Before:

• tap, activate, and build prior knowledge (e.g., list or outline what is known and what needs to be known)
• ask questions (e.g., generate a list of questions to guide viewing, listening, and reading)
• preview text (e.g., skim and scan the text and figure out the main idea of each paragraph)
• anticipate message and author's/presenter's intent (e.g., look closely at maps, charts, graphs, and other illustrations)
• predict what text will be about (e.g., predict outcomes)
• set purpose (e.g., use 5 Ws+H to consider possible purposes for viewing, listening, and reading).

During:

• connect and construct meaning (e.g., make personal connections to text and world) and to contemporary and historical issues and problems
• note key ideas and what supports them (e.g., notice and understand cause and effect and other relationships among ideas)
• construct mental images (e.g., visualize the setting and mood)
• make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking) and to confirm conclusions
• make, confirm, and adjust inferences and draw conclusions (e.g., draw conclusions from dialogue, including language with double meaning)
• ask questions and self-monitor comprehension (e.g., ask questions of texts to increase understanding)
• use cueing systems to construct meaning and self-monitor comprehension (e.g., place subject of text in the centre and "map" out the key ideas when viewing, listening, and reading)
• adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).

After:

• recall, paraphrase, summarize, and synthesize (e.g., track, gather, and summarize information about characters, their traits, and their relationships; summarize main points; summarize and ask questions to synthesize information from different texts)
• reflect and interpret (e.g., explain how the texts reveal the theme through events, characters, plot; work co-operatively with others to reach consensus on the meaning of a text and how to interpret it)
• evaluate (respond critically) (e.g., think critically about the authenticity of characters and the portrayal of current issues; identify bias and stereotyping)
• evaluate craft and techniques (e.g., discuss the artistic aspect of a text including how illustrations and narrative form a cohesive whole; detect the emotional appeal and language that is persuasive)
• respond personally (giving support from text) (e.g., explain identification with character or incidents and why)
• listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., notice how the author/presenter reveals the underlying messages; try out different interpretations through oral reading).