Pre-reading Strategies

STRATEGY 1

Do I Know These Words?

When students encounter unfamiliar vocabulary in a passage, their comprehension is severely affected. This pre-reading activity provides teachers with the opportunity to assess students' prior knowledge of the vocabulary words and increase that knowledge before reading. Students tire of the "look it up in the dictionary" approach, and this activity provides an engaging alternative.

Suggestions for use:

This activity is used on both an individual and group basis. The teacher should give each student a copy of the "Do I Know These Words" handout. A list of the vocabulary words will be listed at the bottom of the sheet. Students should be given around five to ten minutes to complete the worksheet. Students will put the words in the correct column based on their knowledge of the words. After students complete the worksheets, the teacher should use whole group discussion to cover each word and its meaning.

STRATEGY 2

Connection Cards

Connection cards can be used to create a study guide for the vocabulary words that students are covering. The purpose of these cards is for the student to make a personal connection with each vocabulary word. This strategy is an improvement on the normal "write the definition and use it in a sentence" vocabulary exercise. Connection cards allow students to use their creativity and put a personal stamp on each word.

Suggestions for Use:

These cards should be completed individually so that the student may make his own personal connection with each word. A note card should be divided into four equal sections: in the first section, the word is listed; in the second section students will write their definition of the word (which should have been discussed previously with the students). The third section is used for the student to draw some representation, whether it is a symbol or picture, of the word. Finally, the last section can be used for different purposes: antonyms, synonyms, sentences, etc. The teacher will decide the use of the fourth section.

Even though students complete their cards individually, they should share cards with the class. Students benefit from hearing others' personal connections with the words and may choose to add something else to their existing picture or symbol.

STRATEGY 3

Vocabulary Circle

Vocabulary circle is a visual organizer that helps students understand key words and concepts. The circle is divided into four or more equal sections to hold words or symbols that are connected by a common relationship. They create a visual reference for how the concepts are related and can be used effectively in all subject areas.

Suggested Use:

To construct a vocabulary circle, use the pattern provided or divide a circle into four (or more) sections. In each section write a word or phrase related to the topic or word. Circles may be used in three ways:

1. All of the words in the circle are related and the students must tell how they are related.

2. All of the words in the circle are related except one. The student must identify the unrelated word and explain how the other words are related.

3. One or more of the sections is left blank. Students must fill in the blank sections with words that are related to the other words in the circle and explain why they chose those words.

STRATEGY 4

Map This Word

Word maps are diagrams that can be teacher or student created. They can help introduce new vocabulary, but more importantly, allow students to see the relationships and connections between words. These maps can be used in all subject areas and can also be completed as a during reading or after reading strategy.

Suggested Use:

This activity can be done individually or with a small group. However, the important aspect of this activity is not how the map is completed. The important part is making sure the maps are reviewed as a whole group. The teacher should make sure to review the correct answers on a master map with the class and elaborate on the relationships that are made within the map.

STRATEGY 5

Don't Bug Me Vocabulary

Don't bug me vocabulary is very similar to the connection card but is intended for the elementary student. Students put important information about the vocabulary word on different parts of the bug.

Suggested Use:

The word is placed at the top of the bug. Students are to find the definition, an antonym, synonym, part of speech, and write a sentence. "Don't bug me" is a great pre-reading activity that allows students to use a dictionary and thesaurus and become familiar with finding words.

STRATEGY 6

Word Sets

Word sets are useful when trying to get students to make associations among words or concepts. This activity can be done in multiple ways.

Suggested Use:

The first way to use word sets is effective when used with an Active Board or Smart board. Different categories should be established at the top of the set. Below these categories can be pictures or words. Students are to classify the words or pictures into their correct categories.

The second type of word set involves giving students an established list of words. They can then identify the word that does not belong in the group of words or fill in the blank with the missing word.

STRATEGY 7

Magic Words

The main purpose of magic words is to reinforce and extend the student's contextual knowledge of content area terms. This is a vocabulary activity of matching terms with definitions with a special arrangement of numbers. These numbers, when added across or down, always equal the same number. The sample on the next page has as its magic number-15.

Suggested Use:

This activity is a great way to reinforce new words in text. Students will have the opportunity to learn the words and their definitions. Each time the students match a word with its meaning (listed a-i in the sample list on the next page), they will write the number in the appropriate magic square grid. After all the squares are completed, they should add up the three numbers in each row and column to see if they are coming up with the magic number. This activity provides great opportunities for small group interaction and is a new twist on mundane matching exercises.

STRATEGY 8

Splash

Using a word splash can be an effective way to see how much prior knowledge students have on a given topic. Creating a Word Splash is a very simple yet effective pre-reading strategy. Students are basically brainstorming all of the information that they know about a particular subject or topic.

Suggested Use:

This strategy should be teacher directed. The topic should be introduced to the class on the splash. Students should then have a brief discussion in small groups to come up with words about the topic. After the small groups work together, each group will contribute words or phrases to the class splash.

The teacher should make sure to discuss the words and phrases and their relationship to the topic. The discussion at this point will be more student-centered than teacher centered. The teacher should evaluate how much prior knowledge the class as a whole has on the topic. If students are struggling with ideas to put on the Word Splash, the teacher knows that a few minutes will be needed to increase background knowledge that is necessary to read the passage.

STRATEGY 9

Alphabet of Knowledge

This strategy allows students to activate prior knowledge by coming up with words and phrases related to the topic. Students record these words under the appropriate letter on the chart.

Suggested Use:

The teacher should give each student a handout with the topic in the center block. Students should be given time to come up with as many words or phrases as they can for each box, which is labeled with several letters of the alphabet. After allowing the students to work on the chart, the teacher and students should complete a classroom master copy. This activity can also be used as an opportunity to introduce new vocabulary words. Having the students write new words on their chart after learning about the topic could extend this activity.

The sample that follows is for the topic mammals. Students would contribute any words or phrases that relate to this topic. Under "ABC" they may put a word like "cats," and under "GHI," "have fur." Students should be encouraged to put at least one or two items in each column.

STRATEGY 10

Use Your Senses

This activity allows teachers to assess how much prior knowledge students have on a given topic. Students use their five senses to brainstorm information about the topic given.

Suggested Use:

This activity can be used as a whole group introduction and should take about 10 minutes to complete. Students should close their eyes and visualize everything they know about a topic. They will complete the worksheet, writing something in each of the five sense circles. After students complete the worksheet individually, the teacher should then discuss/review the information with students. A master class sense chart can be recorded by the teacher. For students that have limited background knowledge on the subject, the discussion at the end of this activity will be critical.

STRATEGY 11

KWL

The original KWL Chart has been used in all content areas to help students record what they KNOW about a topic, what they WANT TO KNOW about that topic (both the K and W are pre-reading portions of the chart), and what they have LEARNED after reading. Because students become quickly immune to the same chart format, a KWL made in a unique topic-related shape is a welcome change.

Suggested Use:

The KWL should be original to the material studied. Students should complete the first two parts of the chart before they begin reading the material. A master class KWL should be recorded by the teacher. After reading, it is imperative that students fill in the final part and discuss with the teacher.

STRATEGY 12

Pique their Curiosity

This pre-reading strategy can be used in all content areas to create interest and curiosity in the topic that will be studied. This activity creates excitement among students and increases their interest in reading the material.

Suggested Use:

This strategy is most effective when used with a power point or the active board. The teacher should reveal clues one at a time. Students use these clues to predict what the reading passage is going to be about. The teacher should lead a discussion and give the students the opportunity to share their thoughts with other students. The class can then have a few possible consensus predictions.

Another way to use this strategy is to give students a handout with the clues listed. Students would then make their predictions individually before a class discussion.