Checklist for Reading Purposes

 

Reading to Be Informed


Before you read:
  • Determine what you want to learn or find out from the material.
  • Look over what you will read.
  • Skim to find out how the author has chosen to present the material.
  • Ask yourself what you already know about the topic(s) the author will cover.
  • Jot some predictions on paper about what you expect to learn from the text.

As you read:

  • Underline, highlight, or take notes to help you construct meaning and recall important information.
  • Ask yourself continually, `Do I understand what I just read and do I see how it fits?'
  • Pay attention to titles, chapter, and subheadings.
  • Examine any tables, illustrations, bold-face print, underlining, colored print, captions, glossaries, and other aids the author has provided.

  • Pause during your reading to reflect upon and organize new information and link it to what you already know.
  • When you don't understand something, review your notes to see where you got off track, reread the passage, talk to another person, or consult such resources as a dictionary.

After you read:

  • Summarize what you have read by restating main ideas from the text.
  • Evaluate your notes and understanding.
  • Reread any passages that you did not understand.
  • Apply new ideas from the text to broader situations to extend thinking.
  • Evaluate the ideas presented in the text.
  • Jot down any questions you still have about the topic.
  • Use study strategies for notetaking, locating, and remembering to improve learning in the subject area.

Reading to Perform a Task

Before you read:
  • Determine what you want to be able to do.
  • Skim to find out how the author has chosen to present the material.
  • Determine if the directions are organized in a way that would be easy for you to follow.

As you read:

  • Read all of the directions once to get a general sense of the task you are being asked to perform.
  • Read the materials again to learn the specific directions.
  • Summarize each direction on paper in your own words or illustrations.
  • Pay close attention to the illustrations or diagrams the author has provided.
  • Pause after each direction you read, and make a picture in your mind of what you are supposed to do.
  • When you come to something important that you don't understand, try rereading it, or ask someone else for help if you can.
  • Use resources such as a dictionary to look up important words that you don't understand.
  • Think ahead about any difficulty you might have in being able to perform the task.

After you read:

  • Review your summary of the directions by comparing them to the original materials.
  • Revise your ideas as necessary.
  • Perform the task.

Reading for Literary Experience

Before you read:
  • Set a purpose for reading.
  • Preview the material to generate questions you would like answered.
  • Think about the title, pictures, and ideas to help you to predict what the selection is about.

As you read:

  • Stop and retell the main events to see if you understand what has happened.
  • See if you can answer any of the questions you asked before you started to read.
  • Continue to predict the outcome of the reading as you move through the material.
  • Reread some parts or read ahead to see if you can figure out what is happening if things aren't making sense.
  • Think about how the author uses special words or phrases to communicate.
  • Use context clues or a dictionary to help you determine the meaning of unknown words.
  • Think about how your own experience compares to the characters' experiences.

After you read:

  • See if you met your purposes for reading.
  • Think about what questions you still have about the story.
  • Consider whether the plot is realistic.

Back to Reading Across the Curriculum Page

Back to Instructional Strategies Page

This site was developed by the Department of Staff Development, in collaboration with the Division of Instruction. Questions, comments, and other inquiries may be addressed to Allene Chriest (achriest@pgcps.org) or Jeff Maher  (jmaher@pgcps.org).