Before, During, and After Reading Strategies

Frayer Model: This is an adaptation of the concept mapping used before beginning a reading
selection; it maybe done as individual assignment (warm-up) or as a partner assignment. Give
students the concept word and then have them define the word, give character traits, examples, and
non-examples. It is important to include the non-examples so that students understand what the
concept is not.

You Ought to Be In Pictures: This particular strategy is best used as a reflection or an

enhancement of a particular reading selection or topic. This strategy can be used individually or as
a group; can be most effective if used both individually and in a group setting. Students view a
picture and then answer a series of questions about the person/object in the picture. This strategy
allows for students to reflect on a particular time period in which the picture depicts, a good
strategy for teaching inference as well.

SQ3R: Survey, Question, Read, Recite, Review

This strategy hits on all parts of active reading. Before students read have them survey the text, i.e.,
the title, the author, any artwork or pictures associated with the reading. Then have students make
up questions about the selection. They may be able to turn the subtitles and subheadings into
questions. Once students have completed this begin reading, as students read they should be trying
to answer the questions they created and also re-read parts that need clarification. After reading
students should “recite” what they’ve read via their questions and any parts they may have
underlined or highlighted from the text. Lastly, the review, this part of the strategy can be turned
into a way for students to study for an up and coming test by creating flash cards, etc.

Tea Party: An unique group pre-reading strategy. The teacher creates note cards with specific
phrases and dialogue from a reading selection (these lines and dialogue should be exactly from the
text and should reflect some of the characters’ personalities/thoughts it should give some
clues/hints to what the story will be about). Pass out the cards to students then have students get
into groups and read the cards aloud to each other and discuss what they think the story will be
about from the information they have on the cards. Once students have discussed what they think
will happen, they need to write down their “we think” statement to share with the whole class.

Anticipation Guide: Before reading a particular selection give students an Anticipation Guide to be
used as a means for discussion major topics of the selection. The types of questions designed for
this particular type of assignment should be broad “agree or disagree” type questions. The
broadness of the questions allow for students to go into more detail about themselves and the topic.

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This practice is best done as an individual assignment and then have students share out once
everyone has completed the assignment.

Reminds Me Of…; This strategy can be used a number of different ways. The teacher could include
this statement/question in a set of discussion questions or as a way of beginning a group discussion
about a reading selection. Students love to talk about themselves and they are always looking for a
way to “see” themselves within a reading selection, and using this strategy may help with this.
During reading stop students and ask them, “what does this character remind you of?” or “Does this
setting remind you of any place you’ve ever been to?”

Say Something: A practice best done in pairs. Assign students a reading selection, they must take
turns reading the selection aloud to each other, after each student has read a portion the other
student must “say something” about their partner read. Teachers may design a set of openers to
help the discussion and to keep students focused. After reading the entire selection students should
be able to summarize and clarify the reading selection, as well as make connections to the selection.

Question Stems: A great guided reading strategy for students to use as an individual assignment.
While students are reading give them these question stems to answer as they read:

Why was (insert character name) so (give a feeling)?

What clues in the story tell you…

What sort of person do you think (character) is? And then explain.

Create another title for this story.

How do you think the characters are? Why?

What reasons does the writer give you for…

What does the writer want you to think about (character? Action? Event?0 Explain your answer.

Why did (character) do (action)?

What does the writer want you to feel about…give two reasons why…

I-Charts (Inquiry Charts): This particular strategy is geared more for struggling readers it is
designed to help less proficient readers gain and strengthen skills. It can also help students
generate meaningful questions about a topic and learn to organize their writing as well. This
strategy can also be done as a whole group or as a small group activity. Give students a blank I-
chart (shown below) with a pre-selected topic. Students form questions about the topic and those
questions are placed in the appropriate columns. The rows are for recording the information
students already know and the key ideas from the selection/sources of information. The last row
gives students the opportunity to summarize the ideas.

Topic Guided Guided Guided Guided Other New

Question Question Question Question Information Questions

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 #1 #2 #3 #4 facts/figures
What we
know.
Source 1

Source 2

Source 3

Summary

Adapted from readingrockets.org

Headlines: An after reading strategy to be used as an individual or group assignment. Students

create “headlines” to summarize what they have read. Students should use the newspaper motif:
who, what, when, where, why, and how to create their headlines. The end result: students have
created a summary of what they have read.

Story Boards: Individually or as a small group, students create storyboards of each chapter.
Students can keep these storyboards in a journal or on a poster board to be displayed at the end of
reading a novel. This is a great strategy to use to summarize what students have read and for
students to see the connection from other parts of a reading selection.

Learning Logs: This approach is for students to reflect and self-evaluate their learning not just
writing down the facts of a reading selection. This is a journal kept by the student as a tool for
problem solving and progression. The teacher will have to decide the focus of a student’s learning
log, but the log should reflect the learner’s ideas, questions, what the student has learned, etc. This
particular activity would be best used as a closing activity.

Essential Question Think-Pair-Share: A great “starter” strategy to use when introducing a topic.
Use the essential question of the unit or lesson plan to generate discussion amongst the students.
Have students on their own write down answers/thoughts about the essential question and then
have them pair with a partner and exchange answers/thoughts. Once they’ve completed this part
of the task, they should then share out with other pairs and then the whole group. This strategy can
also be used later in the lesson with discussion questions.

Five Finger Pre-Read: A pre-reading strategy for students to use before choosing an independent
reading selection. Teach your students to use this method in choosing independent reading
selections. If in the first five words or one hundred words of the text, then the book may be beyond
their reading level.

Word Splash: This is a pre-reading strategy to use before reading a selection as a means of making
a prediction. The teacher chooses words, characters, and places from the main idea of the selection.

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The teacher may choose to show the students the cover of the story or a non-print sample from the
story and ask students to use the list of words to retell the story on their own paper.

Sequential Roundtable Alphabet: A good strategy for students to use to brainstorm their
background knowledge on a topic. Give students a chart with a square dedicated to each letter of
the alphabet. Students are to fill each square with words that begin with that letter related to the
topic. This would also be a great strategy to use with vocabulary learned from a particular unit or
lesson.

Chapter Tours: A pre-reading strategy to “walk” students through a particular chapter of text. The
teacher shows students the most important elements of the chapter, i.e., the organizational layout
of the chapter, specific vocabulary words, non-print text. This strategy gives students the big
picture of a selection/topic. One way to set this particular strategy up, would be to compile a list of
questions for students to be familiar with before reading. Then students use the list to “tour” the
chapter before they begin reading (this may work in as a partner activity).

Possible Sentences: A pre-reading strategy for vocabulary. Write down the key words and
phrases from a selection and then students define the terms, group the terms in related pairs, and
then write sentences using the word pairs. The “possible sentences” introduce the students to
making predictions about a particular selection. **Be sure to engage students in the
appropriateness of the words pairings and probability of each sentence as a possible sentence in
the selection.

PReP: A Pre-Reading Plan, a before reading strategy to help teachers assess students’ prior
knowledge. A three step process: Initial associations with the topic or concept. Students
brainstorm what they know about the topic or concept, discuss the associations they have with the
particular word or phrase (this would be a good think-pair-share activity at the beginning of a unit).
Then part two, Reflections of the initial associations. Students reflect on their initial associations by
answering questions such as “what made you think of…?” And the last part, Reformulation of
knowledge, this part is done after the discussion of parts one and two and before reading. The
teacher asks for new ideas, and then students then have the chance to discuss their associations
that may have been elaborated on or changed. This is a good pre-reading strategy that can be used
both cooperatively and independently.

Double Entry Journal: A during reading strategy that allows students to record their responses to
a specific text. Divide a page in a journal/notebook into two columns, the left-hand column is for
summarizing text that is thought provoking, moving, or connects to a previous entry or situation. In
the right-hand column the student writes his/her reaction to the quotation or summary. The entry
could include a comment, a question, a connection, or an analysis.

Thought and Speech Bubbles: This is a graphic organizer that can be used to help students
understand how to infer about a character’s thoughts and emotions. Students provide three
examples of a how the character’s emotions change or how the character changes in general.
Using the thought bubbles they can respond in a variety of ways, such as words, pictures, or

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examples from the text to clarify a character’s thoughts. This would be a great individual or partner
activity and would appeal to the more artistic students.

Sketch to Stretch: Students respond to a text by sketching their response during or after reading.
This is best practiced as an individual activity and would make for great displays in the classroom.
A great strategy to use when teaching imagery.

Word Mapping: Generally a strategy used for building vocabulary, but could also be used when
teaching a concept, this is a visual organizer to help students visualize and think about new terms in
a variety of ways. In the middle of the page students write the vocabulary word and then
surrounding the new word, write the definition, three synonyms, an antonym, and then create a
picture describing the word/concept or a sentence using the word. This is a great introductory
activity to be done either individually or in a small group setting.

QAR: Question-Answer Relations: This strategy can be used before, during, or after reading. The
strategy helps students how to figure out how to answer questions about a particular text. This
would also be a helpful tool to use when teaching inference. This strategy is set up with four types
of questions: Right There Questions: answers can be found directly stated in the text. These would
also include the literal questions. Think and Search Questions: these questions require students to
think about how ideas and information from the passage relate to one another. Students would have
to look back in the passage to find information the question refers to. Author and You Questions:
requires students to use ideas and information that is not stated directly in the passage (think author’s
purpose and tone). These types of questions require the student to think about what they have read
and formulate their own ideas and opinions. On My Own Questions: these questions can be answered
using background knowledge on a topic. This type of question does not require the student to go back
to the text because it is based on the student’s own thoughts and opinions.

Four A’s Text Protocol: A during reading strategy where students read the text silently
highlighting and writing notes in the margins or on post-it notes. Use the following questions to
guide students’ note taking: What assumptions does the author of the text have? What do you agree
with in the text? What do want to argue with in the text? What parts of the text do you want to act
upon? After students have completed the above task, each student identifies one assumption in the
text (cite it specifically) as evidence. The teacher may want to continue to use this strategy to
facilitate conversation about the text using all four A’s or simply end the session with an open
discussion forum using one of the A’s.

Concept Maps: This strategy can be used before reading or during reading to sort out ideas and
concepts of a particular text or vocabulary. The end result make for great visual aids of connections
between major themes/concepts students have learned through a particular passage or selection.
To create a concept map, instruct students to draw a circle in the middle of the page, inside the
circle write the major theme or word associated with the theme or vocabulary word, and then draw
at least four other circles surrounding the middle one with lines connecting to the concept word.
What is filled in the other circles should be in direction correlation with the concept word. Similar
to “Word Mapping” strategy, this too makes for a great display in the classroom.

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Story Maps: A pre-reading strategy focusing on the basic elements of a story. This strategy would
best be used when teaching the structure of a story, plot, as well as theme. Before introducing this
strategy, students should be familiar with the elements of a story, i.e., setting, problem/conflict,
events, resolution, and theme. Students fill in a chart labeling the elements of the story (title,
author, setting, characters, problem or goal, events or episodes, resolution or outcome, theme (an
universal truth), and theme (a personal truth).

Picture Walks: Before reading strategy which guides students through a text by viewing and
discussion pictures associated with the reading. Students focus on the illustrations which give
them a reference point of which they can use when reading the story (a great bulletin board idea).

Dense Questioning: Before, during, and after reading strategy to help students interpret recurring
themes and ideas, drawing conclusions about a text, and relating new information to a previous
reading, as well as making connections from self to texts. The activity begins with the reader posing
a question about the text and then moving through the following list of categories: Text, Reader,
World or other literature, Text-to-Reader, Text-to-World, Text-to-Other literature, Reader-to-World,
Reader-to-Other literature, Dense Question (combines the knowledge of all three areas into one dense
question). Students are given a three-column chart, column one labeled; type of question, column
two; description; column three; question generated. This would make for a great during reading
strategy for pairs or small groups. This strategy would also teach students the importance of
looking beyond the text.

Questioning the Author: During reading strategy for students to use to question the content they
are reading. This strategy encourages readers to think beyond the page and to consider the
author’s intent and purpose. Five general questions for setting up this strategy: 1. What is the
author trying to tell you? 2. Why is the author telling you that? 3. Does the author say it clearly? 4.
How could the author have said things more clearly? 5. What would you say instead?

5W’s +H: A during reading strategy that uses the journalistic lens for understanding a text.
Students answer Who, What, When, Where, Why, and How to understand a text.

Reciprocal Teaching: During or after reading strategy intended to be assigned to small groups
(similar to Literature Circles). Students are assigned roles (summarizer, questioner, clarifier, and
predictor). Students will read a few paragraphs of an assigned text where they will also be
encouraged to take notes on the reading to better prepare them role in the discussion. At a given
point the summarizer will highlight the key ideas of the reading. The questioner will then pose
question about the selection. The clarifier will address confusing parts and make attempts to
answer the questions posed by the questioner. The predictor will offer a guess about what the
author will do next. The roles will continue to switch until the selection is read.

Give One-Get One: During reading strategy geared more for non-fiction material. Students
brainstorm ideas about a topic (independently), and then students share their list. As students are
sharing their list, they must mark off a word the other students has and add words they may not
have. The last student with words to share “wins”.

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SMART Self-Monitoring Approach to Reading and Thinking: During reading strategy designed
for students to think about how their reading is proceeding. It helps students understand what
types of questions they need to ask themselves as they read a selection in order to gain meaning.
When modeling the strategy, think aloud the parts you find confusing and then introduce SMART.
Read: use a pencil to mark each paragraph you understand and a question mark next to a paragraph
that contains something you do not understand. Self-Translate: at the end of each section, stop and
explain to yourself what you’ve read. Troubleshoot: Go back to each question mark; is it possible to
understand any parts of the paragraph? Re-read: read the question marked spot again. Fix-Up
Strategy: If the question marked passages are still troublesome try using a dictionary or glossary,
look over pictures, other parts of the text, or get help.

Fix-Up Strategies Bookmark: Before, during, and after strategy. Create this as a bookmark for
students to use while reading a larger selection. The bookmark should include the following
categories and definitions. Connection: between the text and you, your knowledge of the world, and
another text. Prediction, Stop and think about what you have already read. Ask yourself a question
and try to answer it. This particular strategy encourages students to stop while they are reading a
selection and to consider these ideas as a way to help them understand the text.

Strategy Self-Assessment: This particular strategy should be done during and after reading and
can be composed in a variety of modes. Students can use this particular strategy to monitor their
own understanding of a text and to make themselves accountable for their own understanding and
reading of a text.

Two and Three Column Note Charts: This note-taking strategy can be used as a during-reading
strategy. In a two column chart students can list the headings and sub-headings in the left-hand
column and explanations and definitions in the right-hand column. If students are reading for cause
and effect or vocabulary words, these too can be added to the left-hand column and defined in the
right. This particular strategy would be best used as an individual practice, although could possibly
be adapted to a partner activity.

Probable Passage: A before or during reading strategy similar to “possible sentences”. This
strategy encourages readers to use their prior knowledge, to recognize connections to their own
experiences, other texts, and to make predictions about what might happen. The teacher chooses
eight to fourteen words or phrases from the story (words should reflect the characters, setting,
problem, and outcomes, unknown words that are critical to theme). Divide students into three
groups and provide with a “Probable Passage” organizer.

Inference Equation: During and after reading strategy to be completed individually or

collaboratively. This is a graphic organizer to be used to help students draw inferences from
texts/read between the lines of texts. Students complete the “equation” Clues + Reader Knowledge=
Inference. Create a three column organizer and label the first column “clues (from real life or text)”,
the second column “what I know”, and last “My Inference”.

Text/Subtext: A helpful during reading strategy to encourage students to make personal

connections to a text, develop inferencing skills, understand other perspectives using the

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illustrations of the text. Students look beyond the text and use the illustrations as cues to a
character’s inner thoughts (the subtext). Students then “become” the character and vocalize their
view of the character’s feelings.

What’s the Big Idea: A during reading note taking strategy to help students focus on the content of
their reading (broad overview to specific details). Students write the main idea at the top of the
page, broader main ideas that help conclude the main idea in the middle column, and the bottom
column textual support. This is a good strategy to use with critical thinking texts as well as
informational pieces.

Semantic Map: During or after reading strategy to help students organize information using a
graphic organizer (the main idea at the top, followed by boxes for supporting details). This strategy
helps with categorizing concepts. This strategy is a teacher-directed strategy with teacher-led
discussions.

Semantic Feature Analysis: After-reading strategy to help students visualize and examine related
concepts. The concepts from the text are listed down one side of the chart, across the top list
features or characteristics; the student then puts a check mark or x where that column and row
intersect. If the feature isn’t associated with the concept put a minus sign in the corresponding
square. This would make for a good review strategy individually or in small groups.

Most Important Word: During reading strategy to reflect the author’s message. Present two
words that are important to the reading selection (the two words could be part of the title), the
class then brainstorms definitions of the words. Students scan the selection and not where the two
words are used. In small groups, discuss the significance of the two words or write about them.
Each group is assigned a particular section or chapter of the reading to find the important words
and reflect on how they support the theme of the selection. Each group generates a list to be shared
with the class and then is used in a whole-group discussion about the reading selection.

Character Web: During or after reading strategy to help students describe the main character. The
organizer used for this particular strategy can be set up in a number of different ways, but the main
items to be included are: what the character says and does, what other characters say about the
character, how the character looks and feels, and how I feel about the character.

Mind Mapping: Before or during reading strategy similar to concept mapping. Place the
subject/title as the main idea and then “mind map” around it. This strategy can be done with a
small group or an individual assignment. The map should include definition, examples,
characteristics, and experience.

Jigsaw Summaries: A during reading strategy to be completed as a group assignment. Assign

students to a group, this will be their beginning group. Each member is assigned a part of a bigger
reading assignment. Students meet in their expert groups with other students who were given the
same section of reading. The experts decide that is most important of the segment and then return
to their beginning group share the information.

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Interactive Journals: Part individual, part partner during reading strategy for students to reflect
on their reading. On one half of the paper students write about a story or learning experience, this
can also be a drawing. Then students partner with another student to share their reflections. On
the second half of the paper, each student writes a response to their partner’s work.

Webs and Diagrams: Before, during, or after reading strategy to be completed individually, as a
class, or in small groups. There are countless webs and diagram organizers for students to use to
show relationships between characters or connections of themes to specific concepts, as well as
timeline diagrams to help students visualize when events occurred. Depending on the type of
reading, there is a diagram that can be used for students to show comprehension and critical
thinking skills.

Socratic Seminar: During or after reading strategy. This strategy is centered on using open-ended
questions to guide discussion and student understanding, critical thinking of a text. It is key to
remind students that this strategy is based on dialogue between and among students and not
discussion or debate. The questions are used to stimulate discussion of a particular text.

Fishbowl: During or after reading oral discussion strategy. Everyone including the teacher are
members of the “fishbowl” they spend the majority of their time listening to the discussion within
the fishbowl. Only after the teacher indicates do the students making up the fishbowl voice
opinions, questions, or inferences. Finally, the “water” that supports the fish is the conversation
that occurs between group members. **note: the teacher is a guide for this activity, not an active
participant

Literature Circle: During and after small group reading strategy. Students are divided into small
groups to discuss a piece of literature in depth. The discussion is guided by students’ assigned roles
and responses to what they have read. Possible member role assignments: discussion director,
summarizer, illuminator, illustrator, and word watcher.

Character Analysis Grid: During and after reading strategy. This graphic organizer focuses on the
character of a reading selection and their connection to the conflict or a particular conflict of the
selection. In the center of the page students write the conflict, surrounding the conflict students
provide evidence of what the character does, how the character changes, what the character says or
thinks, and how others feel about the character. This makes for a good individual assignment for
students to use to find evidence to support author’s point of view or purpose.

Character Map: During and after reading strategy, in small groups or individually. Students create
a map of the character which includes the name of the character surrounded by descriptions of the
character. Students should also include or be able to include textual support for the descriptions.
Another variation of this strategy is to have students draw a picture of a character of their choice
and then complete the remaining portion of the strategy.

Sociograms: A during or after reading strategy. This is a visual representation of the relationships
between characters in a text. Students are encouraged to use a variety of modes to illustrate these
relationships.

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Save the Last Word for Me: After reading strategy used for discussing reading selections that
evoke opinions. Students are instructed to find three to five thought-provoking statements, and
then write the quotes on one side of a notecard with their thoughts and comments on the opposite
side. In small groups, students take turns reading the quote and allowing every member to
comment. This continues until it comes full circle to the person who read the quote—they get the
“last word” with his/her comment.

Somebody-Wanted-But-So: After reading strategy. This graphic organizer helps students

summarize what they have just read. Set up the chart with the following categories; somebody,
wanted, but, so. Students fill in the appropriate information about a specific character. This is a
great strategy for weeding out the essentials of a story or historical event.

GIST Statement: During or after reading strategy to help students summarize a text. The GIST
strategy is a summary of 20 words or less, making the summary short and precise. The graphic
organizer for this strategy can be as simple as paragraph #1: read and write a summary of no more
than 15 words; paragraph #2: read and write a summary of no more than 15 words, and so on. At
the end have students write “the gist of these paragraph(s) is. This is a great strategy to use first as
a whole group/direct instruction and then small group to individual activity.

“Sum it Up”: An after reading strategy to help students summarize a text. Students read the entire
text, as they read they make a list of main idea words. After reading, students write a summary of
the selection using as many of the main idea words as possible, putting one word in each blank. Tell
students to think of it as they only have $2.00 and each word is worth ten cents (“Sum it up for
$2.00). The end result will be a summary of 20 words or less.

Magnet Summaries: A after reading strategy for summarizing text. Students use index cards to
write down key words from a reading selection, these words acts as “magnet” for attracting
information related to the specific word. Once students have finished the reading selection and
have written the key words on the notecards, and the support has been added, students create a
summary of that key word. Once all of the cards have been summarized, students put the sentences
into logical order to develop an organized summary.

Sticky Note Snapshot: A during reading strategy for visualizing text. Students use sticky notes to
record their mental images as they read. These visualizations can be either pictures or diagrams.
The strategy can be used to help students determine what is important. Afterwards, students can
include a brief written statement on the back of each sticky note as a caption for each drawing. This
strategy can be done as an individual assignment.

PMI (Plus, Minus, Interesting): After reading strategy to allow students to see how different
people can see the same thing very differently. Set a time limit for students to brainstorm the
pluses, minus, and interesting aspects of a topic or concept. Then one at a time focus on a class list
of all the pluses, minuses, or interesting topics. The teacher leads the discussion based on the
results of the list.

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Decision Making Organizers: Before, during, or after reading strategy. These types of organizers
can be set up anyway the teacher sees fit for the topic/concept. With decision-making organizers
the students use them to understand a particular concept or a particular character that has to make
an important decision. Students can use this strategy to determine if the character has made the
right decision or what the character would have done if they would have made other decisions.
This strategy works best as an individual assignment, but other types maybe used in a small group
setting.

Written Conversations: Before, during, or after reading strategy. The entire class can be “actively”
talking at once and silent when writing. Students are assigned a partner for a written conversation.
Students will write simultaneous notes to each other about the reading selection, swap the notes
every few minutes for a total of four exchanges, but students must remain quiet throughout the
process. Once the students exchange the notes, the students write responses to the notes, feelings,
connections, or ask questions—anything they would normally do in a conversation.

QuiP (questions into paragraphs): After reading strategy to organize information from the text
into writing. Students use questions to research answers from multiple texts and then put them
into a cohesive paragraph. This strategy could be completed individually, but at first done with a
small group or pairs.

RAFT (Role/Audience/Format/Topic): After reading strategy for students to practice writing for
a specific audience and for teaching point of view. Set up the organizer with the following
categories and questions. Role of the writer: What is the writer’s role? Reporter, critic, observer,
eyewitness? Audience: who will be reading this writing? The teacher, other students, parents,
community members? Format: What is the best way to present this writing: in a letter, an article, a
report, a poem? Topic: Who or what is the subject of this writing: a famous inventor, life in the future?
This strategy would make for a good small group or partner activity.

Micro-theme/One-minute Essay: Before, during, or after reading strategy and could be used as a
warm-up or exit ticket. This particular strategy asks students to summarize a main point or
summarize a reading. Or to “quick write” about a topic they may be familiar with. The main idea is
to get students to write immediately.

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Listed below are a number of websites where you can find more information about the reading
strategies and graphic organizers. There are a plethora of others, but these were the sites I found
most helpful.

Readingquest.org/strat/

Mindtools.com

Learner.org/jnorth/tm/readstrats_20best.html

Readwritethink.org/scaffolding-comprehension-strategies-using95.html

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