Before:

• tap, activate, and build prior knowledge (e.g., review what is known and has been learned about subject of text; identify what needs to be learned from text to fill in gaps)
• ask questions (e.g., survey text and ask questions about it; form implicit questions and search for answers in text)
• preview text (e.g., look briefly at each section and page of a text, paying attention to the headings, illustrations, boldface type, and organizational structure; read the first and last paragraphs of a print text)
• anticipate message and author's/presenter's intent (e.g., consider the author's/presenter's possible intention given a brief biographical sketch about his or her background and causes)
• predict what text will be about (e.g., review an outline of the main ideas in a text and predict what information or stance will be used to support these main ideas)
• Set purpose (e.g., discuss and set a purpose with peers).

During:

• connect and construct meaning (e.g., make connections to self, other texts, and to the world to help with making predictions, visualizing, and drawing conclusions)
• note key ideas and what supports them (e.g., stop at the end of each page, section, or chapter to answer the who, what, when, where, why, and how questions; note how examples, illustrations, and visual aids support or take away from key message)
• construct mental images (e.g., imagine what a character might be seeing, hearing, smelling, tasting, or feeling in a particular place and time)
• make, confirm, and adjust predictions (e.g., identify and explain the clues in the text that confirm defensible predictions)
• make, confirm, and adjust inferences and draw conclusions (e.g., analyze, infer, and explain unstated ideas in texts)
• ask questions (e.g., ask questions, focusing particularly on evaluative questions to gain meaning from text, and to locate key points)
• use cueing systems to construct meaning and self-monitor comprehension (e.g., use and insert notations such as + for "that's new", ? for "I don't understand", * for "that's important")
• adjust rate and/or strategy (e.g., skim, scan, and read carefully depending on the text complexity and purpose).

After:

• recall, paraphrase, summarize, and synthesize (e.g., connect, compare, and contrast ideas in texts; determine implied and literal messages; make notes to assist recall)
• reflect and interpret (e.g., keep an open mind and consider ideas that differ from own)
• evaluate (respond critically) (e.g., identify strategies used to influence audience including exaggeration, one-sided view of a group, jolts)
• evaluate craft and techniques (e.g., draw conclusions about presenter's, speaker's, writer's message, values, point of view, and craft)
• respond personally (giving support from text) (e.g., connect, compare, and contrast ideas in text to own knowledge and experiences)
• listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., listen, read, or view again to evaluate the effectiveness and overall impact of the text to deliver the message intended).