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Reading Strategies; Pre-Reading Strategies
Topic Started: Sep 13 2016, 04:58 PM (123 Views)
Jennyjli

Pre-Reading Strategies:

Brainstorming:
1. Examine the title of the selection and list all the information that comes to mind about the title.
2. Look at the illustration or pictures to predict the information of the selection.

Using Preview and Predict Strategy—15 minutes:
1 minute—Students individually preview text material, looking at illustrations, photos, bold print…
3 minutes—With a partner, students write 3 things they think they will learn about from the text.
4 minutes—Partners share their lists.
3 minutes—Students report findings and post lists.
4 minutes—Teacher reads first section of the text (one page or more) while students follow along.

Group Discussion:
1. Discuss information about the selection, class discussion, small group discussion.
2. Printed previews.
3. Photographs.
4. Outlines.
5. Films, videos

Pre-Teach Vocabulary/Building Background Knowledge:
1. Unfamiliar key words.
2. Biography of the author.
3. History background of the events.
4. List all important words.
5. Relate the selections to their previous knowledge
6. Build cultural background information

Structural Organizers:
1. Pointed out cause-effect
2. Pointed out problem-solution
3. Pointed out main ideas
4. Pointed out conflicts
5. Purpose of reading this article

Pre-questions:
1. Definition: What is…? Where does…fit?
2. Characteristics: How would I describe…? What does…look like?
3. Examples: What is a good example of…?
4. Experience: What experience have I had with…? What can I imagine about..?
5. Visual Aids: Pictures, visual material, search Internet for images, etc.


Jenny Li
PLC Facilitator
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delgado_a

Each of these are simple and effective ways to get kids thinking and understanding a text before they start reading. I really love to build background knowledge, introduce vocabulary, and access prior knowledge. These are the strategies I use most. I would like to try more of these ways to add new strategies in my daily teaching.
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ambriz_d

I would like to try the preview and predict strategy. It seems like a great a way to introduce new texts. I use preloading vocabulary strategies often. This would be something different to try to assess background knowledge.
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Samueldelgado

I use group discussions as much as possible. This is important for ELL because they need to practice speaking.
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mltctroxel

It's so important for students to know something about a topic before we expect them to start reading. There are certain topics which are unfamiliar to students because they've never been exposed or are lacking in experiences. Sometimes we wrongly assume our students possess prior knowledge about chosen topics. This is why it is so important to use pre-reading strategies. Thus, all students will hopefully have a better chance of comprehending what they are given to read. I especially like visuals.
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AnneGamble

Pre-Teaching Vocabulary and Building Background Knowledge are so important to teaching ELs. Lisa has a great point that we assume students have prior knowledge when they don't and sometimes they know things we don't think they know. Here's a video of a wonderful teacher who is doing these two things. It's interesting that she learns at least one of her students has prior knowledge (Harry Potter)! Some of you may remember it from Summer Academy, but I think it is worth watching again - it's short:

http://www.colorincolorado.org/classroom-video/story-setup-pre-reading-strategies-comprehension


What do you think?
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JennyLi
Administrator
I often try to tie new vocabulary in a text to my students' background knowledge. I feel that giving them something they can relate to and identify with is key to retention of information. One of my favorite things to do is have my students look at the title and cover of a book and make predictions before we start reading in order to see what they come up with.

Paige Lee
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jaci1992

I will definitely keep these strategies more in mind for future lessons. Too often I have caught myself assuming the students have some form of background knowledge on the subject when really they have no clue! I try to be sure that all of their vocabulary terms are readily available to them, and I am also working on building my picture clues with real life pictures, not cartoons or clip art. I usually have my students take a picture walk before they read the text and talk through what they might read about.
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