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Before, During, and After Reading Strategies.
- 1. Before, During, and AfterReading Strategies Jessica Walker RED4348 Spring 2017
- 2. Why should youuse reading strategies in your classroom? • Reading strategies will help the students comprehend the material they are reading or that is being read to them. • Bursuck (2015) states “Reading Comprehension is the active process of obtaining meaning from written text” (pg 280). • Bursuck (2015) states “the process of deciphering the meaning of written words is exceedingly complex because it is influenced by a number of important factors including the person who is reading, the text being read, the task the reader is trying to accomplish, and the context in which the reading is being done (RAND Reading Study Group, 2002). Effective comprehension instruction takes into account all four factors.” (pg 280).
- 3. Before Reading Strategies Beforereading strategies will help the student understand the content they are about to read. • Preview • Prediction • Activate Prior Knowledge • Preview Text • Learn New Vocabulary
- 4. Preview • Students andteacher should preview the text before reading. This will interest the students in what they are about to read. • Read the title, and headings, look at pictures or preview chapters.
- 5. Activate Prior Knowledge Activatingprior knowledge will allow students a way to connect to the text for better comprehension. Bursuck (2015) states “If Carla has visited the Southwest, she is more apt to understand a mystery that takes place in the Arizona desert.” (pg 283).
- 6. Prediction • Making predictionsactivates students' prior knowledge about the text and helps them make connections between new information and what they already know. • Example: “Think aloud before reading a book to students, modeling the process of predicting before reading. "I found an interesting book at the library and by looking at the cover I am guessing or predicting the story will be about _____ and _______. When we use what we know to make a guess before we read it is called 'predicting.'“ (Teachervision.com)
- 7. Picture Walk • Teacherpreviews just pictures in a book with the students. • Students make predictions on what the story is about by connecting to the pictures in the text.
- 8. Teach New Vocabulary •Teaching students the meaning of vocabulary words they might not know yet is another before reading. • Learning new vocabulary words will help them comprehend the text better by knowing the definition of important words in the text.
- 9. During Reading These strategieswill be used during the reading process to aid in comprehension of the text. Teaching and modeling metacognitive skills, so students can see step by step how the teacher is comprehending the material. • Think Aloud • Close Readings • Wait Time/Think Time • Graphic Organizers • Seed Discussions
- 10. Think Aloud • Teachersdescribe their own thought process while reading a text. • “Students able to see what comprehension looks like” (Bursuck, 2015, pg 289) because they are hearing and seeing the teacher thought process while reading a text.
- 11. Close Reading • Studentsread and reread text to gain a better understanding of its deeper meanings. • Questions get more difficult after each reread. • Provides opportunity for meaningful discussion of the authors intentions for the text (characters, events, vocabulary, etc,)
- 12. Wait Time/Think Time •Teachers should provide longer wait times to students for more accurate answers, more student participation, and increase ELL participation. • “Even though keeping perky pace during reading lesson is important, extending the wait time to three seconds between the end of a question to the start of the answer gives the students additional time to think about their answers” (Bursuck, 2015, pg 293).
- 13. Graphic Organizers • Graphic organizershelp students visually organize their thoughts while reading a story. • Concept maps and story maps are useful tool in aiding comprehension while reading a story. • Teachers should model and scaffold completion of a graphic organizer.
- 14. Seed Discussions “Seed Discussionsallow students to identify and develop topics important to their own thinking.” (Simon, n.d). • Information I don’t understand • Things that are interesting • Vocabulary I want to know • Things that remind me of other things I know.
- 15. After Reading • Thesestrategies are used to review the material and show that the student understood the content they just read. • Summarize • 3-2-1 • Think-Pair-Share • Create a Timeline • Discussions
- 16. Summarize • Summary isa strategy that is used after reading for comprehension. The students put the main idea and key details about the text into their own words.
- 17. 3-2-1 • “The ideais to give students a chance to summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain.” (Jones, 2012). • Students will fill out an organizer stating 3 things they learned, 2 things they found interesting, and 1 thing they still have a question about.
- 18. Think-Pair-Share • Teacher aska thought provoking questions and allows students to think about their answer. • Students pair up with a peer and discuss their answers. • Teacher has students come back to attention and asks the students each individually or by group to share their answers to the question. • This strategy allows students to think about the question they are being asked, and have collaborative conversations with peers to share, compare and contrast their answers.
- 19. Create a Timeline •Students can create a timeline to organize the events in a text. • Useful for biographies and historical events.
- 20. Discussions Discussion allow studentsto verbalize their opinions, and thoughts of the story. Also, allows students to hear other students perspective, and think about things in a different way.
- 21. References References Bursuck, W. D.,& Damer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities. Pearson. Jones, R. (2012, 08 26). Strategies for Reading Comprehension 321. Retrieved from Reading Quest: http://www.readingquest.org/strat/321.html Jones, R. (2012). Strategies for Reading Comprehension Think Pair Share. Retrieved from Reading Quest: http://www.readingquest.org/strat/tps.html N.A. (n.d.). Predicting Lesson. Retrieved from Teacher Vision: https://www.teachervision.com/reading/predicting-lesson Simon, C. A. (n.d.). Introdcing New Content with Seed Discussions. Retrieved from Read, Write, Think: http://www.readwritethink.org/professional-development/strategy-guides/introducing-content-with-seed-30631.html