• Before reading strategies motivate and prepare students to read
  • Because most before reading strategies are focused on predicting and thinking ahead, many have an after reading component
  • Get excited about learning
  • Follow up of checking initial thinking
  • Piques interest, reinforces information, builds long term memory
  • See how accurate predictions are
  • Learn answers to questions

  • Great to use before, during, and after reading
  • Students fill in boxes with words that start with the correlating letter
  • For example: If reading a book about the ocean W = whale
  • Words must remain on topic and students should be able to explain why certain words were used
  • Students can have more than one word in a box
  • Add a sentence showing understanding of vocabulary word


  • A series of statements that are answered before the students read the text/are taught the lesson
  • Statements can relate to important topics, concepts, controversial ideas, or misconceptions. Try not to write statements that are literal and can be easily answered
  • Gets students thinking about what they already know about the topic, provides them with an idea of what the selection will be about, and gives them information to be looking for as they are reading
  • Students return to these statements after the reading/lesson and answer each again
  • Can include a summary option at the end


  • Alternative to KWL
  • Takes what they learned and combines it with they already know
  • Can be done with weaving strips of paper or using two different colors for before and after reading
  • Can use shapes that relate to the topic instead of the brain


  • Posters placed around the room
  • Students are in groups
  • Students rotate to each poster, read the question and post their response on the poster
  • When time is called, the group rotates to the next question.
  • Repeat process.
  • May not post the same answer as another group. Must review what others have already posted before including their response
  • First few are easier, gets harder as more groups have already answered
  • Use different color markers for each group
  • Gets kids up and out of their seats
  • Can return to posters at the end of the lesson


  • Complete before/after reading
  • Pre-reading thoughts are what they think they know
  • Post reading is what they learned
  • Can be completed with sentences that need to be finished, true/false statements, or checklists
  • Similar to anticipation guide and is a great alternative to a KWL


  • Using sentence starters the students predict and generate questions
  • Question words are used such as: who, what, when, why, which, how, and if
  • Students return to this after reading is completed to see if their questions were answered
  • A quick way for you to see what your students may need to learn/understand


  • Used as a before and after reading strategy
  • Students are given a list of vocabulary words in any order
  • From the list of words, students should construct sentences using at least two vocab words in each sentence
  • Sentences should be meaningful and related to the topic of the lesson/unit
  • Share sentences
  • Following the lesson, students should return to their sentences, make changes as necessary or create new sentences


  • Students preview text and write predictions
  • After reading, students return to predictions and decide whether they were true/false
  • Can include page number where information can be found

  • Questions to guide students in previewing and preparing to read a selection

  • Use clue words associated with the story/topic
  • Helps reader write their own version of the story/information prior to reading/lesson
  • Use only fragments in sequential order
  • Can be completed as a whole group, partners, or individually
  • Return to story (lesson) impressions after and revise as needed


  • Can be used before reading (activate prior knowledge), during reading strategy (take notes and record vocab words while reading), as well as after reading (review info)
  • Students are given vocabulary words on index cards/strips of paper and asked to sort them into groups (no categories/groups given)
  • After sorting the words, students are asked to label their groups.
  • Share what labels were used, what words were included in the groups, and why
  • Teacher categories are presented (words can be resorted)
  • Return to sort after reading, and re-sort as needed
  • Discuss which words were placed where and why


  • Before Reading (activate prior knowledge) and After reading (review predictions/information learned)
  • Similar to a word sort
  • Words are not given ahead of time to students
  • Brainstorm words related to the topic or preview text and determine important words (LIST)
  • Sort words into groups/categories students create (SORT)
  • Label each group with an appropriate topic (LABEL)
  • Share categories and words sorted into each category
  • Return to sorts at the end of the lesson/reading and make changes as necessary (or repeat process based on what is now known)


  • Used before, during, and after reading
  • P: Preview the text (gets brain thinking about the topic)
  • Q: Questions – Develop questions to be answered while reading
  • R: Read the material (thinking about the questions to be answered)
  • S: Summarize what you have learned
  • T: Test yourself by answering your questions


  • Before, During, and After Reading
  • S: Survey the text (preview)
  • Q: Question (create questions to be answered while reading)
  • R: Read (read to find answers to questions)
  • R: Recite (Try to answer the questions again)
  • R: Review (Write a summary of what you’ve learned