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Before/During/After Reading Strategies
Transcript of Before/During/After Reading Strategies
talk about the author
talk about the plot line
Ask yourself, are you tapping into their schema with this? Pre-Reading . . what doesn't count. Teach them the vocabulary so they don't have to pay attention to context.
Explain the plot line, so they don't have to pay attention to the story.
Give background information on the author, so they know something you might ask on a quiz/final. Dependent Readers are banking on you. . . When you take a child somewhere, what is the first thing they want to know?
When you are at the doctor, and he/she is about to perform a procedure, what do you do? Asking Questions. . . Let them bring to reading what they bring to the rest of their life.
Skilled readers anticipate the text, but your dependent readers expect you to tell them.
You have to get them interested in reading. You have to get them to anticipate!
They must make a personal connection!!!
Excellent sample on pg. 78 of Beers text.
http://www.lkdsb.net/program/elementary/intermediate/di/files/25Strategies(Anticipation%20Guide).pdf Anticipation Guides You still have to keep them interested!
The anticipation guide is still in use, but it is a BEFORE reading strategy. They will need more!
Again, your dependent readers are going to sit and turn pages. . . that's it. That is the end of their active involvement. During Reading K-W-L
Any strategy that front loads a student's knowledge of a text and helps them become ACTIVELY involved in constructing meaning prior to reading the text. Other Before Strategies Discuss the reading, while they are reading.
A during reading strategy has to happen WHILE they are reading!
You can't decide the passage that needs to be discussed, or there will not be buy in.
It needs to be organic - come from the kids (although it is guided by you). You will have to interrupt the reading. Deal with it. Say Something
Questions - from them and from you.
Re-Reading for emphasis - lead by them, and by you.
Logographic Cues (Beers, pg 129)
Mark my Words Bookmarks (Beers 131)
Post-it-Notes to write in textbooks
Syntax Surgery (Beers pg 135)
Signal Words During Strategies This is why you have "during" reading strategies.
If your room isn't full of noisy conversation while you read a text, you aren't doing it right.
Predicting, connecting, solving problems - those skills are taught while a student reads, not when they are done. What is the point of reading? This is your chance to extend meaning.
What did you understand? Irrelevant, because that depends on the teacher.
As a teacher you need to be able to measure comprehension.
After Reading Strategies = Assessing Comprehension After Reading Strategies Anticipation Guides - still working for you, but not enough!
Likert Scales (common measure in Georgia)
Semantic Differential Scales
Somebody Wanted But So
Retellings - works well in conferencing or with a rubric (pg 156 (Beers)
It Says - I Say Chart The Assessments. . . comprehension (cc) image by anemoneprojectors on Flickr I say that her mom should have done it. It says that her grandmother was sick and needed her. Why did Little Red Riding Hood go into the woods alone? Sketch to Stretch
Save the Last Word for Me
Most Important Word
(All covered in Beers text in detail) More After Strategies It is not a product
It is a process!
The invisible process of "getting it" needs to be brought to the visible level.
Only a teacher can do that. Comprehension Keep all of your before/during/after strategies accessible for any story.
Ask your students what activities they've done that they like/don't like.
Allow differentiation - different students grouped together to work on different activities.
Student choice. Student choice. Student choice!!! Helpful Tips These strategies work better if the student's are creating them. Let them use their own paper.
Use your technology. Let them copy stuff down, or see examples online.
Use Google. They will.
Form worksheets are boring, even if the strategy is interesting. The kids are turned off by them. Stop making copies. _