NONFICTIONAPPLICABLE READING

STRATEGIES

PURPOSE OF PRE-READING

• Precedes the reading

• View the text before actually reading it

• To ensure you are prepared to read a specific text.

• Understand the reasons you are reading the text.

BEFORE READING • Read the title and headings

• Look at the pictures

• Predict what the passage might be about

• Ask yourself what you already know about the topic.

• Decode and read by sight any difficult words.

• Consider the purpose for reading the text.

SET A PURPOSE • When you have a purpose for reading a text,

it directs your reading towards a goal, and helps to focus your attention.

• Purposes can be for entertainment, to get information, or to learn how to perform a task.

SKIM• Run your eyes down the page and look

for specific facts or key words and phrases.

• Note the organizational cues used by the author.

• Decode and read by sight any difficult words.

VISUAL AIDS• Look at all the pictures and other visual material (graphs, charts, maps).

• Pictures and other visual material can activate your background knowledge.

• These aids will provide you with helpful information about the material.

• Visual aids will help you make predications about the text.

ACTIVATE PRIOR KNOWLEDGE • What you bring to the text affects your

comprehension.

• Preview the topic, author, and title and think about what you already know.

• This will help you build connections with what you are reading.

MAKE PREDICTIONS

• Use titles, headings, pictures, diagrams, and your own personal experiences to anticipate what you are about to read.

• A reader involved in making predictions is focused on the text at hand.

• This helps you make connections between prior knowledge and the text.

DURING READING STRATEGIES

• Help you make connections

• Monitor your understanding

• Generate Questions

• Stay Focused

DURING READING • Think about what you are reading and if it makes since.

• Stop sometimes and summarize what you have read so far.

• Visualize the people, places, and events you are reading about.

• Imagine talking with the author while reading.

• Question and Predict

• Seek clarification when there are questions.

• Make inferences

• Make connections between ideas, concepts, and characters in the text.

• Evaluate the text

SELF-QUESTIONING • One way to become actively-engaged

in a text is to ask yourself questions as you read.

• Ask yourself who, what, when, where, and why questions.

• Ask yourself additional questions to self-monitor such as “Does this make sense?”

• “Do I need to take notes to understand?”

VISUALIZE • Create mental images of what is

happening in the text as it unfolds, based on what you already know and understand about the world around you.

• You are tapping into prior knowledge, making connections, inferring information, and paying attention to details.

MAKING INFERENCES • Identify information in the text

that is not directly provided by the author.

• Use clues from the text and your own knowledge and experience to figure out what the author is trying to tell you.

STOP SOMETIMES AND SUMMARIZE • Stop periodically and summarize

what has happened so far in the text.

• Look for main points the author makes.

• This will help you identify and keep track of a text’s main ideas.

• You are more likely to remember what is important.

MAKE CONNECTIONS • Connections are links that you make between what you

are reading and things you already know.

• There are three types of connections:

• 1. Text-to-Self = Connections that you make between the text and your own experiences and or background knowledge.

• 2. Text-to-Text = Connections that you make between the text you are reading and other texts you have read before.

• 3. Text-to-World = Connections that you make between the text and the bigger issues, events, or concerns of society

AFTER STRATEGIES • Provide you with an

opportunity to summarize, question, reflect, discuss, and respond to text.

AFTER READING • Write or speak to review what you have read.

• Generate questions about the text.

• Think about what you read and review questions/predictions.

• Compare what was read with something already known.

• Summarize the text.

• Link new knowledge to prior knowledge

ANSWER QUESTIONS• Helps you review content and relate

what you have learned to what you already know.

• Review the text to answer lingering questions and recite the questions you previously answered.

• Indicate whether the information used to answer questions about the text was information that was directly stated in the text, information that was implied in the text, or information entirely from your background knowledge.

REVIEW YOUR PREDICTIONS• Use the information you have read and

reviewed to confirm or correct your predictions.

• If the information you found in the reading is the same as your prediction, your prediction is confirmed.

• If you need to make changes to your prediction, it needs to be corrected.

SUMMARIZE THE READING SELECTION

• A summary is a brief account of the main ideas.

• Look back over the text and create a summary of what you have read.

• Good Summaries:

• Capture the main ideas and key information in the text

• Have the right amount of detail

• Combine several ideas or facts into one statement

• Paraphrase

LINK NEW KNOWLEDGE TO PRIOR KNOWLEDGE

• Do you see how information links up with your prior knowledge?

• Can you apply the new information to another situation?

• How will you use this information in the future?

EVALUATE • When evaluating, you decide whether something is

good, bad, accurate, or misleading.

• In the same way, when you evaluate something you read, you give your opinion of its value.

• You should be able to point to a reason why you have that opinion ( the writer was logical or illogical, the story was interesting or boring, the point made was important or not important).

References

Bursuck, W. D., & Damer, M. (2011). Chapter 7 Comprehension. In Teaching Reading to Students Who Are at Risk or Have Disabilities (2nd ed., pp. 290-297). Upper Saddle River, NJ: Pearson Education, Inc.

Clewell, S. (2003). ThinkPort. Retrieved March 31, 2015, from http://www.thinkport.org/career/strategies/reading/activate.tp

Mahoney, D. (2010, November 23). Scholastic. Retrieved March 31, 2015, from http://www.scholastic.com/teachers/top_teaching/2010/11/visualize-teaching-readers-to-create-pictures-in-their-minds-

Seminole County Public Schools. (2015). Seminole County Public Schools. Retrieved March 31, 2015, from http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/BeforeReading.asp

Strategy Support. (2005). Retrieved March 31, 2015, from http://udleditions.cast.org/strategy_summarize.html

University of Texas at San Antonio. (2006, August). How do I analyze a reading? Retrieved March 31, 2015, from http://utsa.edu/trcss/resources/How%20do%20I%20analyze%20a%20reading.doc

WETA. (2015). All About Adolescent Literacy. Retrieved March 31, 2015, from /http://www.adlit.org/strategies/19803/

WETA. (2015). Reading Rockets. Retrieved March 31, 2015, from http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

WETA. (2015). All About Adolescent Literacy. Retrieved March 31, 2015, from http://www.adlit.org/strategy_library/

Graphic References

Gograph. (2015). Retrieved March 31, 2015, from http://www.gograph.com/

Map of World. (2002). Retrieved March 31, 2015, from http://www.mapsofworld.com/

Martin, P. (n.d.). Phillip Martin Clip Art. Retrieved March 31, 2015, from http://www.phillipmartin.info/

pixshark. (n.d.). Retrieved March 31, 2015, from http://pixshark.com/clipart-answer.htm