RED4348 CA 1

1. Reading
Strategies:
Before, During, & After.
By: Merisa Moroz

2. Before
Reading
Set a Purpose
Activate Background Knowledge
Make Predictions
Think-Pair-Share
Vocabulary Prep

3. Set A Purpose
• Setting a purpose for reading helps to
engage the students and grasp their
attention when reading.
• Setting a purpose could be reading a story
to create a writing paper about how it
connects to the readers, or could be reading
a story to do a project afterwards.

4. Activate Background
Knowledge
• This helps to connect the students to the text.
• They will be able to relate their reading to personal
experiences or prior knowledge.
• Ask questions about what the students already
know about the topic of the text.
• Try to relate the text to them. If the text is about a
child liking soccer, relate the text to the students by
asking who loves to play sports and what they
already know about the sport.

5. Make Predictions
• Predictions are a great way for students to
critically think and get them interested in the
text.
• Students can make predictions about what
the text might be about after reading and
viewing the Title.
• “What do you think this story is about?”
“What do you think will happen in the story?”

6. Think-Pair-Share
• Students work together to solve a problem
or answer a question about an assigned
reading.
• Think: students individually think about the
answer to a question.
• Pair: students pair up
• Share: students discuss and share ideas to
their partner.

7. Vocabulary Prep
• Teacher will go through and choose
vocabulary that best relates to the main idea
of the text.
• The teacher will teach the vocabulary by
word-maps or other strategies.

8. During
Reading
Think-aloud
Graphic Organizer
Partner Reading
Word Hunts
Choral Reading

9. Think-aloud
• Think a-louds make the invisible process of
reading visible!
• Teachers say their thoughts aloud while
reading a story to share their thinking
process with students.

10. Graphic Organizer
• Graphic organizers can help to keep the
students focused on the text.
• Students follow along with the reading and
filling out their graphic organizer based off
what the text says.
• The teacher can create a worksheet that
follows along with the book and the students
have to fill in blanks once the story says
something relating to it.

11. Partner Reading
• Students are carefully paired by the teacher.
• Allows students to take turns reading and
provide each other with feedback as a way
to monitor comprehension.

12. Word Hunts
• Students hunt for words that follow the same
spelling features studied during their word or
picture sort, previously.
• Helps students make connections between
spelling words and reading words.

13. Choral Reading
• Helps build students’ fluency, self-
confidence, and motivation.
• Unison with a whole class or group of
students.
• Provides a model of fluent reading.

14. After Reading
3-2-1
Exit Slip
Summarizing
Story Sequencing
Reflection

15. 3-2-1
• 3: Students will record 3 things they learned.
• 2: Students will record 2 things they found
interesting.
• 1: Students will record 1 question they still
have about the text.
• As a class, review responses and answers
the questions students still have.

16. Exit Slip
• Teacher will pose a question or 2 after
reading and the students will need to write
their answer(s) out and turn in to end the
reading block.

17. Summarizing
• Teaches students to discern the most
important ideas in a text.
• Enables students to focus on key words and
phrases of an assigned text that are worth
noting and remembering.
• Teachings students how to take large text
and reduce them to the main points and key
ideas.

18. Story Sequencing
• Breaking a text into 3 sections: Beginning,
Middle, and End.
• Ability to sequence events in a text is a key
comprehension strategy.

19. Reflection
• Can be in reflection journals, reflection
questions, or oral reflection.
• Important skill to boost students’
metacognition.

20. References
• Bursuck, W. D., & Damer, M. (2015). Teaching reading to students who are at risk
or have disabilities: A Multi-Tier, RTI approach.
• Classroom Strategies. (n.d.). Retrieved from Reading Rockets:
http://www.readingrockets.org/strategies
• MAT Blog. (n.d.). Retrieved from MaryGrove College Master in the Art of
Teaching:http://info.marygrove.edu/MATblog/bid/80719/Reading-reflection-can-
boost-reading-comprehension
• (n.d.). Retrieved from Clip Art Fest: ¥
https://clipartfest.com/download/3d9653676f18bfb2fe474cc88930eecc6682b4ef.ht
ml
• (n.d.). Retrieved from Organisation for Early Literacy Promotion: ¥
http://www.oelp.org/theme-for-the-weekclass-1-kitabbook/12352600-children-
reading-a-book-stock-vector-cartoon-book-books/
• 3-2-1. (n.d.). Retrieved from The Teacher Toolkit: ¥
http://www.theteachertoolkit.com/index.php/tool/3-2-1