Pre-reading strategies


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HMC ay 2012-2013, 2nd semester
Developmental Reading 2 Class

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Pre-reading strategies

  1. 1. - series of strategies that students can undertake before reading a text - can help students understand the material the they go through it so that they don't have to read it several times. - students can save by reading more efficiently - students can have a more solid basis of knowledge when exam time comes around. It is Important to organize yourself before you read. PRE-READING
  2. 2. a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members.
  3. 3. -is to talk about a subject in detail. -help us develop a better perspective on issues by bringing out diverse view points. Whenever we exchange differing views on an issue, we get a clearer picture of the problem and are able to understand it.
  4. 4. Developing a diagram to visually outline information.
  5. 5. Often chapters in texts provide organizing questions. You can also write out a series of questions you expect to be answered when reading
  6. 6. Pictures and other visual material can activate your prior knowledge. Use the Internet to search for pictures related to your title/topic to give you visual images of what you are about to read.
  7. 7. - are not an overview, but rather a presentation of information (either verbal or visual) that are "umbrellas" for the new material to be learned. - can be as simple as a teacher’s background discussion before introducing a new concept or a list of tasks to be done by the learner
  8. 8. Vocabulary Previews Unfamiliar key words need to be taught to students before reading so that new words, background information, and comprehension can improve together. Structural Organizers basic frameworks included in the text should be pointed out: cause-effect or problem- solution, signal words, main idea sentences, highlighted phrases, headings and subtitles. A Purpose for Reading they find that purpose not only directs their reading towards a goal, but helps to focus their attention. It is a good idea to pose predictions of the outcome and problems which need to be solved. Author Consideration Depending upon the content area, a discussion of the author of the particular work can be helpful to the understanding of it.
  9. 9. KWHL Chart What do I Know? What do I Want to learn? How I will find out? What did I Learn?
  10. 10. KWHL Chart Reading the Intro and Conclusion All books are written to be read in a specific order, but that order often reveals meaning in a sequence that makes the information difficult to remember. Teach students to manage their texts by reading the introduction and conclusion first. Secondary Material Get students in the habit of spending a few minutes doing research on the topic before attacking a book
  11. 11. Students create a story map and then refer to the map to answer student or teacher question
  12. 12. As students read, they develop questions for the author, about the author’s intent for the selection of his or her success at communicating it. One format uses these questions: - Why is the author telling you that…? - Does the author say it clearly? - How could the author have said things more clearly? - What would you say instead?
  13. 13. Students record their questions about the text in their notebook, journal, or by using sticky notes. They write their reaction during reading and after reading the text.
  14. 14. Before reading the text, students write down their questions in the left-hand page or column, after reading, they answer the questions in the right-hand column.
  15. 15. These are teacher-constructed questions that helps students focus on essentials of the text to be read.
  16. 16. The purpose is to capture the students’ thinking about the text during reading process. While reading the text aloud, the teacher asks herself questions such as “Why did this character say that: Maybe if I keep reading I will find out.”
  17. 17. Using the title of the text and the pictures, students generate questions. They ask questions before they start to read and then stop at different sections to answer their questions and ask new ones.
  18. 18. Students are given questions. They think about the answer individually, in pairs, and then in small groups to reach a consensus.
  19. 19. Students participate in open ended discussions in small self-selected groups. Teacher guide pupils toward insights or interpretations particularly suited to the text.