
of reading, as well as what the teacher can engage the
students in before, during, and after the reading. It is important
that a teacher not limit their class to strategies, but to be
creative and use strategies that will promote student
engagement and learning.
24. RESOURCES
➤ Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River,
NJ: Pearson Education/Merrill/Prentice Hall.
➤ William, B., & Damer , M. (2011, 2007). Teaching Reading to Students Who are at Risk or Have
Disabilities . New Jersey : Parson Education, Inc.
