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Pre-Reading Strategies
1.) Jennifer Evans, Assistant Director ELA Follow. (2014). Exclusion brainstorming
20110329_115428_36. Retrieved December 06, 2016, from
http://www.slideshare.net/evansjenb/exclusion-brainstorming-2011032911542836
2.) Exclusion brainstorming
3.) Steps
Make a word list developed from the text or book being used in the lesson
Work with the students and read the pre-developed list to them
Have students mark through words they think that are not related.
Have the students read the text or book being used in or to determine if the
words on the list are related to the text
Put checkmarks next to words that are related and circle other words that the
students missed that are not related
4.) Strengths
Exclusion brainstorming can help students have to think about what words could
be related and then also are forced to use the text or book being used because
they have to use it in order to find more words that could or could not be
related.
5.) Example:
1.) SQ3R- Reading Method. (2014, August 09). Retrieved April 26, 2017, from
https://learningatelsimiddleschool.wordpress.com/resources/sq3r-reading-method/
2.) SQ3R Reading Strategy
3.) Steps
Before you read the chapter, survey the chapter.
Question while you are surveying.
Read the passage, and write a summary for each paragraph.
Re-look at the questions after reading the passage and highlighting the correct
information.
Re-check the questions and the evidence that you have found.
4.) Strengths
The SQ3R Reading strategy is a great tool to use when you are in the process of
teaching your students on how to find information. This strategy is good for using
before you teach the lesson to see what your students’ knowledge is and then what
it is after the lesson is taught.
5.) Example:
During Reading
1.) An Update to the Upgraded KWL for the 21st Century. (2016, September 05).
Retrieved April 26, 2017, from http://langwitches.org/blog/2015/06/12/an-update-to-the-
upgraded-kwl-for-the-21st-century/
2.) KWHLAQ Inquiry Chart
3.) Steps
Fill out the columns KWH before the lesson is taught
Go through the lesson fully and begin on the next step
After the lesson is taught finish fulling out the chart in the columns LAQ
Ask any additional questions that need to be answered
4.) Strengths
a. This is a great strategy to use with students to do during the lesson to see that the
students know and what they need to know. This also forces the students to pay
attention and look more into the text for them to use their full knowledge to fill
out each column.
5.) Example:
1.) Double Entry Journal. (n.d.). Retrieved April 26, 2017, from
https://salamoneliteracy.wikispaces.com/Double Entry Journal
2.) Double Entry Journals
3.) Steps
Identify key topics or concepts readers are likely to have encountered in the past
Formulate post reading questions or responses prompts, require readers to review reading
selection to reflect productively, identify aspects of reading that lead to growth in
knowledge or understanding or to application of problem solving.
Ask students to write about 150-200 words in response to both pre-and post-reading
prompts.
Provide opportunities for students to meet in pairs or small groups to read and share
Double Entry Journals during class.
Students should comment on his/her partner’s double entry journal.
4.) Strengths
Double entry journals can be very effective in many ways. They are great for working
with them during the lesson so that the students can write down as they read so that the
information has its own meaning in the student’s brain. The student can write something
that makes sense to them for them to remember and better understand the concept.
5.) Example:
After Reading
1.) Teaching History.org, home of the National History Education Clearinghouse. (n.d.).
Retrieved April 26, 2017, from http://teachinghistory.org/nhec-blog/25424
2.) Magnet Words
3.) Steps
Use text from a text book and find words that the passage is about
Create or find an organizer that the students can relate back to the magnet word that is
chosen
Have the students fill out the organizer that best fits that word
4.) Strengths
Magnet Words is a strategy that can cause the students to learn to analyze the text in a
little more depth and can cause the students to read more into the words that can relate
back to the topic.
5.)Example:
1.) All About Adolescent Literacy. (n.d.). Retrieved April 26, 2017, from
http://www.adlit.org/strategies/21827/
2.) Summarizing
3.) Steps
Start by reading a passage from the lesson that you are teaching
After reading, ask the students to write a summary over what they have just learned
Go over the summaries with the student and guide them through so they know exactly
what to do.
4.) Strengths
Summarizing a text that you have learned is beneficial overall in so many ways. It is a
good way to fully understand what was being taught in the text and can help the student
have a better understanding on if they do not know something from the text, they can go
back look and find what they need.
5.) Example:
You just need to have your students have a journal in the class that way when you ask
them to quickly write something it is right there and convenient. This is important so that
they students can learn to listen clearly and catch on to the material that is being taught.
Vocabulary
1.) K.I.M. (Key Word Important Information Memory Device) Vocabulary Strategy. (2014,
June 22). Retrieved April 26, 2017, from
https://helpingeducateothers.wordpress.com/2014/06/23/k-i-m-key-word-important-
information-memory-device-vocabulary-strategy/
1.) TOAST: A Strategy for Learning New Vocabulary. (n.d.). Retrieved April 26, 2017, from
http://blog.enroll.com/post/TOAST-A-Strategy-for-Learning-New-Vocabulary-1
2.) Toast vocabulary strategy
3.) Steps
Test – give a list of vocabulary word to the students and test them to see what they know
While doing this, divide that words between two sides, don’t know and I do know
Use different types of strategies in order to help the students remember the words better
o Put visuals with the words
o Have the students group up
o Use cues
Practice the words with the class in a verbal manner. Has to be done in a manner of
minutes after the students learn the words
Test the students again to see if they learned the vocabulary after the lesson
4.) Strengths
In this strategy, the students can use many different strategies to learn the vocabulary that
is given to them. After testing the students once, they learn that words and then get tested
again to see if they have improved. This helps the students grasp the concept of the
vocabulary in an orderly fashion.
5.) Example:
List the vocabulary that the students will need to be tested over along with an article or
textbook that the students can read and pair with the vocabulary. The students will read
this to help them define the words that they defined before the lesson is taught.
English Language Learners
1.) Quick Write Learning Strategy. (n.d.). Retrieved April 27, 2017, from
https://educators.brainpop.com/teaching-tip/quick-write-learning-strategy/
2.) Timelines
3.) Steps
Have the students read text based off the topic that you would like to discuss
After reading the text, give the students a list of events that was in the text that was read
Have the students go through the text with each event that was on the list and order them
in the correct numerical order.
4.) Strengths
Timelines are an extremely beneficial tool to use when working with dyslexia students.
This gives the students the opportunity to process which events come first and helps the
students remember the correct order of events in the text.
5.) Example:
1.) Multisensory Learning: Individual Tutoring in Rhode Island. (n.d.). Retrieved May 01,
2017, from http://www.ritutorial.org/about-rites/multisensory-learning/