Non-Fiction Reading Strategies(Before, During and After reading)By: Brittany Queen

Pre-Reading Strategy #1BrainstormingBrainstorming

It is important for students to brainstorm because it encourages critical thinking, generates ideas and inspires creativity in students.

• Step 1: Create ground rules• Step 2: Find a topic

• Step 3: Write the main Topic where students can see (white large piece of paper)

Ex: Examine the title of the selection you are about to read

Step 4: Have students think of as many ideas as possible that would fit under the selected category

Pre-Reading Strategy #2Anticipation Guide

Anticipation guides stimulate students' interest in a topic and set a purpose for reading.

They teach students to make predictions, anticipate the text, and verify their predictions.

They connect new information to prior knowledge and build curiosity about a new topic.

Pre-Reading Strategy #3Think-Pair-Share

T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.

P : (Pair) Each student should be paired with another student or a small group.

S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion

It helps students to think individually about a topic or answer to a question.

It teaches students to share ideas with classmates and builds oral communication skills.

It helps focus attention and engage students in comprehending the reading material

Pre-Reading Strategy #4KWL CHART

This strategy helps students organize their ideas.

This strategy also helps them think about previous knowledge and connect other content areas.

Students brainstorm what they already know about the subject in the Know column.  Then they brainstorm what they want to learn about in the want to know column.  After you have read and discussed the book, fill out the what I learned column so students can see all they learned!

Pre-Reading Strategy #5Group Discussions

Group discussions in and out of class will help you to discover what you bring to your reading, what your fellow students bring, as well as shared experiences.

This strategy enhances student learning.

It also generates good questions.

During Reading Strategy #1Making Connections

Students will gain a deeper understanding of the text by making connections. Text-to-Text Text-to-Self Text-to-World

During Reading Strategy #2Reciprocal Teaching

Reciprocal Teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead the discussion about a given reading. Reciprocal Teaching involves four strategies that guide the discussion: predicting, question generating, summarizing and clarifying.

During Reading Strategy #3Read-Aloud

Read aloud in class to give students' opportunities that model fluent and effective spoken English, build their vocabulary, and increase their awareness of issues in the text.

Reading aloud also prepares students for writing activities. Most students are able to listen and comprehend at higher levels than they can read.

During Reading Strategy #4Think-Aloud

With this strategy, teachers verbalize aloud while reading a selection orally. This includes describing things they're doing as they read to monitor their comprehension.

The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.

This strategy: • Helps students learn to monitor

their thinking as they read and improves their comprehension.

• Teaches students to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read.

• Slows down the reading process and allows students to monitor their understanding of a text.

During Reading Strategy #5Word Hunts

Word hunt activities help students make the connection between spelling words and reading words.

Students hunt for other words that follow the same spelling features studied during their word or picture sort.

This strategy• Helps to enhance students'

vocabulary growth. • Teaches students to focus

on spelling patterns and root words.

• Helps students learn how words are used in different

contexts.

After Reading Strategy #1Retelling Stories

Retelling entire stories is an excellent way for students to monitor how much they remember.

The point is not to memorize the exact words, but for a child to recall in his/her own words, details about character, setting, plot, dialogue, or information.

Readers think about the most important events and people in the book and try to remember who was in the book, what happened, where the events happened, when the events took place and why things happened.

After Reading Strategy #2Summarizing

Summarizing helps students learn to determine essential ideas and consolidate important details that support them.

It enables students to focus on key words and phrases of an assigned text that are worth noting and remembering.

It teaches students how to take a large selection of text and reduce it to the main points for more concise understanding.

After Reading Strategy #3Exit Slips/Tickets

Exit slips is an easy and quick way to assess student learning. Exit slips are written student responses to questions teachers pose at

the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students' understanding of the material.

This strategy helps students reflect on what they have learned.

After Reading Strategy #4Reflections

Reading reflection is an important skill to boost students' metacognitive skills.

Students can make connections to what they are reading and apply it to their everyday lives.

Types of Reflections• Oral Reflections• Journal Reading

Reflections• Reflection Questions

After Reading Strategy #5Story Organizers

Story Organizers helps student sequence events in a story.

They provide students with a framework for identifying the elements of a story.

They help students of varying abilities organize information and ideas efficiently

Sources• After Reading. (n.d.). Retrieved November 19, 2015,

from http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/AfterReading.aspx

• Bursuck, W., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier approach (2nd ed.). Upper Saddle River, N.J.: Pearson.

• Classroom Strategies. (n.d.). Retrieved November 19, 2015, from http://www.readingrockets.org/strategies