Content Area Reading Strategies Before, During, and After Reading

 Content Area Literacy Guide  kit%20Contents/CCSSO- Content%20Area%20Literacy%20Guide.pdf kit%20Contents/CCSSO- Content%20Area%20Literacy%20Guide.pdf A Very Useful Resource

 Focuses the reader  Gives the reader a purpose for reading Before, During, and After Reading Strategies

Purpose of Before Reading Teacher Instructional Practices Student Outcomes Teachers must: Help students activate their prior knowledge. Help students establish purposes for reading. Encourage students to generate questions. Ask students to make predictions about text. Help students construct graphic organizers. Connect reading and writing. Introduce new vocabulary Students will: Brainstorm concepts and key words and ideas. Establish reading goals based upon purpose for reading. Turn headings into questions. Predict and verify based on scan or preview of content. Construct a graphic organizer based on text structure to use during reading. Write in a journal, vocabulary notebook, or other forms to connect with the text to be read..

A classification strategy Students cluster together words in meaningful ways to evolve main ideas or determine conceptual relationships (closed sort). The students may also sort the words by characteristics and meanings and then label the categories (open sort). (Gillet and Kita, 1979) Before Reading Strategy - Word Sort

 How might you use word sorts to help students?  Can you think of alternate ways to incorporate word sorts into your daily/weekly lesson plans? Reflection

Purpose of During Reading Teacher Instructional PracticesStudent Outcomes Teachers must: Model metacognitive and cognitive processes. Verify and/or formulate predictions. Help students integrate new data with prior knowledge. Get students to think about what they are reading. (Metacognition) Help students construct graphic organizers. Summarize text. Read aloud and Think aloud Students will: Find answers to self-initiated questions. Read silently. Read with a partner. Predict and verify. Re-read if necessary. Take notes. Construct and use graphic organizers. Complete Double-Entry Journal

 Shared Reading Strategy  An active structured reading aloud of a shared text.  Students benefit from structured reading, speaking, and active listening. During Reading Strategy - Paired Reading

 How might you incorporate paired readings into your classroom?  What struggles might paired readings bring in your classroom? In other words, what might hinder your decision to use paired readings in your lesson instruction? Reflection

Purpose of After Reading Teacher Instructional Practices Student Outcomes Teachers must: Encourage students to reflect on what they read. Prompt students to evaluate predictions. Encourage students examine questions that guided reading. Require students to respond to text through discussion. Require students to respond to text through writing. Encourage retelling or summarizing. Connect writing to reading. Students will: Discuss. Debate. Respond to questions. Verify predictions. Construct a graphic organizer. Write in a journal. Retell. Summarize. Role play. Research. Read related materials. Adapted from Fuentes 1998, 83

A form of graphic organizer Commonly referred to as a Concept Card Students form concepts and learn new vocabulary by using four quadrants on a chart to: – define examples, – non-examples, – characteristics, and – non-characteristics of a word or concept. (Frayer, 1969) After Reading Strategy - The Frayer Model (Concept Cards)

 In what ways might the Frayer Model be useful?  Instructional tool  Study Guide  Assessment Reflection

 Using the Summary Strategy to facilitate comprehension and deeper understanding of the content. Another After Reading Strategy - Summary

 How might these strategies facilitate deeper cognitive understanding of science content?  Are you comfortable with the incorporation of reading strategies in your science classroom? Before, During, and After Reading