This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.

1. Before, During, and
After
Reading Strategies
By:
Deborah Palagonia

2. Before
Pre-viewing Vocabulary
Word Splash
Anticipation Guide
List-Group-Label
Title & Cover Web
During
Margin Notes
Table Talk
Think Aloud
5 W’s
Double Entry Journals
After
Exit Slips
QAR
Carousal
Whip
RAFT
Reading Strategies

3. Previewing vocabulary is done before
reading.
Looking at the vocabulary ahead of
time allows students to understand the
words before reading.
Students can learn, understand, and
use the vocabulary before reading.
Pre-viewing Vocabulary

4. Word splash is used before reading.
Word splash is when the teacher pulls
out vocabulary from the text and have
students learn the meaning of the
words to help predict what the story
will be about.
Students will make inferences and
think about the events in the story.
This allows students to think critically
and brainstorm ideas about the story.
Word Splash

5. This strategy is used before reading.
The students will respond to several
statements written by the teacher that go
along with the story.
They can choose to write agree, or
disagree on the left-hand side of the
question.
After reading, the students will go back to
their guide and agree and disagree to the
statements again. Their opinions may
change or stay the same.
Using this strategy will engage all students
and challenge them to think critically about
the topic.
Anticipation Guide

6. This strategy is used before reading.
The teacher will select a main concept
from the story about to be read.
Students will write this concept at the
top of their paper.
Students will divide their paper into
twos, having more right in the right-
hand column.
List- Group-Label

7. In the left-hand column, students will
brainstorm words that they think
relates to the topic.
In the right-hand column, students will
group the words together and label
them.
This strategy allows students to
converse, think aloud, learn new
vocabulary, and think critically.
List-Group-Label
Continued

8. This strategy is used before reading.
The students look at the title of the book,
illustrations, text in the book, headings,
subheadings, italics, and bold font.
They do this to predict what the story is
going to be about.
This allows students to make inferences,
discuss their thoughts, think about what
they know, and what helped them predict
what will happen in the story.
Title & Cover Web

9. Margin notes are used during reading.
While the students are reading, they
can make side notes or “margin
notes”.
These are notes that the student wants
to go back to, are notes that form an
idea, summarize, and give an
understanding to what they just read.
For ex: the author introduces
argument, paragraph shows an
example of her point.
Margin Notes

10. Table talk is used during reading
Table talk is when the teacher stops
reading and allows the students to
discuss certain points of the story up to
that point.
The students only talk within their
cooperative learning groups or tables.
All students will be engaged and think
about the story.
Table Talk

11. Think aloud is used during reading.
Think aloud is done by stopping at
certain points within the text and
discuss what is going out aloud.
Students actively participate in the
discussion and give their thoughts,
ideas, and comments about the story
to the whole class.
Think Aloud

12. The 5 W’s are used during reading.
The 5 W’s ask:
Who?
What?
Where?
When?
Why?
These questions are asked while
reading to help the students
understand the text.
5 W’s

13. Double entry journals are used during
reading.
Students will take notes directly from
the text and write their response by
using certain “sentence starters”.
By creating a double entry journal,
students will be able to recall
important information in the text.
Double Entry Journals

14. Students will divide a piece of paper in half
the long way.
In the left-hand column the students will
copy sentences or words from the text.
In the right-hand column, the students will
write their responses.
In the right-hand column, students will use
the following “sentence starters”.
I infer…
I wonder…
I think this means…
This is important to me…
This reminds me of…
Double Entry Journal
Continued

15. Exit Slips are given after reading.
They can be index cards or small pieces
of paper that have questions or
prompts for students to answer after
the lesson.
These can help the teacher identify the
struggling students and the students
who understood the lesson.
Exit Slips allow the students to reflect
on what they just learned.
Exit Slips

16. Questions or prompts that can be on
an exit slip:
What confused you?
What was the main idea of the story?
What were the supporting details to
the main idea?
How can you relate what you learned
to real life?
Exit Slips Continued

17. QAR is used after reading.
QAR stands for question-answer
relationship
There are four types of questions that will
be given.
Right there questions: Literal questions
whose answers can be found in the text.
Think and search questions: Answers are
gathered from several parts of the text.
Author and you: These questions are based
on information provided in the text but the
students are required to relate it to their
own experiences.
On my own: These questions do not require
the student to have read the passage but
she must use their prior knowledge to
answer the question.
QAR

18. By using the QAR strategy, students
are engaged and are thinking about the
text.
Students practice the skimming and
scanning method to help find answers.
Students practice going back into the
story to find answers
Students also active their prior
knowledge.
QAR
Continued

19. Carousal is used after reading.
The carousal strategy requires the class to be
broken up into groups.
The teacher will give each group a question or
a prompt that the group must answer and post
for the whole class to see.
After each group answers their own question,
they are to go around in a circle and read the
questions at each station.
Students can add answers at each station.
This allows students to formulate ideas about
the text and learn from other students.
Carousal

20. Whip is used after reading.
After reading, the teacher will go
around the room and ask questions
regarding the text.
To prepare students, the questions will be
given before reading so students know what to
look for.
For ex:
Which paragraph had descriptive words
Read allow the phrase that stood out in
your mind.
Which sentence supports the main idea.
Whip

21. This strategy is beneficial to students
because it allows students recall what
they have just read.
This also helps students to prepare for a
writing assignment.
Whip
Continued

22. RAFT is used after reading.
RAFT helps students with writing skills
such as main idea, audience, and
organization.
RAFT allows students to write about
the story while following RAFT steps.
Students think creativity and use key
elements in the story.
RAFT

23. RAFT stands for:
Role of the writer: Who or what you are
as a writer. Ex: a soldier, a teacher
Audience: Whom are you writing to?
Format: What format are you writing?
Ex: A letter, a poem, a song
Topic: What are you writing about?
What’s the subject or point
RAFT Cont.

24. Anticipation Guides | Classroom Strategies |
AdLit.org. (n.d.). Retrieved April from
http://www.adlit.org/strategies/19712/
Bursuck, W. D., & Damer, M. (2011). Teaching
reading to students who are at risk or have
disabilities: A multi-tier approach (2nd ed.). Upper
Saddle River, N.J: Pearson.
Classroom Strategies | Resources for educators of
kids in grades 4-12 | AdLit.org. (n.d.).
Retrieved April from
http://www.adlit.org/strategy_library/
Question-Answer Relationship (QAR) | Reading
Rockets. (n.d.). Retrieved April from
http://www.readingrockets.org/strategies/questio
n_answer_relationship
RAFT | Reading Rockets. (n.d.).
Retrieved April from
http://www.readingrockets.org/strategies/raft
References