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Pre-Reading Strategies

APA Citation:
David, M. (n.d.). Cluster Word Web. . Retrieved July 30, 2014 , from
http://eduplace.com/graphicorganizer/pdf/cluster.pdf
Name: Cluster Word Web
Steps:
1. The teacher will draw a diagram of the Cluster Word Web on the board, or he/she may
print off a copy for each student to have.
2. The students will then copy down the chart on a piece of paper (unless given a copy).
3. After each student is done, they will be given the writing prompt.
4. Once the writing prompt has been appointed, the students will then fill the bubbles with
ideas for their paper.
5. After they have filled out their bubbles, they will then put it all together to help them
arrange their paper promptly.
Strengths and Weaknesses:
This strategy is great for helping students organize their thoughts for writing a paper. The
prompt being in the middle of the web will help them branch off into other thoughts that they can
use for their paragraphs. The good thing about this strategy is that they will keep using it
throughout their schooling and even in college.
Example:

Pre-Reading Strategies
APA Citation:
David, M. (n.d.). Give One Get One. . Retrieved August 1, 2014 , from
http://www.smoran.ednet.ns.ca/Reader'sworkshop/give_one_get_one.htm
Name: Get One, Give One
Steps:
1. The teacher will draw a T-chart on the board and label one side Give One and the other
Get One.
2. The students will then fill out as many facts as they know about the given subject on the
Give One side.
3. After everyone is done, they will go around their table (or be put into partners) and say
what they have for their Give One and as they keep going around, the other students
will write down the things the other students have in their Get One, if they dont already
have it.

Strengths and Weaknesses:


This strategy is a great way to find out what the students already know when starting a new
chapter. I think it is especially helpful with ELL students. It gives them a chance to say what
they know, while learning from their peers.
Example:

Pre-Reading Strategies
APA Citation:
Pre-Reading Strategies: KWL. (n.d.). . Retrieved July 31, 2014, from
http://www.studygs.net/preread.htm
Name: KWL
Steps:
1. The teacher will hand out the KWL worksheet to each student.
2. The teacher will then demonstrate how to properly use the chart.
3. Then the topic will be written on the board.
4. Then the children will fill out the chart according to their prior knowledge and such.
5. Once each student is done, the teacher start a class discussion over the topic.
Strengths and Weaknesses:
This strategy is great for engaging students in a new topic. The use their prior knowledge to help
them start with the topic and then will later reflect on what they learned. Its a great way to start
a new chapter and to get the students thinking about the topic thoroughly.
Example:

Pre-Reading Strategies
APA Citation:
Pictures. (n.d.). . Retrieved July 30, 2014, from
http://www.education.state.pa.us/portal/server.pt/community/before-duringafter_reading_strategies/7540/d_-_during_%28reading___rereading%29/508381
Name: Pictures
Steps:
1. The teacher will hand out pictures/textboxes about the upcoming chapter/story/lesson.
2. The teacher will then ask the students to take out a piece of paper.
3. Once each student has studied the pictures/textboxes, they will then predict what they
think the chapter/story/lesson is about.
4. After each student is done, the teacher will discuss everyones predictions.
5. Then the teacher will start the lesson and afterwards will refer back to the students
predictions and see how they compare.
Strengths and Weaknesses:
This strategy is a great way to start off a lesson or a book. You get the students to start using
their imagination and predicting what may happen just by showing them a textbox or picture
from the selected material.
Example:

During-Reading Strategies
APA Citation:
Character Sketch. (n.d.). . Retrieved August 2, 2014, from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReadi
ng/DuringReading.aspx
Name: Character Sketch
Steps:
1. The teacher will give each student a Character Sketch worksheet and demonstrate how to
properly fill it out.
2. Once the children have started in their activity, they will be able to fill out this worksheet
during said activity.
3. At the end of class, the students will turn in their worksheet.
Strengths and Weaknesses:
Its a great strategy that helps students think more about the characters. It would be helpful for
students when writing; theyll be able to put all the characteristics and personality traits for one
particular character. This will be beneficial for developing the characters throughout their paper.
Example:

During-Reading Strategies
APA Citation:
Rogers, K. (n.d.). The Highlighting Strategy. . Retrieved July 31, 2014, from
http://gse.buffalo.edu/org/writingstrategies/3-6highlighting.htm
Name: Highlighting Strategy
Steps:
1. The teacher will hand out different colored highlighters to each student and/or table.
2. The teacher will use his/her notes and show the students how to highlight important parts
of their notes.
3. Once the students have finished highlighting, the teacher will go over the notes with the
entire class and compare their highlighted sections with the students.
Strengths and Weaknesses:
This strategy is great for working on study skills. It shows the students how to find the main
ideas of the passage or chapter that stand out. This will be especially helpful for students when
studying for a test over a big chapter. Itll help them in reviewing the chapter as well as having
them actively read throughout the passage.
Example:

During-Reading Strategies
APA Citation:
David, M. (n.d.). Question Wheel. . Retrieved August 2, 2014, from
http://www.smoran.ednet.ns.ca/Reader'sworkshop/question_wheel.htm
Name: Question Wheel
Steps:
1. The teacher will make a copy of the Question Creation Chart (Q-Chart) and have it with
her while reading a passage.
2. Then the teacher will make a wheel with every students name on it, with a spinner.
3. The teacher will then use the wheel and spin it to determine which student will be
answering the question.
4. Every so often (after a page or a paragraph) the teacher will stop and ask a question over
the material that has already been read.
Strengths and Weaknesses:
This is a great strategy to ensure that each student is actively reading. The students never know
when the spinner is going to land on their name. Its also good for the students since the
questions are very simple thanks to the chart mainly being composed of simple one-worded
columns. It also helps them with being more comfortable with being called on in class, they feel
more confident and if theyre actively reading then they will surely know the correct response.
Example:

During-Reading Strategies
APA Citation:
Sticky Notes. (n.d.). . Retrieved July 30, 2014, from
http://www.education.state.pa.us/portal/server.pt/community/before-duringafter_reading_strategies/7540/d_-_during_%28reading___rereading%29/508381
Name: Sticky Notes
Steps:
1. The teacher will hand out packets of sticky notes to each table/student.
2. The teacher will the demonstrate how to put sticky note thoughts/questions on the text
while reading the passage.
3. At the end of class, the students will keep the sticky notes in the passage to review when
finished reading.
Strengths and Weaknesses:
Sticky Notes is a great way to help students actively read. Its especially great for ELL students
because they can write down any question they may have about that part of the passage and even
possibly over the grammar. The sticky notes will be a great way for them to keep track of their
thoughts while reading.
Example:

After-Reading Strategies
APA Citation:
Engelbrecht, T. (2012, October 5). Magnet Summarizing . . Retrieved August 1, 2014, from
http://www.crazyteacherlady.com/uploads/5/1/4/8/5148626/magnet_summaries.pdf
Name: Magnet Summaries
Steps:
1. The teacher will have the students choose 3-4 key terms from the reading selection.
2. Hand out 3 X 5 index cards to the students and assign each table a different key term.
3. Each table will then write down important words that describe the key term.
4. On the other side of the index card, have the students form a couple of sentences using
their magnet word.
5. Have one student from each table read off their sentences that they made for their key
word.
Strengths and Weaknesses:
This strategy is a great way to help students remember vocabulary from the selection that you
may be reading. It makes them recall what they had read and helps them better understand the
key terms in the reading selection which will better help them understand the material. If the
students dont understand the vocabulary, then they wont be able to fully comprehend the
material of the subject that is being presented in the reading selection.

Example:

After-Reading Strategies
APA Citation:
Reutzel, D., & Block, C. (n.d.). Story Map. . Retrieved August 1, 2014, from
http://www.adlit.org/strategies/22736/
Name: Story Map
Steps:
1. The teacher will give the students a reading assignment.
2. The teacher will give them a worksheet and demonstrate how to properly fill out the chart
that contains questions about the passage.(Can be given as individual or group work)
3. After the students are done with the assignment, they will turn it in.
Strengths and Weaknesses:
This strategy is a great way for the students to review the material they have just read. Its great
for ELLs because it helps them analyze the story and better understand what they have read.
Story Maps are a great way for students to recall what they have just read and better help them
actively read.
Example:

After-Reading Strategies
APA Citation:
David, M. (n.d.). Venn Diagram. . Retrieved July 31, 2014 , from
http://www.smoran.ednet.ns.ca/Reader'sworkshop/determine%20importance_venn_diagram.htm
Name: Venn Diagram
Steps:
1. The teacher will draw an example of the Venn Diagram on the board.
2. The students will then copy the same diagram onto their piece of paper after reading the
selected passage.
3. They will then find the differences between two of the selected areas and find the
similarities as well.
4. After the class is done, the teacher will have them share their results with their fellow
peers and then maybe with the class as well.
Strengths and Weaknesses:
This is a great strategy for students to do after they have read a passage over two or more
different areas. They get to see how the two things are similar and also how they differ from one
another. Many teachers use this strategy every year in their classroom and gives them a new way
to look at how they overlap.
Example:
Differences

Differences

Similarities

After-Reading Strategies
APA Citation:
321 Strategy. (n.d.). . Retrieved August 3, 2014, from
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReadi
ng/AfterReading.aspx
Name: 321 Strategy
Steps:
1. The teacher will teach a lesson during the class.
2. About fifteen minutes before class is over, the teacher will hand out the 321 Worksheet.
3. The teacher will demonstrate how to fill out the worksheet.
4. The students will turn in their worksheet as they leave the class.
Strengths and Weaknesses:
This strategy is an easy way to get students to reflect on what was went over in class. It could be
used for any subject and you can find plenty of worksheets online or you could even make your
own. It lets you know how students are taking to your teaching and allows you to see how their
brain processes the information they received through the lesson/story.
Examples:

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