LESSON ONE: Pre-Reading Strategies
LESSON DESCRIPTION
Students will receive an overview of the unit objectives and expectations. They will review their prior knowledge of pre-reading strategies for nonfiction such as accessing prior knowledge, previewing, predicting, questioning, and setting a purpose and rate for reading. They will make a list of those strategies and use them to pre-read a sample text.
GRADE-LEVEL EXPECTATIONS
R1F Apply pre-reading strategies to aid comprehension, access prior knowledge, preview, predict, set a purpose and rate for reading
R3A Analyze text features in newspapers and magazines to clarify meaning
LESSON MATERIALS
§ Sources of literature
o None
§ Supplies
o Pencil or pen for notes
o Sticky notes or scratch paper for notes
o Journal
§ Handouts
o “13 Reasons Our Ancestors Migrated”
http://www.ancestry.com/library/view/columns/george/1436.asp
o Celebrating World Refugee Day in Washington, D.C.
http://www.unhcr.org/cgi-bin/texis/vtx/news/opendoc.htm?tbl=NEWS&id=3d2422e44
§ Words to know
o pre-reading strategies
o predict
o purpose
o reading rate
FORMATIVE ASSESSMENT
Using the Celebrating World Refugee Day handout, students: 1) make a list of the five pre-reading strategies used by effective readers; 2) preview the text by looking at the text features. Record in your journal at least five pieces of information you gained while looking at the text features; 3) predict the main idea of the text. Write your prediction in the journal. Give examples from the text to support your prediction; 4) in their journals, students write at least three questions you expect to be answered as you read the text. Scoring guide provided.
LEARNING ACTIVITIES
1. Introduce theme through reading of article referring to President Bush’s World Refugee Day speech. State the objectives and discuss unit expectations. Referring to the handout Celebrating World Refugee Day in Washington, D.C., help students make connections with the diversity of our nation that has resulted from immigration (i.e., the great melting pot/the salad mix). Review unit objectives, unit content, and unit expectations.
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Questions for Students
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What strategies do good readers use to understand nonfiction text? Why do good readers use pre-reading strategies? How do readers use prior knowledge to comprehend nonfiction text? What are effective methods of previewing nonfiction text? What do effective readers do when making predictions? How do effective readers set a purpose and rate for reading? |
2. Introduce nonfiction texts to be used during the next few days. Use texts to review/reteach pre-reading strategies. Teacher models the pre-reading strategies listed below using the Thirteen Reasons text provided. Students work with partners as they use the pre-reading strategies.
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Pre-Reading Strategies
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Access Prior Knowledge: Tell your partner what you already know about people on the move. Preview the first text by looking at text features. Take notes. Partners share at least four characteristics noticed when examining the features of text. (Title, subheadings, clearly observed paragraphs, author) Share information gained by examining text features. Predict the main idea of the text. Partners share their predictions. Give examples from the text to support your idea. With your partner, create three questions to be answered as you read the text. Partners will set a purpose for reading and will choose a rate for reading. |
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Idea
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Teacher will use questions to review pre-reading strategies that aid comprehension of nonfiction text. (i.e., access prior knowledge, preview, predict, set a purpose and rate for reading). NOTE: Ensure students understand the pre-reading terminology – i.e., rate for reading (Nonfiction texts usually require a slower rate of reading). |
Formative Assessment Scoring Guide
1. 1 Point: for correctly listing three or more of the five pre-reading strategies.
0 Points: for an inaccurate or incomplete response.
2. 1 Point: for correctly listing three or more pieces of information gained while looking at the text features.
0 Points: for an inaccurate or incomplete response.
3. 1 Point: for predicting and supporting the main idea of the text.
0 Points: for an inaccurate or incomplete response.
4. 1 Point: for correctly listing three questions.
0 Points: for an inaccurate or incomplete response