Reading Strategies

Pre-Reading Strategies:

•  Relating prior knowledge and personal experience to new texts
•  Freewriting about an important idea/theme/essential question in the work
• Webbing an important idea/theme/word (semantic mapping)
•  Completing an anticipation guide
• Discussing a related work, theme, idea
• Completing and discussing questionnaires in cooperative groups
•  Filling in the first two columns of a K-W-L chart
•  Assessing what the student already knows about the topic
•  Listing predictions
• Setting purposes for reading (perhaps with a mini-lesson introducing a new concept, term, or strategy)
•  Analyzing the title and/or illustrations
• Reviewing the footnotes, headings, and/or other peripherals
• Creating story impressions

During-Reading Strategies:

•   Maintaining reader response journals
•  Using fix-up strategies (i.e. re-reading, reading ahead, using context clues)
•  Creating and completing literature maps
•  Summarizing at critical points
•  Assessing predictions
•   Visualizing and verbalizing what they are imagining
•   Engaging in the think-aloud technique
•  Creating questions
•  Making inferences
•  Recognizing cause and effect
•   Distinguishing fact from opinion
•   Using resources to address difficult and pertinent vocabulary
•   Participating in a guided reading
•  Constructing a plot line
•   Sequencing the main events in the work
•  Completing meaningful learning guides or interactive reading guides
•  Answering text/teacher questions
•  Determining a main idea and/or key literary elements

Post-Reading Strategies:

•   Re-visiting one or more of the pre-reading and/or during-reading strategies
•   Sharing, discussing, evaluating their reader response entries orally
•   Participating in student-centered discussions
•   Completing Venn diagrams to compare and contrast
•   Filling in the last column of a K-W-L chart
•   Completing a book chart comparing two or more works, themes, conflicts, symbols
•   Summarizing and paraphrasing
•  Outlining the main idea, supporting details, and/or key literary elements
•   Rewriting the work from another point of view, in a different tone, or in another setting or genre
•  Debating whether or not the author attained his or her purpose
•   Imitating the author’s style in an original student-written work
•   Writing a sequel or a new ending
•  Sending a letter to the author
•   Writing a book review
•  Completing essay tests
•   Setting a different purpose and re-reading the work
•  Dramatizing a scene from the work
•   Interviewing the main character
•  Creating a related work of art, a musical composition, dance, or other project
•  Engaging in further reading/research
•  Presenting an interpretative reading of a portion of the work
•  Rewriting the story for a younger audience
•   Participating in a related mock trial

Written by Mister

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