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Table of Contents

1.  Reading Strategies

a.  Before Reading Strategies

i. Bell Ringer - Word Web

ii.  Prediction Before and After Reading

iii.  Vocabulary and Definition Mix Match Game

b. During Reading Strategies

i.  Guide “Teacher by their Side” Worksheet

ii.  A Chart to Guide Reading Worksheet

c. After Reading Strategies
i. Pick a Card, Any Card
ii. Our Questioning Nature

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The before reading strategies were established to provide a hook for the students in order to get their attention and to actively engage the student’s learning.  This strategy accesses relevant prior knowledge, links previous knowledge and experiences to the text, and acquaints students with the scope and organization of the text before reading it.    This strategy will help the student’s to visualize and make predictions about the text. The teacher will explain and model the strategy chosen for the students.  Examples of the before strategies are as simple as asking a question and have them write three full sentences about the subject, word webs, prediction using vocabulary words and many more.

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Before reading word webs teach kids to brainstorm and take risks.  A word web has a topic under study placed in the center of the web.  Students then brain storm their associations with the topic on web strands surrounding it. The teacher introduces the topic or has a short video to introduce the topic and the students are asked to make a word web using the topic.   Once the web is created the answers can be discussed in class and turned in to the teacher. After reading more about the subject another word web is created using the same topic.  This will be helpful to show the students the first web that they turned in compared to the word web created after reading.  The students and teacher can see the difference before reading and after reading. This will help students see what they have learned.  I chose this strategy because it is so versatile.  I would use this strategy in science to teach a Land Forms lesson. This strategy can be modified and used in all subjects.  I would prefer to use this as a bell ringer because it shouldn’t take long to complete individually or in groups.

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Predictions - Meaning Before/Meaning After

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Predictions - Meaning Before/Meaning After

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Before reading predictions can be made using the meaning before/meaning after strategy.   The worksheet for the meaning before/meaning after strategy has three columns.  The first column is a list of vocabulary terms/words, the second column is the meaning before reading and the third column is the meaning after reading. The teacher would show a short video that had some of the vocabulary terms discussed in the video.  The students would be actively listening to the video and watching visual images in order to find answers to fill in the second column of the worksheet with what they think a word means. I chose this strategy because it is versatile and has visuals to access prior knowledge and link the prior knowledge and experiences to the vocabulary terms being used in the text that they are going to read.    I would use this strategy in science to teach a Land Forms lesson.  This strategy can be modified and used in all subjects.  This strategy should not take long to complete individually or in groups.

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Vocabulary and Definition Mix and Match Game

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Vocabulary and Definition Mix and Match Game

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Another strategy I would use is a game of match the definition to the vocabulary term that has a visual aid.  I would place each of the visual aids with the vocabulary term printed under the visual aid on the walls of my class room.  I would place an envelope under each printed visual aid for the students to place the definition that they think would match the vocabulary term.  The students would be divided into groups of three of four students.  Each group would have a specific color printed with their definitions.   Each group would be named by the color of their definitions, such as Green Team, Purple Team, Yellow Team.  The teams will be given a specified time to match the definitions to the vocabulary terms.  When the students understand the instructions of the game, I would tell them to Go! After the time is up, the groups will line up under each visual aid and take the answers out of the envelope.  The team under the first visual aid will read the answers of colored group.  I would write the name of each team on the board.  Each team will receive a point for each definition that was correct. At the end of the game, winners will receive a prize out of a grab bag of school supplies. The students will fill in the third column of the predictions of meanings before/meanings after worksheet.  I chose this game because it has visual aids and the students will be actively engaged in learning while playing the game.  By this time, each student including ESL learners should have been able to access prior knowledge and link the prior knowledge and experiences to the vocabulary terms being used in the text that they are going to read.

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Introduction to Volcanoes by Frank Gregorio

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Introduction to Volcanoes by Frank Gregorio

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https://youtu.be/Be7o6BYVOzA
This is an amazing video to show to the students right before they begin reading. This will actively engage the students.

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During reading strategies monitor the student’s understanding and keep student’s actively engaged in reading.  A teacher must become a guide during reading.  A reading guide alerts students to key ideas, appropriate strategies and real-world connections.

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Guide "Teacher by their Side"  Worksheet

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Guide "Teacher by their Side"  Worksheet

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During reading strategies monitor the student’s understanding and keep student’s actively engaged in reading.  A teacher must become a guide during reading.  A reading guide alerts students to key ideas, appropriate strategies and real-world connections.

The question and answer worksheet is designed to becomes the “Teacher by their side”. The worksheets have questions based upon the text being taught.  Most importantly the worksheet points out main ideas and instructs students to read the headings, pay attention to words in bold letters, and may have page numbers and paragraph numbers telling the student where to find the information.   The students are instructed to read the questions first, then find the answers in the text . I would use this strategy in science to teach Land Forms.  This strategy can be modified and used in any subject.   I believe this is a great strategy to make sure each person in class establishes a common bank of knowledge.  Students can work individually or in groups.

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Another during reading strategy is the Chart to Guide Reading Worksheet.  This can be modified to any number of columns needed. The example I have here has four columns.   I would use this strategy to teach science.  This strategy can be modified and used in any subject. Students can work individually or in groups.

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After reading teachers need to find out if the students “got it”.    The teacher can engage the students in after activities that should be fun.  The key to a fun after is having done a good job before and during.

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Begin with making a card game.  Using the vocabulary words, make half of the cards definitions and the other half of the cards vocabulary words.  The students pick a card one at a time and if the card has a definition then the student will tell the class the vocabulary word that matches the definition.  If the student picks a card with the vocabulary word, then the student will tell the class the definition of the vocabulary word. I would use this strategy to teach science. I chose this strategy because it can be modified and used in any subject.

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Ask Questions that encourage thinking and grow for authentic purposes. If you have actively engaged your students before, during and after these questions will follow from some genuine need to know.

- Did we find the answers to our questions? (Which ones, and
what were the answers?)

- Are some of our questions still unanswered?  (If so, where do
we look to find the answers?)

-What else did we learn that we did not have questions for?
(What were they? Why didn’t we ask them?)

- What was the most surprising or interesting thing we learned?

- How is what we know now different from what we thought
before?
This line of questioning is a good model for learning for the rest of one’s life.  I would use this      strategy in science.  This strategy could be used in any subject. I feel that it ties up any loose    ends that the students may need to be tied.  If students find something surprising or interest    that is a plus.   It lets the student acknowledge what we thought we knew to what we know.