READING STRATEGIES

Before, During and After

Before Reading

SKIMMING AND SCANNING

When? Before Reading

Why? Skimming and Scanning has the reader quickly look over the entire piece of reading and find the most

important features. This allows the reader to portion the text into smaller parts that meet their reading

purposes and make the best use of time.

Ho w ? Prior to reading the entire text look at: The Title, The Headings, Any Subheadings, Visuals (graphs,

charts, pictures), Any Boldface Words, and The FIRST and LAST Paragraphs.

FIRST LINES

When? Before Reading

Why? First Lines is a comprehension strategy where the student reads the first lines of each paragraph in the

chapter. This helps the student to make predictions and to focus on the main points.

Ho w ? The student will read the first line of each paragraph in a chapter. Then have the student(s) make

predictions and engage in discussion about the predictions, if applicable. After the chapter has been

read, revisit the predictions. This will help the student to learn how to access key elements found within

even the first line of text that provides valuable clues to the content.

FAST TRACK TO FIRST IMPRESSIONS

When? Before Reading

Why? Fast Track to First Impressions helps the reader to slow down and develop some background knowledge

about what they are about to read. The more information you have about what you are about to read the

better you will understand what you are reading and the more likely you are to remember it.

FAST TRACK CONTINUED…

Ho w ? Answer these questions:

1. Look at the cover make a prediction about the book based on what you see.

2. Do you think you will like the book? Why? Or Why Not?

3. There are __chapters in this book. What are the chapter titles? List them.

4. Based on the titles, make 3 assumptions about the content of this book.

5. Take a picture walk through the book. Write 3 facts you learned on your walk.

6. Skim the glossary in the back of the book ( if there is one) and finish these statements:

a. I think the Vocabulary in this book will be….

b. The words seem to be related to…

c. Strategies I will use to make the language easier are…

7. Look at the Index in the back of the book. List 3 assumptions you can make about this text.

THINK, PAIR, SHARE

When? Before Reading

Why? Think-Pair-Share helps students to think individually about a topic, to share ideas, to focus attention and

encourage comprehension and deeper understanding. This also provides students with ample time to

develop answers to questions without being put on the spot and asked publicly to share.

Ho w ? Introduce students to the text by asking a specific question such as “What do you know about…”. Allow

think time and have students jot down their ideas. Pair students with a partner to think about ideas, share

and work together to complete a Venn diagram by compiling ideas.

SEMANTIC FEATURE ANALYSISWhen? Before Reading

Why? Semantic Feature Analysis is used for developing a deeper understanding of vocabulary or key

features found in non-fiction text. This draws on a student’s prior knowledge to develop a

greater understanding of the vocabulary and word meanings.

Ho w ? Provide the student with a list or have the student collect vocabulary from the chapter and enter

into a Venn diagram. Use this to illustrate similarities and/or differences between key

elements/vocabulary from the text.

EXAMPLES

Semantic teaching

During Reading

VOCABULARY KNOWLEDGE RATING SCALE

When ? During Reading

Why? This strategy has students actively look for and beware of new vocabulary words found in the

text. The student needs to be able to identify, decode and derive meaning from new words as

they are encountered. This strategy provides a beginning structure for students to develop this

skill.

Ho w ? The student will seek out obvious bold faced or italicized vocabulary found within the text.

Using a graphic organizer, have the student write the word, the page number and indicate with

a check mark if the student is familiar with the word. The student will write the definition for

the word, a synonym, an antonym, the sentence in which the word was found and a new

sentence the student writes.

TEXT HIGHLIGHTING

When? During Reading

Why? Text Highlighting is an approach that helps students learn to visualize, predict, question, infer

and analyze various types of text. During the process the student becomes more connected with

the text and it becomes more meaningful. This strategy works for either fiction or nonfiction

and can be done individually or in groups.

TEXT HIGHLIGHTING CONTINUED…

Ho w ? Begin by highlighting ONLY the key words, phrases, vocabulary, and ideas that are central to

understanding the reading. This should be done as the student is reading through the text.

Different colored highlighters should be used to highlight different types of text. Is it a main

point? Or is it a supporting detail? After completing the reading assignment, the student should

go back through, reread the highlighted areas and rewrite the highlights into a summary

paragraph and graphed into a chart. The chart should have 4 headings: Likes, Dislikes,

Questions, and Patterns. Now that the student has read through, highlighted the most important

key details and written a summery the student can now write opinions or questions they may

have regarding the text.

GO CHART

When? During Reading

Why? The Go! Chart strategy is designed to help students identify with text content, activate prior

knowledge and encourage further exploration of the topic. This strategy requires a pre reading

task- During reading and a follow up after reading task. This can be used for both fiction and

non fiction.

GO CHART CONTINUED…

Ho w ? The first column students will make predictions about the text. What do they feel they can

expect from the chapter based on the title, sub-title, pictures and charts.. In the second column

students will write predicted vocabulary. Words they feel connect to the chapter subject. In the

third column students will write things they felt were key details as they read the chapter. In

the fourth column students will write questions that they think of as they read. In the fifth

column students will write during or after reading connections the felt to the text. Perhaps it

reminded them of something they once experienced or saw. In the sixth column graphically

organize related key facts from the text.

PARAGRAPH SHRINKING

When? During Reading

Why? Paragraph shrinking is a strategy used to increase comprehension of material read. This is

especially useful for text that is complex with details and descriptions; and is ideal for studying

for tests.

PARAGRAPH SHRINKING CONTINUED…

Ho w ? The student will read for no more than 5 minutes, or 1 paragraph; stop and then summarize the

main points by answering the questions bellow. This strategy can be used individually with

silent reading and a written summary. The student will answer each of these questions in 10

words of less following each paragraph.

o The who or what of the paragraph

o The most important thing about who or what

o The main idea

Paragraph Shrinking can be used as a game if paired with another student, and awarding points

for answering the strategy questions correctly. Have the students take turns reading/listening.

QUESTIONING THE AUTHOR

When? During Reading

Why? The Question the Author strategy encourages students to ask questions of the author and the

text. Questioning engages the student in the reading and teaches them to question what they are

reading and the author. This strategy is best suited for non-fiction text.

QUESTIONING THE AUTHOR CONTINUED…

Ho w ? This technique can be used for individual understanding, pairs or small groups. After reading a

sub headed section, or chapter, have the student(s) reflect on what they just read. If this is being

done in a small group or pairs, have the students engage in discussion to critique the author and

the text. If the student is working alone, have them respond to the following questions in

written form.

What is the author trying to say? Why do you think the author used the following phrase? Does this make sense to you?

EXAMPLES

Vocabulary Knowledge

After Reading

VOCABULARY DOODLES

When? After Reading

Why? Vocabulary doodles are a fun way for students to find the relationship between words. Students

will identify attributes of the vocabulary words found in the text to build a vocabulary

illustration.

Ho w ? Student will use the lined side of an index card to write the vocabulary word, the definition and

four clues that are related to the vocabulary word. On the blank side of the card the student will

make a squiggle or doodle and turn it into an illustration that represents the word through

context.

SEMANTIC GRADIENTS When? After Reading

Why? Semantic Gradient strategy is used to broaden a student’s understanding of related words found

within a text. This strategy helps students develop stronger connections to synonyms and

antonyms to which can aid a student to be more creative in their writing.

Ho w ? The student will center the vocabulary word within the page or card and organize up to two

synonyms and two antonyms surrounding the word. The student will then find words that

create a list of semantically similar words. Arrange the words in a way that illustrates an

understanding of each word's meaning.

STORY PYRIMIDS

When? After reading

Why? Story Mapping is a strategy used to help improve student comprehension. This technique can

be used for Non-Fiction stories (ie: The story of Abraham Lincoln and John Wilkes Booth) as

well as fiction. This process helps students to recognize predictable grammar and provide a

visual frame work for analyzing a story.

STORY PYRAMIDS CONTINUED How?

The student will answer the following questions and Place into the graphic organizer.

1. Name of the main character(s)

2. Two words describing the main character

3. Three words describing the setting

4. Four words stating the problem

5. Five words describing the first event

6. Six words describing the second event.

7. Seven words describing the third event.

8. Eight words stating the solution.

SUMMARIZING

When? After Reading

Why? Summarizing teaches students how to pick apart text to find the most important ideas and how

to ignore unimportant information. This technique takes large selections of text and

consolidates it to main points for concise understanding.

Ho w ? After reading the assigned text answer the following questions:

1. What are the main ideas? 2. What are the crucial details necessary for supporting the ideas? 3. What information is irrelevant or unnecessary?

WORD MAP

When? After Reading

Why? Word Maps are useful for helping students to understand new words or concepts by asking

questions. This strategy helps increase a student’s vocabulary and deepens understanding of the

text.

Ho w ? Start by centering the new word or term at the center of the index card/paper. Off the center box

draw a box for each intended branch to further understanding. Words such as: Synonyms,

Antonyms, definition, example and even a picture are helpful.

EXAMPLESStory PyramidWord Map

REFERENCESBursuck, W. D., & M. D. (2011). Teaching Reading to Students Who are At Risk or Have Disabilities. Upper Saddle River, NJ: Pearson.

Image, G. (n.d.). Teaching Images. Retrieved from https://www.google.com/search?q=first l ines&safe=off&espv=2&biw=1920&bih=979&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi24ZiM- KrMAhXEdT4KHcAyD2AQ_AUIBigB

Reading Rockets. (2011). Classroom strategies. from Reading Rockets: http://www.readingrockets.org/strategies/

Yardel, B. (2016). Reading Strategies. Retrieved from http://www.slideshare.net/libraryyard/reading-strategies- 13782096?from_search=2#btnNext