When you do not prep students for a reading they will
-loose interest in the lesson
- create a ruckus
- keep asking to go to bathroom
- disengage- put their heads down
- learn to dislike reading
"Pre-reading activities may be designed to motivate student interest, activate prior knowledge, or pre-teach potentially difficult concepts and vocabulary. This is also a great opportunity to introduce comprehension components such as cause and effect, compare and contrast, personification, main idea, sequencing, and others" From Colorin Colorado
1. Have students look at the title and any captions from the book or reading.
2. In a T-Chart, have students predict what they might read about and write the ideas on the left side of the chart.
3. Have students look at the pictures and repeat step #2.
4. Try to make as many predictions as possible.
How do you asses comprehension while reading?
1. Take your Prediction T-Chart and as the students and you read, write a check next to the predicitions that were true to the reading. You can add details or student comments as you go along.
2. You can add any extra details or ideas that were not mentioned in the Predicition T-Chart and students find important.
Question the Author
Questioning the author is a strategy that requires students to pose questions and engages them actively within a text. This comprehension strategy challenges students understanding of the text and encourages students to ask questions of the author.
Question the author has many benefits:
-one being that it engages all students in the text.
- helps to solidify their understanding
-as well as learn to critique the authors writing.
How to Use the Strategy
- Select an interesting passage that would make for a good conversation.
- Mark specific spots that you want to stop at during the text so students will gain a greater understanding.
- Create specific questions for each spotting point to ask students. What is the author trying to say here? Why do you think the author used this particular phrase?
- Present a brief passage to students along with a few questions, and model how you think through your answers to the questions.
- Challenge students to read and answer the questions that you have prepared.
Teacher demonstration and modeling of each post-reading strategy is absolutely crucial in order for the strategy to be a success. Post-reading strategies such as the ones mentioned above really drive home the fact that once you have completed your reading, you still have to understand what you have just read. Students need to summarize key points after reading to help them comprehend the information that was learned, longer.
Ideas for teaching VOCAB
1. Use cloze sentences
Vocab Word: Muttering
Cloze Sentence: When his teacher asked him a question, he ___________ the answer so she could not hear.
How to do this:
Pick five words and write sentences that show an understanding of the word. Then remove the vocab word. Give the students the sentences and a word bank for them to figuer out the words, using context clues.
What word would you use to define this picture?
Give students a word bank. The word is furious. This is a great way to teach synonms too. When you start reading and you come up to the word, you go back to the picture to help students understand.
How to do this:
- Choose 5 words
- Find some images (use Google Images) and make a few copies of each picture
- Write the words on the board and have studnets work in pairs figuring out the vocab that best matches the pictures.
The AWL are the most frequent words students will read in academic texts. These are very important words to learn and it is good to alwasy include one in any frontloading.
Try code-switching the words:
Tell the students, "Put your graduation hats on and lets figure out the 'smart' word. Let's read the sentence:
My teacher wants me to accompany her to the awards ceremony.
What everyday word would you use to replace "accompany"?
Now lets switch it!
It was clear she did not do her homework when she did not raise her hand.
What academic word form the list would you use to sound "scholarly" instead of clear? (apparent).