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Instructional Strategy

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INSTRUCTIONAL STRATEGY

Active Reading Through Writing

Grade:

6-8, 9-12, UNIV

Type:

Read Actively
/ Organize Thinking
30-40

Minutes

When:

Before, during, and after reading

Materials:

Active Reading Through Writing graphic organizer, preselected text, whiteboard or display, writing utensil
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Description

Person writing in notebook with colorful spiral pattern background.
© Pormezz/stock.adobe.com
The Active Reading Through Writing strategy encourages students to engage with texts through writing before, during, and after reading to enhance comprehension and critical thinking skills while activating prior knowledge. In addition, this strategy develops students’ analytical abilities, reflection skills, and deeper understanding of the material. The strategy prepares students for reading by activating background knowledge. Students process new information during or after reading to support synthesis and connections between texts.
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Procedure

1
Select an appropriate text that aligns with your learning objectives. This could be a chapter from a textbook, a short story, an article, or any other relevant reading material.
2
Create thoughtful writing prompts that encourage students to engage deeply with the text. Develop prompts for each phase of reading. For example:
Before reading: “What do you already know about this topic?” or “Based on the title, what do you think this text will be about?”
During reading: “What questions are forming in your mind as you read?” or “How does this information connect to what you already know?”
After reading: “Summarize the main ideas in your own words,” or “How has your understanding of the topic changed after reading this text?”
3
Introduce the text to the whole class. You might read the title, show the cover, or give a brief overview without revealing too much content.
4
Present the writing prompts you’ve created. Explain that students will use these prompts to guide their thinking and writing throughout the reading process.
5
Distribute the Active Reading Through Writing graphic organizer to students.
6
Demonstrate the use of the organizer.
a)
Begin with a think-aloud for the “Before Reading” section. For example: The title of this text is “The Impact of Social Media on Society.” Before I start reading, I’m going to think about what I already know about this topic. I know that social media is very popular, especially among young people. I also know it has changed how we communicate. I’m writing these thoughts down in the “Before Reading” section of my organizer.
b)
Read a portion of the text aloud. As you read, pause periodically to share your thoughts and questions. Write these in the “During Reading” section of your organizer. For instance: As I’m reading this paragraph about how social media affects sleep patterns, I’m wondering how this relates to my own habits. I’m going to jot down this question: “How does my social media use before bed impact my sleep?”
c)
After reading a section, model the “After Reading” reflection. You might summarize key points, connect ideas, or reflect on how your understanding has changed. Write these thoughts in the appropriate section of your organizer.
7
After modeling, guide students through the process using another section of the text. Encourage students to fill out their own graphic organizers as you facilitate a class discussion.
8
Prompt students to share their thoughts and writing at each stage, fostering a collaborative learning environment.
9
Once students are comfortable with the process, allow them to continue reading and writing independently.
10
After completing the reading and writing process, facilitate a class discussion in which students can share their insights, questions, and reflections. Encourage students to compare their before and after thoughts and highlight how their understanding evolved through the reading and writing process.
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Differentiation

Modified Graphic Organizer: For additional support, create a simplified version of the organizer with fewer, more targeted questions. Gradually introduce the full version as students become more comfortable with the process. This scaffolds student learning by offering a structured approach that helps students organize their thoughts and engage more deeply with the text without overwhelming them.
Information Synthesis: To intensify the rigor of this strategy, ask students to apply the Active Reading Through Writing strategy across multiple texts, comparing and contrasting ideas from different sources. This enhances critical thinking skills by encouraging students to make connections and analyze information across various sources, promoting deeper understanding and more complex reasoning.
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Variations

Visual Mapping: For visual learners, incorporate a mind-mapping component where students create visual representations of their thoughts and connections alongside their written responses. This allows students to organize information spatially, enhancing their understanding of relationships between ideas and concepts.
Audio Reflection: For auditory learners, include an option to record short audio reflections at each stage of reading instead of or in addition to writing. Verbal processing can help some students articulate their thoughts more freely and naturally, potentially leading to deeper insights.
Collaborative Active Reading Through Writing: Implement the strategy in pairs or small groups of three or four students. Each group will work with a single text, but members take turns being the scribe who records the group’s collective thoughts and discussions on the organizer for each section (Before Reading, During Reading, and After Reading). This collaborative approach encourages peer learning, promotes diverse perspectives, and supports verbal processors while maintaining the benefits of written reflection.
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