high yield instructional strategies before reading voice ... ·...

High Yield Instructional Strategies – Before Reading Voice Over

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Slide # Voice Over 1 – High Yield Instructional Strategies for Reading Introduction

Welcome to “High Yield Instructional Strategies for Reading Webinar.” This recorded webinar goes over some “before reading” strategies that are research based and yield results. It does not serve as official guidance.

2 – Objectives During this recorded webinar we will: • Review high yield instructional strategies for reading which focus on the pre-‐reading portion

of the lesson; and • Review individual instructional considerations for students with disabilities.

3 – Why Are Reading Skills So Critical?

Why are reading skills so critical? Because self-‐monitoring and self questioning techniques allow readers to make connections to prior learning and know when their comprehension has broken-‐down. It also allows students to use self-‐correction strategies in order to increase comprehension during the act of reading. Most struggling readers do not use these techniques as they lack the tools to identify the need to use them and repair the misunderstandings as needed. Teaching students to use strategies before, during, and after reading are critical to improving performance in reading. During this webinar, we will focus on some pre-‐reading strategies, which can be utilized across subject areas.

4 – Before, During, and After

The strategies can be organized into three areas: Before Reading, During Reading, and After Reading. Before reading students should preview the text and its features, during reading they should break down the text by identifying words and ideas they don’t understand and ensure they understand any words they don’t know. After reading they should ask and understand any questions about the text and review the vocabulary they previewed and decoded during the reading. We will continue by looking at strategies and supports for the before reading portion of the lesson.

5 – Before Reading – Teacher Directed

Teachers should model strategies in order for students to see examples of the strategies they are trying to master. Instructors should explain vague ideas in text and preview information with


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Instructional Strategies students. This allows students to transact with text and activate their prior knowledge. Asking guiding questions allows students to interact with the text and prepare for further inquiry. In addition, students need to hear proficient readers read. Their example allows the students to repeat words correctly at a higher rate, which automates their accuracy.

6 – Before Reading – Teacher Directed Instructional Strategies (Continued)

Teachers should choose words that the class as a whole would find difficult to read or understand and read them aloud to the student. In addition, special educators should supplement the classroom teacher’s selections with words that will prove difficult for individual students who receive special education services. Special educators may anticipate and choose these words depending upon the impact the student’s disability has on reading novel vocabulary, as evidence by a students own pattern of errors, or any other means used to provide specially designed instruction and access to the general curriculum. Special educators may ask: “Are the words phonetically difficult? Are they multisyllabic? Are they compound words or phrases? Or does the word have complex or novel affixes?


Once teachers have determined the words students need to hear read correctly, they should then determine if the students know the definitions. This may be limited to the list of hard to read words, or may include additional words they can read, but do not know the definitions of. Can they connect the words to prior knowledge can the teacher help make the connection? Also, pair teacher provided definitions with student generated definitions. Student generated definitions could be written, pictorial, or physically represented, depending upon the student’s preferred modality. Look at these examples for the word “recycle.” Students can represent that concept by word, pictorial, or physical means.

8 – Before Reading – Teacher Directed

Students may then record the vocabulary collectively or individually for reference while reading.


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Instructional Strategies (Continued)

These can be written on the board, chart paper, or projected for the whole class to see. When considering individual needs and specially designed instruction teachers may ask

• Can this student retain this information for use during reading and know where to find it?

• or do they need their own record for continued use? • What information from the IEP dictates that the students need this type of support?

Depending upon the needs of the student, a teacher may preferentially seat the student near the anchor chart, give them their own personal copy of the words in a journal, or a sticky note with their own most important words or strategies recorded on it.


Teachers should model previewing the text and its notable text features. These could include but are not limited to:

• Bold print • Titles • Sub titles • Illustrations, photographs, and captions • Insets • Charts, maps, graphs, and diagrams

When considering specially designed instruction for students with disabilities, teachers may want to find ways to label the student’s reading material individually, preview text features in general with the student before the lesson, or enlarge a page with text features to label with the student and keep as an anchor during the lesson. Be sure to document the delivery of any specially designed instruction and consult the IEP for decisions.

10 -‐ Before Reading – Teacher Directed Instructional Strategies (Continued)

They should also model prediction and inferencing of the content of the selection while they look at the text features. When considering specially designed instruction for students with disabilities, teachers should:


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• Model prediction and inferring, and • Provide sentence stems for students to practice on their own

See the examples here for just a few ways to help students in this area.

11 – Moving Forward Proper preparation allows students to ready themselves for reading and interacting with texts. As teachers use these strategies they create readers who are ready to interact with texts with fidelity and maximize their comprehension. These strategies can be used across subject areas to increase comprehension of subject specific concepts and automate these practices in struggling readers so they begin to use them independently.

12 – Additional Resources

Additional resources regarding special education at the federal, state, and local level, can be found at these sites.

13 – PGC Resources For Additional Progress in the General Curriculum Documents, please visit our website: www.texaspgc.net

14 – Questions? If you have any additional questions, please email [email protected]. Thank you for taking the time to listen today.

15 – References No voice over on this slide.