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The Power of Pre-Reading!

The Power of Pre-Reading!. By: Brittany Osborne Carly Palmer Rebecca Shoniker. What do you and your students do prior to reading?. Objectives. Help your help students become actively engaged with a text prior to reading

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The Power of Pre-Reading!

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  1. The Power of Pre-Reading! By: Brittany Osborne Carly Palmer Rebecca Shoniker

  2. What do you and your students do prior to reading?

  3. Objectives • Help your help students become actively engaged with a text prior to reading • Provide specific pre-reading strategies to improve comprehension and enhance engagement • Share additional resources and research based practices in Adolescent Literacy

  4. Don’t Just Tell…Engage! • Access prior knowledge • Interact with portions of the text prior to reading • Make inferences, predict, draw comparisons • Identify problematic vocabulary • Construct meaning before reading

  5. Probable Passages • “Probable Passage” is a strategy in which the teacher pre-selects and presents key words from a text before reading. • Students predict what the function of these words will be and then write a "gist" statement using the key words. • Probable Passage example.docx • Probable Passage example.docx

  6. Tea Party • “Tea Party” encourages active participation with pre-selected passages from a text. • Students are given an index card with a phrase from the text they are about to read and walk around the room to discuss their passages with their peers and make predictions about the text. • Tea Party Directions.docx

  7. Talking Drawings • “Talking Drawings” is used to promote the use of prior knowledge by creating drawings of mental images on a topic, character, or event before reading a selection. • After the selection is read, the student constructs another drawing to see how their knowledge and thinking have changed.

  8. Talking Drawing Examples Narrative Text Expository Text

  9. Possible Sentences • “Possible Sentences” provide direct instruction on the unfamiliar vocabulary of a reading selection by facilitating independent determination of the meaning based on context of the story • Possible Sentences Form.docx

  10. KWL • Enhance this strategy by grouping students’ prior knowledge into categories to assist with questioning. • First, decide what topic you want discussed on the KWL chart. • Next, decide how you’ll record that information • Then, ask students what they know about the topic. • Make sure that, after completing the K column, students have a chance to group responses and label those groups. • Finally, remember that when you move from the K-column to the W-column, the point is to connect what they wonder about to what they’ve already told you.

  11. Resources Beers, K.(2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann. Taylor, D.B. (2006). Literacy strategies: Across the subject areas. Boston: Pearson.

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