Did the teacher use writing as a method for students to connect their own knowledge and experience before, during and after reading texts?

Why does this matter?

Explicit strategy instruction is at the core of good comprehension instruction. "Before" strategies activate students' prior knowledge and set a purpose for reading. "During" strategies help students make connections, monitor their understanding, generate questions, and stay focused. "After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.

Teachers should help students to understand why a strategy is useful, how it is used, and when it is appropriate. Teacher demonstration and modeling are critical factors for success, and student discussion following strategy instruction is also helpful.

The most frequently researched strategies can be applied across content areas.

Writing helps us to process and articulate our ideas and often clarifies learning. Writing allows the writer to concretize abstract ideas and to “connect the dots in their knowledge,” according to the National Commission on Writing in America’s Schools and Colleges. Particular kinds of writing tasks may be beneficial to intellectual vitality, creativity, and thinking abilities. Each stage of reading activates its own unique set of cognitive skills. When instructors promote writing at each stage of reading, reading comprehension is improved.

What does this look like in a classroom?

This means that teachers are engaging students in activities either before, during or after reading -or possibly all 3! These could include, but are not limited to:

• Discussion and note taking

• Annotating of text

• Discussion and writing protocols

• Anticipation guides

• Vocabulary strategies

What does this look like in a remote learning context?

This section is under construction...more to come soon!

How is this related to CR-SE? (Culturally Responsive /Sustaining Education)

The CR-SE framework states that all schools should "Have high expectations and deliver rigorous instruction for all students regardless of identity markers, including race, gender, sexual orientation, language, ability, and economic background." This means that we should be providing ALL of our students with effective reading instruction.

How is this related to the Supportive Environment Framework / Social-Emotional Learning?

The Supportive Environment Framework states that "Student identities are affirmed and reflected in the curriculum and processes of learning." Many of our students need the structure and process of using before, during and after reading strategies to improve their reading comprehension.