1. Reading Often in Every Class Using Before-During-After Reading Strategies

2. Introduction DRA/DRTA Every Class Every Reading Assignment Stifles Comprehension > Lack of Vocabulary Vocabulary to Know – Metacognition – Glossing

3. Pre-Reading Set Purpose Solicit Background Knowledge Preview Material Gloss Vocabulary (stumbling blocks) Make Predictions Process Organizers – K-W-L – Anticipation Guides

4. During Reading Teach Metacognition Make Predictions Find the Main Ideas Apply Vocabulary Knowledge Organizers – Webbing – Notes – Selective Underlining – Annotations – Outlining – Timeline

5. Post Reading Summarize Reinforce Vocabulary Reflection – Exit slips – Journals – Active Participation for T/F – Graphic organizers

6. All Reading is Guided Reading Teacher Knowledge of Material Leveled Instruction Goals – Fluency – Vocabulary Building – Student Achievement