READING STRATEGIES FOR

NON-FICTION

By: Myrna Rodriguez

WHY ARE READING STRATEGIES IMPORTANT

Reading strategies are important to students

because it helps them improve in their reading

strategies.

These strategies make reading more meaningful by

occurring before reading, during the reading, and at

the end of reading.

Let us take a look at what strategies we can use

STRATEGIES FOR BEFORE THE READING

1) Pre-Questions

2)Preview

3) Anticipation Guide

PRE-QUESTIONING

What is Pre-Questioning?• Pre-questioning is where the students are

deciding on question that they will answer when reading. (Seminole County School, 2015)• This is important because it gives the students are

purpose when reading. • This makes the reading more focused.

Pre-questioning is about where the attention is focused on

the reading and how to make the reading have a purpose for

the students.

HOW TO USE PRE-QUESTIONING IN THE

CLASSROOM?

The students and/or the teacher come up with

questions about the text. • The students come up with questions that

activate prior knowledge.• The teacher guides the students by preparing

questions to guide the students reading, while helping the students come up with their own questions.

.

PREVIEW

What is Preview?• Previewing is setting a purpose, focusing on the most important information, making connections to what the students already know (Seminole County Schools, 2015)

WHAT DOES THIS MEAN?

“Learning about a text before really reading it”

(Salisbury University, 2009)

It means that are becoming familiar with the text

before reading the text.

The students are looking at introductory material,

skimming, seeing the overview of reading material

(Salisbury University, 2009).

ANTICIPATION GUIDE

Anticipation Guide has the purpose

of building on a students prior

knowledge while creating a interest for

the student to want to read the text.

Anticipation Guides give the student

the chance to make predictions about

what they are going to read.

(Reading Rockets, 2015)

ANTICIPATION GUIDE IN THE CLASSROOM

The teacher must first show the students how

to use this strategy. • The students will be introduced to the

new text. • The teacher will take a few key points

from the text and create a true or false list.

• The teacher will model what the students need to do.

• The students will answer with what they think will happen.

• The class will discuss the predictions about the text.

SUMMING UP BEFORE…

Before reading strategies are about getting the

students interested in the new reading material. This

is especially crucial for non-fiction because it gives

the student a purpose to read the text. They know

why they need to read the text and with these

strategies they can become excited about the new

reading material.

PART 2: DURING READING STRATEGIES

Think Aloud

Fact or Opinion

Cause/Effect Chart

THINK ALOUD

To demonstrate this strategy the teacher will read

and stop frequently to explain his/her thoughts while

reading. • This includes prior knowledge, inferences and

predictions (Roe and Ross, 2006). This is done in a whole class setting and once the teacher has modeled this for student the students will think aloud in pairs.

FACT OR OPINION

This strategy is to show students how to give

evidence that prove statements that are factual.

This strategy is important for non-fiction when the

student is trying to evaluate the reading material.

The will be able to give evidence that will support

claims that they make when discussing the text.

CAUSE AND EFFECT CHART

This reading strategy is a graphic organizer that

will help student to organize events of a text.

With this strategy the students are give a visual

representation of the cause of events and the effect

of these events on the text.

SUMMING DURING READING

Students are breaking down the text to identify key

points of the text such as:• Fact• Opinion• Cause • Effect

AFTER READING

Sequence Chart

Exit Slips

Discussion

(Reading Rockets, 2015)

SEQUENCE CHART

This strategy is to assist students in organizing the

text in a sequential order.

Students will be able to keep the events of the text

a series of events that they can remember and

understand.

EXIT SLIPS

This strategy are crucial because they give the

teacher a glimpse to what the students learned.

This strategy is for students to write from short

prompts about the text to evaluate what they have

learned from the text.

DISCUSSION

This strategy has the students talk about what they

read. They share ideas about the text. • This is meaningful because the students are diving

deeper into the text whether in groups or a whole class to discuss key ideas and points of the text.

REFERENCES

Reading Rockets, (2015). Anticipation Guide. Retrieved from

http://www.readingrockets.org/strategies/anticipation_guide

Roe, Betty D. and Ross, Elinor P. (2006). Integrating Language Arts Through

Literature and Thematic Units. Pearson Education Inc

Seminole County Public Schools. (2015). Before Reading Strategies. Retrieved

fromhttp://www.scps.k12.fl.us/curriculum/AcademicCore

/LanguageArtsandReading/SecondaryReading/BeforeRead ing.aspx

Seminole County Public Schools. (2015). During Reading Strategies. Retrieved

from

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/

Second aryReading/DuringReading.aspx