Reading Strategies
BEFORE READING
Logographic Clues
Use simple pictures to represent or symbolize key ideas in a story. These images can be
used to predict the story prior to reading.
As students read, they should be asked to explain orally or in writing the connection that
each image has to the text.
Visualization
Students should read a text individually, in pairs or in groups. When they finish they
should draw a visual representation of what they have read.
Different students might be asked to visualize/draw different segments of the text.
The teacher can then use the visual images as logographic clues before, during and after
reading.
Greet and Go / Tea Party
The teacher selects phrases or sentences from the text.
Each student is given a card with a different phrase or sentence.
Students circulate around the classroom as they read their cards to each other.
Students then return to their groups to write a prediction on what the passage will be
about.
Each group shares their prediction and explains their group’s reasoning.
As students read the text, they should make a note each time they adjust their predictions,
indicating the information that caused the change.
Anticipation Guide
Write 4-5 statements that focus on main ideas or themes that are found in the text.
Ask students to agree or disagree with the statement and predict what the reading passage
will be about.
As student read, allow them to make notes as points are revealed in the text.
After reading students should review the statement to see if their original thinking has
changed. They can also be asked to explain the statement in the context of the text.
DURING READING
Marking Text
Students should write the thinking next to the words that cause them to have the thought.
Students may also use post-it notes.
Students should respond to the text, not copy the text. They might ask a question, make a
connection, give an opinion, draw a conclusion or make a statement.
Teachers who want to check the thinking of their students, can ask students to record
their thinking on post-it notes writing the page number on the note. Students can then
attach their notes to a piece of notebook paper and turn them in.
Say Something
Students pair and read a predetermined amount of text silently.
When they reach the designated stopping point, they each need to say something. They
can make a prediction, ask a question, make a comment or make a connection.
If one person can’t do one of the 4 choices, he/she needs to reread.
The pair continues to read another section silently, alternating who begins to say
something with each passage.
Students may record their responses under column headings: prediction, question,
comment or connection.
SUMMER (Variation on Say Something)
S - Set procedure for knowing when you are finished and ready to work
together.
U - Read individually to understand the text.
M - One person should mention the main ideas without looking at the book.
M - The other person should monitor what is being said, listening for errors or
omissions.
E - The person who was listening should elaborate, ask questions, make
connections, etc.
R - Both students construct an overall review/summary of the text.
It Says, I Say, And So?
Write 3 - 4 questions that require students to make an inference.
Have the student respond to each question based on what the text says (it says....).
Then, have the student give his/her opinion (I say.....).
Finally, ask the student to explain the inference that was made (and so?....).
AFTER READING
Most Important Word
Students read and discuss the story.
Ask students to choose 3 - 5 words that they believe are the most important words based
on evidence in the text. Ask them to explain why they chose each word.
Then, ask each student to choose the most important word and explain why.
Students share individual choices in small groups, then choose the most important word
again explaining why they changed their opinion or why they kept their original word.
Sketch to Stretch
After reading a selection, students work independently or with a partner to create a
representation of their own interpretation of the text. As students draw symbolically, they
are required to think at an abstract level.
Students write why they drew what they did and use evidence from the text to support
their conclusions.
Students share their sketches in small groups, letting others respond to the sketch before
the artist(s) explain it.
Somebody Wanted But So
During or after reading, students work alone or in groups to create “somebody wanted but
so” statements. They identify who the someone in the story is, what he/she wanted, but
what happened to create a problem and so how the problem was solved.
Students record their thinking in a chart format.
RAFT — Role/Audience/Format/Topic
RAFT is similar to “Somebody Wanted But So” but is a writing strategy.
The teacher identifies the role of the writer, determines the audience for the writing,
offers a suggestion on the format of the writing and finally provides the topic.
Role
Audience
Format
Tired teacher
other teachers
note
Armchair
piles of papers
teachers
index cards
complaint letter
thank you note
teacher
PDC
email
Topic
best way to keep
track of ideas
too much snoring
feeling organized
idea for professional
development