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I try very hard to find a video clip, rap music, or another form of technological component to show prior to reading.  Teaching in the elementary level, I have learned that students will get highly motivated and excited to learn when they are introduced to a story, concept, or idea using technology.  This will then lead into a discussion on what they learned, what they already know and what they are curious about.  This is your typical K-W-L, but it is naturally occurring during discussion due to the opening video clip.  When all of this is presented in an enthusiastic and exciting manner, students definitely vibe off of that and it becomes almost contagious.
Tammy Kinman

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I have students read in pairs.  During their reading, they take notes on what they read.  This is after note-taking has been modeled several times.  The students then use their notes and create a presentation on their choice of program (PowerPoint, Google Slides, Powtoon, Prezi, Kidspiration, etc).   This is very valuable in content areas as it makes students read through their notes several times as they prepare their presentations.  My students are very engaged during this activity.  They are also told to create three higher order thinking questions to go along with their presentation.  To assist with these questions, I have higher order question starters posted on chart paper.
Tammy Kinman

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Students choose any of the presentations to view and also answer the higher order thinking questions that have been written to go along with the chosen presentation.
Tammy Kinman

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When I consider a before-reading activity, I try to think of how I can relate the topic to a real life experience. I then ask the students if they have ever encountered an experience that was similar and we have a discussion about it. Once we have concluded our discussion, I explain to the students that our reading material is very similar and I was able to relate it to the experience we had just discussed. 

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When I consider a before-reading activity, I try to think of how I can relate the topic to a real life experience. I then ask the students if they have ever encountered an experience that was similar and we have a discussion about it. Once we have concluded our discussion, I explain to the students that our reading material is very similar and I was able to relate it to the experience we had just discussed. 

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Michael Gipson

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During reading lessons, I begin my classes as a whole group. We read and discuss together as a group. I then have the students break into smaller groups and read the material again. They have a second discussion, but within their groups. Finally students work individually and read the material once more. After the final reading, the students complete some type of assessment either formative or summative and I am able to better evaluate their understanding. 

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During reading lessons, I begin my classes as a whole group. We read and discuss together as a group. I then have the students break into smaller groups and read the material again. They have a second discussion, but within their groups. Finally students work individually and read the material once more. After the final reading, the students complete some type of assessment either formative or summative and I am able to better evaluate their understanding. 

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Michael Gipson

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After reading activities that I have used include formative and summative assessments. I have also used project-based assessments which the students were very interested in participating in and completing.

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After reading activities that I have used include formative and summative assessments. I have also used project-based assessments which the students were very interested in participating in and completing.

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Michael Gipson

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Before reading, I like for students to examine the cover and title of the book and make a connection somehow. For example, if the cover shows a little girl on the couch with her grandma, they might make a text-to-self connection that they love to spend time with their grandma or a text-to-text connection that this reminds them of "The Wednesday Surprise" because the girl worked with her grandma. Making these connections helps my students activate prior knowledge.
Lori Rath

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This year I am focusing on modeling thinking while reading. To do this, during each read aloud, I will stop after every few paragraphs or pages (depending on the text), and think aloud. I might make connections, predictions, work through difficult words, etc. After a few days of modeling this, my students have started to ask to share their thoughts. Now, during their independent reading, they are asked to stop, think, and jot down some of their thoughts while reading.
Lori Rath

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I use the workshop model in my classroom. After a read aloud and mini-lesson on a specific skill, my students pick a self-selected text and focus on the skill. As a wrap-up, I ask students to share the book they read and how they applied the skill of the day. I have found that talking about what they read helps them comprehend and retain the content.
Lori Rath

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Before having my students read, I like to have them complete Do Now's.   To complete a Do Now, I ask my students to write down what they know about the upcoming topic, what they want to know about it, and what thoughts they have about it.  For example, we read an excerpt about the 2017 Totality Eclipse and the students were asked to write down what they knew, what questions they had, and what they thought about it.  It was interesting to see how much the students actually knew about the eclipse and what they were curious to learn.  From the use of Do Now's, I have found that students are more likely to become engaged if they can relate and find interest in the upcoming topic through their curiosity.
Jerett Bell

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For a During-reading activity, I like to use Chunking.  As a special education teacher, I find that Chunking provides more successful comprehension of text for my students.  I enjoy using the chunking technique, because it allows the text to seem much less demanding and intimidating once broken into smaller readings, such as a single paragraph, or possibly even one or two sentences.  Chunking is simply an activity that allows either the teacher or the student to modify the amount to be read.  Along with Chunking, I sometimes have the students pause to write a few notes or keywords about what they have just read in the chunk.  Once each student has completed their chunked reading, they can refer back to their notes, which allow them to recall areas of what they have read more easily.
Jerett Bell

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For an After-reading activity, I like to have my students participate in Think-Pair-Share.  Usually for this activity I have 5-10 questions that are a mixture of multiple choice, fill-in-the-blank, and possibly open ended questions.  I first ask the students to try and answer the questions on their own.  Once the students have completed all of their questions, or at least most of their questions, I pair them with a partner.  Once paired with a partner, I ask the students to compare the answers they have and to complete an unanswered questions.  Once the students have completed their sets of questions, I ask them to share what answers they have.  I find this to be a great exercise to use after reading because it provides students with a less intimidating way to answer comprehension questions, builds confidence in their answers from being paired, and allows them to share aloud with the class.
Jerett Bell

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I have never done any B-D-A activities as I am not in a classroom. However, as I have a degree to work with preschool and kindergarten, I feel the most important thing at that age is to discuss the story with them before reading and get the students thinking about what they think the story will be about based on the cover and book title.  

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I have never done any B-D-A activities as I am not in a classroom. However, as I have a degree to work with preschool and kindergarten, I feel the most important thing at that age is to discuss the story with them before reading and get the students thinking about what they think the story will be about based on the cover and book title.  

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Erica Newman

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During reading for young children it is important to define unfamiliar words. And also to ask questions about things going on in the story. 

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During reading for young children it is important to define unfamiliar words. And also to ask questions about things going on in the story. 

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Erica Newman

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After reading for young children, talk about the story and ask questions to see if what they thought before reading the story was really what happened in the story. Also ask questions about how they think the story would have been different if certain situations within the story where changed. They could draw or write about their favorite part of the story. Talk to students about the characters and setting of the story. And also about if the book is fiction or non fiction and why. 

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After reading for young children, talk about the story and ask questions to see if what they thought before reading the story was really what happened in the story. Also ask questions about how they think the story would have been different if certain situations within the story where changed. They could draw or write about their favorite part of the story. Talk to students about the characters and setting of the story. And also about if the book is fiction or non fiction and why. 

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Erica Newman

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I teach kindergarten so many of my students are just beginning to read. When we read a story together I like to conduct a picture walk before we start reading the text. Asking students questions like,
-Examine the cover, what do you think this story is going to be about?
-Look at the characters, what do you think they are doing?
-Lets think about the previous illustrations how do you think this picture continues to tell the story?
Making predictions and looking at the illustrations gets my students engaged and ready to find out whats going to happen when we begin reading. It also helps me model to them how to be an active reader.
Jordan Williams

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During our reading I will point out vocabulary words, ask questions, and ask students to make new predictions based off the new knowledge we have gained now that we are reading the text. I like to have some vocabulary words picked out and some planned places to stop. There are times though, that my students are leading the discussions and we end up taking a new direction!

Jordan Williams

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After reading a story with my kindergarteners I like to check for comprehension using a story rope, or have a discussion about the connections we made.
I also, like to finish with an activity that will allow my students to reflect on the story and apply some of what they learned. For example after we read the book, Creature Features we used print outs of our faces to create our own animal faces.

Jordan Williams

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Before we read in my classroom I like for my students to make any connections with the book. For example, we discuss the title, author and pictures if any. We might take a gallery walk with the pictures. In doing this, the students are able to notice things that they are familiar with. If they have read books with the same author, met similar characters, and so forth. I think it is vital to grab their attention by conducting "before-reading activities". 

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Before we read in my classroom I like for my students to make any connections with the book. For example, we discuss the title, author and pictures if any. We might take a gallery walk with the pictures. In doing this, the students are able to notice things that they are familiar with. If they have read books with the same author, met similar characters, and so forth. I think it is vital to grab their attention by conducting "before-reading activities". 

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Andria Thompson

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I have my students conduct many think-pair-shares throughout any reading. I will pose a question and give the students time to think. The students then pair with a partner I assign, whether it be their face partner, diagonal, or shoulder partner, to discuss their thinking. Students will then share out their discussions. I also think this is a great summarizing strategy and gets them to dissect the text.
Andria Thompson

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After reading, I like to check for understanding. The students will create a "Plot Mountain" to discuss story elements. Also, the students will take a comprehension test on the book. We will sometimes complete activities that go along with the book.

Andria Thompson

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Using connections in my classroom has always help students related and become motivated to learn. Building connections with things that they can related to, will encourage students to learn new things. In math, I use Cornell notes with guided notes for them to use to complete note-taking during the lesson., Once they are finished, there are questions that are connected to what they know to use their prior knowledge in making a connection with what is being taught. Jessica Free

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Using connections in my classroom has always help students related and become motivated to learn. Building connections with things that they can related to, will encourage students to learn new things. In math, I use Cornell notes with guided notes for them to use to complete note-taking during the lesson., Once they are finished, there are questions that are connected to what they know to use their prior knowledge in making a connection with what is being taught. Jessica Free

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During a reading assignment, I use Cornell Notes with guided question to help students use during their reading assignment. Along with the note taking, they have to write down on the side vocabulary words that they are unsure of. This helps students use what they have learned or read, and look back to the words once they find the definition. Jessica Free

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During a reading assignment, I use Cornell Notes with guided question to help students use during their reading assignment. Along with the note taking, they have to write down on the side vocabulary words that they are unsure of. This helps students use what they have learned or read, and look back to the words once they find the definition. Jessica Free

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After reading the assignment, they look back at their Cornell Notes to find missing vocabulary words. They also use their notes to compare with their other peers and they can discuss what was read. Jessia Free

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After reading the assignment, they look back at their Cornell Notes to find missing vocabulary words. They also use their notes to compare with their other peers and they can discuss what was read. Jessia Free

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During whole group reading I like students to stop and think about what was just read. I then let students talk with their elbow partner (just someone sitting close by) and discuss what they think it going on in the story so far. I will also add and ask inferring questions and then let them talk with their partners again. This seems to go well in my classroom and my students love the opportunity to be able to talk to others. I also believe it is good for students to stop and think to build onto comprehension of the story.
Allee Goldsmith

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I would like to try and have my students make connections with a book before reading it. I believe looking at the pictures and title before reading would peak the students interest to read the book.
Allee Goldsmith

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Have students complete a retell assessment. This is done by students retelling the story orally. I am very blessed with an assistant in my room and I have her complete retell assessments weekly to know if students are comprehending what they are reading or not. I love doing these as well because I am able to hear all of the creativeness that students come up with.
Allee Goldsmith

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In teaching MS/HS students, I like to evoke early on their interest. This year I have notice they like funny videos, animals, and music. I take themes of a book and find materials such as videos, animals giving visuals to the theme, and/or music with lyrics that give the book or story a visual to make the connections necessary to spark the interest of the student.

Melissa Trice-Martin

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When reading a novel, I like students to keep a journal to guide their understanding. After each assigned reading, students are asked to add vocabulary words they do not know, write 3 questions they had while reading the section, and summarize the section of reading to lead in class discussion the next day.

Melissa Trice-Martin

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I like to show a movie of the book or novel if one is available. If not I like to ask the students to change a situation to change the narrative of the story or plot. It is always interesting to see or read how they would have like for the story to end or begin.

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One activity that I have used when teaching is implementing a KWL chart. It serves as a good before and after reading strategy that helps student identify what they already know, what they want to know and after the lesson is over, it helps them identify what they learned. This strategy is very useful for most grade levels, even if some adaptation is required. For instance, in my student teaching, I was placed in a first- grade classroom and through my coursework was required to implement this reading strategy. The students had never tried it before (and neither had I). Part of the strategy was to have them write in their own chart what they wanted to know while I modeled the writing on the overhead. Many of the students that I worked with at this level experienced trouble with the concept of identifying what they wanted to know. Another difficult part of this strategy for first graders is writing in a narrow box. Although there were only three boxes on the page, it was hard for them to fit their idea into a long, narrow box that was roughly 1/3 the size of the page. If I were to try this strategy again with first graders, I would rearrange the boxes so that they are wider to accommodate the needs of first graders for larger writing space. I would also engage their “want” to know based on my own observations and try to get a conversation going that would help spark their curiosity in the reading.

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As a student and a teacher, concept maps are one of my favorite reading strategies. Concept maps can be very simple or complex depending on the topic or student body you’re working with. They come in a variety of formats and it’s very easy to design your own, depending on what you are wanting the students to learn from the reading.  What I love most about concept maps is that it presents a visual representation of how the key concepts in a topic or reading connect to each other. I have found that the best way to use a concept map is by using one that is already drawn-out and by introducing it at the beginning of the lesson. Allowing students to complete it as the lesson progresses and information is brought in helps them not to worry about just completing the map, but to digest the information as they are reading. While teaching, it helps to add pauses to allow time for filling in the map while also modeling it for the students. Also helpful, thinking out loud or explaining as information is added to the concept map to model the thinking process for students.

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During a class I took this past summer, we were assigned to use the Poems for Two Voices format for a particular topic. I was not familiar with this format and had my doubts about how it would play out. Having read a few chapters from a book, we were divided into teams of about five people. The teams then picked two characters from the reading and compared/contrasted using the poems for two voices format. The idea was to show the extreme differences between two central characters or ideas by using a back and forth dialogue which was scripted by the team members. The result had a really big impact and I would definitely love to try this reading strategy out with middle or high school students.

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This is easily my favorite strategy for after reading or working word problems.  It allows them to ask questions to one another and to share with whole class once the time is allowed.
Mitchell Williamson

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Before and during activities this strategy is an acronym our school adopted for use from Larry Bell.
Short hand is underline, Predict what to do, Read problem. Circle important words, used predicted steps, verify the answers, eliminate wrong answers, and let answer stay.