Before Reading Strategies
--KWL Chart: The KWL Chart is a simple, three columned chart is a way to (1) bring students' prior knowledge about a topic to their minds, (2) identify questions that they will look to answer while reading the text, which establishes a purpose for reading, and (3) organize information learned while reading. Here is the basic procedure for implementing a KWL Chart in your classroom:
a. Write the main topic of the unit, selection, or story on the top of the chart.
b. Ask to students to contribute what they know (K) about the topic. Some teachers give each
student a copy of a KWL chart, providing time for students to individually brainstorm what they
know before compiling the responses of the entire class on a larger class chart.
c. Once you have established a fairly comprehensive list of what students already know about a
topic, ask students to consider what they want to know (W) about the topic. Students often
struggle with the (W) section, perhaps in part because they are not used to asking questions
about what they are about to read, or perhaps because they don't want to reveal things they don’t
know to their peers. As you lead students to complete this chart, it will be important to draw out
questions based on what students have already contributed to the K column. Therefore, instead
of asking the broad question, “Ok, so what do we want to know about Rattlesnakes?” you might
ask, “Several of you noted that Rattlesnakes have sharp fangs. What sorts of things do you want
to find out about their fangs?” If students are still non-generative, model the asking questions
process for them: “I wonder how similar their fangs are to our teeth, and how different they are
from our teeth? Is anyone else interested in finding out the answer to that question?” Once you
or a few students start to provide questions, usually more and more questions will emerge.
d. Next, read the selection or begin the unit. As students read, encourage them to record answers
to their questions or new information in the learned (L) column on their individual KWL charts.
When the class is finished with the unit, work together to complete this column on the class
chart.
--Vocabulary Previews:
Vocabulary preview is a strategy of introducing new and unfamiliar words to students prior to reading or writing. Vocabulary previews may include teaching the definitions of the words, creating visuals of the words or providing examples of the word in use. Vocabulary previews increase student’s overall access to words and the meaning of words to support reading comprehension and language development.
Examples
--SQ3R:
SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading assignment.
Before you read, Survey the chapter:
-- ABC Brainstorming:
Before having your students talk about a major topic, it's essential to activate their background knowledge about it. One way to do this is the ABC Brainstorm. The idea is meant to be fairly simple. Students try to think of a word or phrase associated with the topic, matched to each letter of the alphabet.
--Classroom Discussions:
Class discussions and informal talks in and out of class all serve as techniques to discover more about what students bring to their reading. Over a period of time, teachers can begin to get some idea as to what their students know and can adjust how much time needs to be spent on background information.
--Picture Walk:
Students use their prior knowledge and prediction skills as they are guided on their “picture walk” and go through the book page by page using the illustrations to help them understand the story and determine what will happen. Students look for expressions of characters, try to determine the time of the story, and clues to what will happen. This gives the students a good basis for understanding the story before they start.
Key Questions and Points to Remember:
Conducting a picture walk before reading a story allows the teacher or parent to:
The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension.
After the topic is identified, students are asked to write all that they know about the topic. When they run out of information, they may also write questions they would like answered.
a. Write the main topic of the unit, selection, or story on the top of the chart.
b. Ask to students to contribute what they know (K) about the topic. Some teachers give each
student a copy of a KWL chart, providing time for students to individually brainstorm what they
know before compiling the responses of the entire class on a larger class chart.
c. Once you have established a fairly comprehensive list of what students already know about a
topic, ask students to consider what they want to know (W) about the topic. Students often
struggle with the (W) section, perhaps in part because they are not used to asking questions
about what they are about to read, or perhaps because they don't want to reveal things they don’t
know to their peers. As you lead students to complete this chart, it will be important to draw out
questions based on what students have already contributed to the K column. Therefore, instead
of asking the broad question, “Ok, so what do we want to know about Rattlesnakes?” you might
ask, “Several of you noted that Rattlesnakes have sharp fangs. What sorts of things do you want
to find out about their fangs?” If students are still non-generative, model the asking questions
process for them: “I wonder how similar their fangs are to our teeth, and how different they are
from our teeth? Is anyone else interested in finding out the answer to that question?” Once you
or a few students start to provide questions, usually more and more questions will emerge.
d. Next, read the selection or begin the unit. As students read, encourage them to record answers
to their questions or new information in the learned (L) column on their individual KWL charts.
When the class is finished with the unit, work together to complete this column on the class
chart.
--Vocabulary Previews:
Vocabulary preview is a strategy of introducing new and unfamiliar words to students prior to reading or writing. Vocabulary previews may include teaching the definitions of the words, creating visuals of the words or providing examples of the word in use. Vocabulary previews increase student’s overall access to words and the meaning of words to support reading comprehension and language development.
Examples
- Science: Before reading a scientific article on genetics, students could create their own flashcards with the vocabulary on one side (e.g. "DNA") with the definition and illustration on the other side (e.g. "Hereditary material in humans and almost all other organisms" with a picture of the double helix). Students can quiz each other using the flashcards they have created.
- Social Studies: Before reading a historical article on the California Gold Rush, the the teacher can lead a group activity of constructing a wall chart of key people and places (e.g. "James Marshall," "Sutter's Mill," "San Francisco," "forty-niners") with a corresponding illustration or definition.
- English Language Arts: Before reading a work of fiction, unfamiliar expressions/colloquialisms used by the author or characters in the story can be previewed.
- Illustrations can be used along with a text definition to provide access to students who are stronger visual learners or are English Language Learners.
- Vocabulary Preview can be paired with a strategy such as Word Bank or Glossary so that students can build up and reference the vocabulary they have learned on an as needed basis.
- Using Realia or real-life examples can help support students learning and understanding of the core content and materials.
--SQ3R:
SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading assignment.
Before you read, Survey the chapter:
- the title, headings, and subheadings
- captions under pictures, charts, graphs or maps
- review questions or teacher-made study guides
- introductory and concluding paragraphs
- summary
- Turn the title, headings, and/or subheadings into questions
- Read questions at the end of the chapters or after each subheading
- Ask yourself,
"What did my instructor say about this chapter or subject
when it was assigned?" - Ask yourself,
"What do I already know about this subject?"
Note: If it is helpful to you, write out these questions for consideration.
This variation is called SQW3R
- Look for answers to the questions you first raised
- Answer questions at the beginning or end of chapters or study guides
- Reread captions under pictures, graphs, etc.
- Note all the underlined, italicized, bold printed words or phrases
- Study graphic aids
- Reduce your speed for difficult passages
- Stop and reread parts which are not clear
- Read only a section at a time and recite after each section
- Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read
- Take notes from the text but write the information in your own words
- Underline or highlight important points you've just read
- Reciting:
The more senses you use the more likely you are to remember what you read Triple strength learning: Seeing, saying, hearing
Quadruple strength learning: Seeing , saying , hearing, writing!!!
-- ABC Brainstorming:
Before having your students talk about a major topic, it's essential to activate their background knowledge about it. One way to do this is the ABC Brainstorm. The idea is meant to be fairly simple. Students try to think of a word or phrase associated with the topic, matched to each letter of the alphabet.
--Classroom Discussions:
Class discussions and informal talks in and out of class all serve as techniques to discover more about what students bring to their reading. Over a period of time, teachers can begin to get some idea as to what their students know and can adjust how much time needs to be spent on background information.
--Picture Walk:
Students use their prior knowledge and prediction skills as they are guided on their “picture walk” and go through the book page by page using the illustrations to help them understand the story and determine what will happen. Students look for expressions of characters, try to determine the time of the story, and clues to what will happen. This gives the students a good basis for understanding the story before they start.
- Let's look at the front cover. What do you think this story is about?
- Do you have any experience with ___________? An experience I had was...
- Turn the page. What do you see? What do you think is happening?
- Use and locate difficult vocabulary words during the activity
- What do you think will happen next?
- Here we are almost at the end of the book. How will the story end?
- What are you curious to know more about in the story? I wonder if...
Key Questions and Points to Remember:
Conducting a picture walk before reading a story allows the teacher or parent to:
- Create interest in reading the story and activate prior knowledge about the topic
- Learn about a child's experience related to the story
- Practice using visual cues (pictures) as a reading strategy
- Think about questions to explore while reading
The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension.
- Determine the text to be used and pre-select points for students to pause during the reading process.
- Introduce the text, the purpose of the DRTA, and provide examples of how to make predictions.Note: Be aware of the reading levels of each student, and be prepared to provide appropriate questions, prompts, and support as needed.
- Use the following outline to guide the procedure:
- D = DIRECT. Teachers direct and activate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other materials. Teachers should use open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?").
R = READING. Students read up to the first pre-selected stopping point. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.
T = THINKING. At the end of each section, students go back through the text and think about their predictions. Students should verify or modify their predictions by finding supporting statements in the text. The teacher asks questions such as:- What do you think about your predictions now?
- What did you find in the text to prove your predictions?
- What did you we read in the text that made you change your predictions?
After the topic is identified, students are asked to write all that they know about the topic. When they run out of information, they may also write questions they would like answered.