Before, During, After: Set the Reading Route
Plan the reading route: set a before-reading question, a during-reading checkpoint and an after-reading return to the purpose.
Worked model: Before, During, After: Set the Reading Route
View the illustrated activity card
- 1Plan the reading route
- 2Preview structure and predict where relevant information may appear
- 3Read to locate the evidence needed for that purpose
- 4Answer the question and point to the sentence that supports the answer
Before: ask why land use can affect flood risk. During: pause where the text explains the floodplain relationship. After: return to the original question with a relevant sentence as evidence. This page plans the reading route.
Teach the move
Prepare · 5 minutes
Choose one question that the text can answer and locate relevant evidence.
- 1
Plan the reading route: set a before-reading question, a during-reading checkpoint and an after-reading return to the purpose.
- 2
Preview structure and predict where relevant information may appear.
- 3
Read to locate the evidence needed for that purpose.
- 4
Answer the question and point to the sentence that supports the answer.
EAL upgrade
Let learners formulate the reading question from the task and headings.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Choose one question that the text can answer and locate relevant evidence.
Plan the reading route: set a before-reading question, a during-reading checkpoint and an after-reading return to the purpose. Preview structure and predict where relevant information may appear.
Ask learners to identify a relevant sentence and explain its relevance.
Let learners formulate the reading question from the task and headings.
What to look for
Ask learners to identify a relevant sentence and explain its relevance.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Plan the reading route: set a before-reading question, a during-reading checkpoint and an after-reading return to the purpose.
Show the relationship and explain the choice you made.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Across subjects
Science: read for a mechanism. Maths: read for the information needed to select an operation.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.