Content Area Reading Strategies

Before, During, and After Reading

Content Area Literacy Guide

http://www.kentuckyliteracy.org/alcp/Toolkit%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.

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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 Practices Student 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