This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.

1. Reading Strategies
We are going to learn the effective strategies before,
during, and after reading with a focus on sixth grade and
above for reading nonfiction texts.

2. First, let’s talk about nonfiction books!
A nonfiction book details
real and actual events
and may also use charts,
diagrams and pictures
within the book. Also
included are glossaries
and captioned images.

3. Reading Strategies help us…. To monitor understanding of
what we read and how we read
it!

4. Before Reading Strategies!
Pre-reading strategies guide the reader to make
important decisions before reading takes place.

5. Setting a Goal or Purpose
• This method can be performed individually. “Why am I
reading this book?”
• This method can also be performed as a group “Let us
discover the reason why we will read this book.”
• This strategy helps to focus the reader the reason why
the book will be read.

6. Activating Prior Knowledge
• It is a type of frontloading
strategy (Bursuck & Damer,
2011, pg. 289).
• It helps readers to be more
informed and aware of what
they are reading.
• Any connections can be
made!
• Readers can gain prior
knowledge from previous
lessons or personal
experiences.

7. Predicting
From images of the text
• Readers can predict specific ideas
or the main idea of a text through
images.
• The images might include cover
(front and back) as well as preview
images from inside the text.
• Readers can write and share
predictions.
From samples of the text
• Readers can predict specific ideas
or the main idea of a text through
sample previewing.
• A teacher could read aloud a
specific passage and ask students
to share or write their predictions.
• Predictions can range from specific
points of a text to the main idea.

8. Increasing Text Interest
• Recommended strategy
from Bursuck and Damer
(2011, pg. 290).
• Provide reasons why
students should be excited
to learn the topics in the
text.
• Make a personal connection with
the text such as sharing personal
experiences.
• State future goals for applying the
new information such as class
projects, field trips, or
experiments.
• Search information or play
interactive games online.

9. New Vocabulary
• It is another type of frontloading strategy (2011, pg.
289).
• Reviewing new vocabulary from the text will enable
readers to further grasp what information they will
learn.
• Taking time to review new terms before reading
creates more time for critical thinking during and after
reading.

10. During Reading Strategies!
During-reading strategies help the reader
focus on comprehending the content.

11. Graphic Organizers
• Graphic Organizers can be used to help the
reader monitor what they read as they read!
• They can be created or based on prior
templates.
• The reader writes new information about the
text into the organizer. In a class, they can
be used formatively or summatively.
Individually, a student can use them as an
independent checking, system.

12. Monitoring Text:
• Readers are taught how to check their
own reading and when to check their
own reading.
• “Monitoring text is not a natural
process, but research demonstrates
that it can be taught” (2011, pg. 295).
• “Is what I’m reading making
sense?”

13. Fix Up Strategies
Fixing Up Terms
• “Sounding out unknown words”
(2011, pg. 296).
• Looking up a word or name with
the use of internet, dictionary, or
other media source.
• Slowing or increasing reading
rate to match material.
Fixing up Comprehension
• Checking the internet for
related information from the text
to clear confusion.
• “Talking to another person
about a difficult section about
the book (2011, pg. 296).
• Taking notes and reviewing
organizers.

14. Questioning the Author (QtA)
• During reading, readers can ask and answer specific
questions related directly to the author.
• “What is the author trying to tell me?”
• “How could the author have said things more clearly?”
• “Why did the author tell me this?”
(2011, Bursuck & Damer)
• The reader can think about the answers or write them.

15. Making Inferences
Inferring happens in the mind!
A reader makes inferences by …
• Taking the clues the author has
given them,
• Mixing it with personal experience,
• Figuring out what the text is saying
or will say.

16. After Reading Strategies!
These strategies help the reader consider
what they have read and how they can apply
it.

17. Main Idea
• Describing the main focus, or central idea, helps the
reader to focus the main idea of the text.
• Developing the main idea is not summarizing!
• The main idea of a text can be a word, a phrase, or a
sentence about the topic of a text.
• Main ideas can also be created for paragraphs or passages.

18. Summarizing
• Summarizing a text or passage helps
students focus on remembering what they
read. It can also be used to help develop the
main idea (2011, pg. 293).
• Summarizing can be written as a paragraph to
help recall information.
• It can be a series of questions that readers will
answer for review.
• It can be a discussion.

19. Reflection
• Reflection takes places when readers consider
how the material affects them.
• How did the text improve my knowledge on a topic?
• How do I feel after expanding my knowledge?
• Did I understand what the author was telling me?

20. Critical Thinking
• The reader performs critical
thinking when the reader
analyzes information
gained through the text and
other reflections.
• Critical thinking takes the
“what I have read” to “how
can I use what I have read.”
• Applying connections with
new and previous material
or previous experiences.
• Making connections across
subject areas.
• Questioning why material is
presented in a certain way.
• Considering different
opinions.

21. Application
Application
strategies involve
the actions that
apply the
knowledge of
what the reader
read!
• Performing activities to express
what the student has learned.
• Conducting experiments.
• Creating essays.
• Evaluating.
• Cross examining.

22. Thank You for Reading!
References
Bursuck, W. D. & Damer, M. (2011). Teaching
reading to students who are at risk or have
disabilities. Pearson: NY.
All images are directly from ClipArt.
The Template was provided by PowerPoint™, 2013.