Before, During and After Reading Strategies

1. Critical Assignment 1:
Flip Chart
Heather Lanning
RED4348
IRSC
11/10/2015

2. Introduction
This presentation discusses fifteen reading strategies: five
for before reading, five for during reading, and five for
after reading. I selected these strategies, because they are
researched based, promote cooperative learning, and
facilitate explicit instruction. The purpose of this
presentation is to define the numerous strategies to teach
literacy and to provide examples of how to effectively
implement these strategies during specific moments in
reading.

3. Before Reading Strategy: Preview Text
Preview Text
Previewing text before students read helps
them learn the material better by setting a
purpose for reading, focusing on the most
important information, and connecting the
information in the text to what they already
know.

4. Preview Text- Example
Before reading a narrative text, the classroom
teacher reads the title of the book, discusses
illustrations on the cover, and reads the blurb
(the description of the book on the back cover).

5. Activate Prior Knowledge
Activating prior knowledge requires students to
recall previously experienced knowledge of a
topic to help them prepare for, and better
understand a text. Teachers then build upon
that knowledge to foster understanding.

6. Before Reading Strategy: Activate Prior
Knowledge
Activate Prior Knowledge-
Example
When the classroom teacher
introduces a non-fiction text
about sharks, she allows
students to reflect on their
knowledge of sharks by posing
questions about their habitats,
diets, species, etc…

7. Before Reading Strategy: Identify
Text Features
Identify Text Features
Identifying text features before students
begin to read includes locating directional
text features, such as, table of contents,
chapter headings, or page numbers, and
indexes. Identifying text features before
reading also includes supplementary text
features like footnotes, sidebars, and captions.

8. Identify Text Features- Example
Before reading the nonfictional text,
the teacher gives the students a text
features checklist, and instructs
students to place a checkmark next
to the text features that are
presented in the book.

10. Before Reading Strategy: Preview
Vocabulary
Preview Vocabulary
Vocabulary preview involves introducing
new and unfamiliar words to students prior
to reading. Vocabulary previews may
include teaching the definitions of the
words, creating visuals of the words, or
providing examples of the word in use.

11. Preview Vocabulary: Example
Before Reading a non-fiction text about lightning, the
classroom teacher introduces important vocabulary
introduced in the text and provides examples and
non-examples.

12. Before Reading Strategy: Make
Prediction
Make Predictions
Making predictions requires students to
use information from a text (including
titles, headings, pictures, and diagrams)
and their own personal experiences to
anticipate what they are about to read (or
what comes next).

13. Make Predictions:
Example
Before reading an
informational text about
space, students are asked to
make predictions, in regards
to what they will read about
and what kind of information
may be presented.

14. During Reading Strategy: Monitor
Comprehension
Monitor Comprehension
Monitoring comprehension during
reading is the ability for the reader to
understand the meaning of the text
and to be aware when there are
discrepancies in comprehension.

15. Example: Monitor
Comprehension
While reading, the teacher
asks open-ended and higher
order thinking skills
questions on the text. If
students are unable to
produce the correct answer,
the students reread and look
for words or phrases that
are not understood.

16. During Reading Strategy: Concept Map
Concept Map
Concept maps are used to organize the reader’s
thoughts and to make connections to the topic.
Students place the main idea of the text in the
center bubble. Students add supporting ideas or
related topics in each surrounding oval. The
concept map helps students decipher main ideas
and supporting details, as well as, organizes
information in a comprehendible fashion.

17. Example: Concept Map
During reading a book on spiders, the
classroom teacher instructs students to place
the main idea of their text in the middle circle.
The teacher uses the surrounding bubbles to
teach how to identify and organize supporting
details.
During Reading Strategy: Concept Map

19. During Reading Strategy: Jigsaw
Jigsaw
Jigsaw reading activities involve cooperative
learning. Students are grouped together and each
group is assigned a piece of text to read and master
the content. Once each group has read and
mastered their part of the text, each group shares
what they have learned through summarizing their
section of the text.

20. Example: Jigsaw
The teacher directs students to complete a jigsaw by
saying, “As you read and discuss with your group,
write down important facts about your topic. After
you have become an expert on your own topic, you
will share your findings with a group of classmates,
and learn about their topics as well.”

22. After Reading Strategy: Question the
Author
Question the Author
Question the Author (QtA) is a comprehension
strategy that requires students to pose queries
after reading the text in order to challenge their
understanding and solidify their knowledge.
Primarily used with nonfiction text, QtA lets
students critique the author's writing and in
doing so engage with the text to create a deeper
meaning.

23. Example: Question the Author
To introduce the strategy, display a short passage to your
students along with one or two queries you have designed
ahead of time. Model for your students how you think
through the queries. Invite individual students or small groups
to read and work through the queries you have prepared for
their readings. Remember that your role as the teacher during
this strategy is to facilitate the discussion, not lead it. When
students ask questions that go unanswered, try to restate
them and encourage students to work to determine the
answer.

24. After Reading Strategy: Frame Routine
Frame Routine
The Frame Routine is an after reading strategy
designed to assist students as they organize
topics, main ideas and details about reading
assignments. This technique includes a basic
hierarchic graphic organizer called a "Frame"
that can be used to help students think and talk
about the key topic and essential related
information.

25. Example: Frame Routine
Introduce the assigned passage of text to the students.
Discuss the Frame Routine technique and model the
procedure by co-constructing an initial Frame graphic.
Simultaneously fill in information with students on blank
copies of the form. This provides teachers with the
opportunity to monitor the students' level of
understanding and to adjust instruction as needed. After
students have become familiar with use of the Frame
Routine, they can use the Frame graphics independently
or in small groups as they identify main ideas and
essential details from pre-selected texts.

27. After Reading Strategy: Question-
Answer Relationship
Question-Answer Relationship
Question-Answer relationship (QAR) is a strategy to
be used after students have read. QAR teaches
students how to decipher what types of questions
they are being asked and where to find the answers
to them. Four types of questions are examined in
the QAR. They include: Right There Questions,
Think and Search Questions, Author and You, and
On My Own.

28. Example: Question- Answer Relationship
Depending on your students, you may choose to teach each type of
question individually or as a group. Explain to students that there
are four types of questions they will encounter. Define each type of
question and give an example. Read a short passage aloud to your
students. Have predetermined questions you will ask after you stop
reading. When you have finished reading, read the questions aloud
to students and model how you decide which type of question you
have been asked to answer. Next, show your students how to find
information to answer your question. After you have modeled your
thinking process for each type of question, invite students to read
another passage on their own, using a partner to determine the
type of question and how to find the answer. After students have
practiced this process for several types of questions and over
several lessons, you may invite students to read passages and try to
create different types of questions for the reading.

29. Definitions of the Questions
• Right There Questions: Literal questions whose answers can
be found in the text. Often the words used in the question
are the same words found in the text.
• Think and Search Questions: Answers are gathered from
several parts of the text and put together to make meaning.
• Author and You: These questions are based on information
provided in the text but the student is required to relate it
to their own experience. Although the answer does not lie
directly in the text, the student must have read it in order
to answer the question.
• On My Own: These questions do not require the student to
have read the passage but he/she must use their
background or prior knowledge to answer the question.

30. References
• All About Adolescent Literacy. (2015). Retrieved November 5,
2015, from http://www.adlit.org/strategy_library/
• Bursuck, W.D. and Damer, M. (2011). Teaching reading to
students who are at risk or have disabilities.Boston:
Pearson. ISBN-10: 0137057814 | ISBN-13: 978-
0137057818 |Edition: 2
• Foundation Center for Urban Education. (2005). Soldier’s
Letter. DePaul University. Web.
http://teacher.depaul.edu/Documents/SoldiersLetterfic
tion5thgrade.pdf