"The more we frontload students' knowledge of a text and help them become actively involved in constructing meaning prior to reading, the more engaged they are likely to be as they read the text" Kylene Beers (When Kids Can't Read)
  • Readers must be reminded that comprehension begins prior to reading and extends into discussions after reading
  • Shows what "good readers" do.....think all throughout the reading process (before, during, and after)

Strategy: Anticipation Guides (pg.74)
A set of generalizations related to the them of a selection
  • Activates prior knowledge
  • Encourages students to make personal connections
  • Provides students with opportunities to become active participants
  • Process of bringing issues to students' awareness
  • Builds anticipation

Before:
During:
After:
Encourages connections to ideas
Allows predictions to be made
Addresses issues in the selection
Students complete & discuss responses
Identifying cause & effect relationship
Determine theme(s)
Generalizations through discussions
Students can explore their own responses to the text
Look at original responses and decide/determine:
(A) Do they feel the same
(B) See some of the detours in their thinking



Strategy: Probable Passage (pg.87)
Brief summary of a text from which key words have been omitted. Teacher presents key words from the text, in which students arranging into 5 categories (characters, setting, problem, outcomes, and unknown words) according to their probable functions in the story. Students will write a prediction statement that offers the "gist" of what this selection might be about.
  • Helps stop passive reading habits
  • Encourages students to make predictions
  • Activate prior knowledge on a topic
  • Assists with determining relationships
  • Promotes imagery
  • Introduces important vocabulary words

Before:
During:
After:
Predict & Anticipate
Introduction to vocabulary (8-14 key words)
Activates prior knowledge
Modifying predictions
Monitoring for understanding
"Thinking about what they are reading while reading"
Make comparisons, which will lead to interesting discussions

Strategy: Tea Party (pg. 94)
A 10-12 minute activity, in which students move around the room to share their given phrase (teacher provided prior to the start of the activity). The class has four goals to accomplish before time has ended.Goals: (1) share their card with as many classmates as possible (2) listen to others as they read their cards (3) discuss how these cards might be related (4) speculate o what these cards, collectively might be about.
Note: For expository text, students would group the phrases by categories
  • Provides opportunities to consider the parts of text prior to reading
  • Promotes active participation
  • Encourages movement within the classroom
  • Allows predictions to be made
  • Reinforces skills (making inferences, compare/contrast, and sequencing)
  • Activate prior knowledge

Before:
During:
After:
Introduction to key phrases
Simulates talking-listening pattern
Identified possibilities for setting, character, and problems in the text
Actively engaged with the "meaning-making" process prior to reading the text
Comparing how the author created relationship between word
and how they(each student) created relationships between those same words