Pre-reading strategies
Reading comprehension begins before students dive into the their assigned or chosen text. In order for students to understand what they are reading, they have to draw on their experiences with the topic and knowledge of vocabulary, and prepare themselves mentally to tackle the reading in a way that will allow them to comprehend the content being presented. The strategies described below can be used by teachers in the content areas to prepare students for comprehensive reading in the pre-reading stage.
1) Vocabulary Previewing
Students need to be able to understand the words that are in an assigned or chosen text before they can truly comprehend what the text is trying to say. For this reason, making sure that students are familiar with the vocabulary in their reading is absolutely essential to comprehensive reading. Content area teachers can aid students in reading comprehension by ensuring that students are familiar with the vocabulary in their reading.
Vocabulary previewing is a strategy in which the teacher reads the passage of text before it is read in the classroom and selects unfamiliar specialized academic words or words that are necessary to understanding the text and the major concepts in the lesson (Sedita, 2010). The teacher then spends a limited amount of time providing a basic understanding of each selected word by incorporating class discussion or other supplemental activities, Everyday language, synonyms, and antonyms should be used to help students connect with the words rather than dictionary definitions (Preview Vocabulary Words, n.d.). Defining vocabulary before reading will allow students to activate prior knowledge, preparing them to comprehend the content of what they are about to read.
Implementation of this strategy can be done in various ways. For example, the teacher may begin by listing the words on the board and initiating a class discussion to activate any prior knowledge that students may have of the words. Can students relate to the words in any way? Ask questions that might encourage students to discover the meaning of the words. Then, students could write about each of the words in a Vocabulary Notebook, describing each term in their own words with precise language, providing examples, and even drawing a picture to help them personally connect with each vocabulary word. This writing assignment can be tied to CCSS.ELA-Literacy.W.6.2.D or the equivalent at any grade level.
Another way to use this strategy in the classroom would be to break the class down into small groups and provide each group with a list of the selected words. Together with their classmates, students can discuss each word and collectively try to determine what each word means and why it might be important to the topic at hand. Each group can then report their findings and the teacher can take that opportunity to correct any misconceptions and further expand upon what the students may have been able to correct on their own.
Vocabulary previewing is a strategy in which the teacher reads the passage of text before it is read in the classroom and selects unfamiliar specialized academic words or words that are necessary to understanding the text and the major concepts in the lesson (Sedita, 2010). The teacher then spends a limited amount of time providing a basic understanding of each selected word by incorporating class discussion or other supplemental activities, Everyday language, synonyms, and antonyms should be used to help students connect with the words rather than dictionary definitions (Preview Vocabulary Words, n.d.). Defining vocabulary before reading will allow students to activate prior knowledge, preparing them to comprehend the content of what they are about to read.
Implementation of this strategy can be done in various ways. For example, the teacher may begin by listing the words on the board and initiating a class discussion to activate any prior knowledge that students may have of the words. Can students relate to the words in any way? Ask questions that might encourage students to discover the meaning of the words. Then, students could write about each of the words in a Vocabulary Notebook, describing each term in their own words with precise language, providing examples, and even drawing a picture to help them personally connect with each vocabulary word. This writing assignment can be tied to CCSS.ELA-Literacy.W.6.2.D or the equivalent at any grade level.
Another way to use this strategy in the classroom would be to break the class down into small groups and provide each group with a list of the selected words. Together with their classmates, students can discuss each word and collectively try to determine what each word means and why it might be important to the topic at hand. Each group can then report their findings and the teacher can take that opportunity to correct any misconceptions and further expand upon what the students may have been able to correct on their own.
- The video below describes vocabulary previewing, discusses why it is necessary for students to understand what they are reading, and provides helpful examples of activities that can be used to help students develop familiarity with vocabulary (colorincolorado, 2012).
- The next video is an excellent overview of the vocabulary previewing strategy. It explains how this strategy satisfies Common Core standards, describes the benefits of implementing this strategy for increasing comprehension in all readers, and provides very thorough steps for using this strategy in the classroom (RMC Research Corporation, 2013). Follow the link below to watch this video!
Previewing Vocabulary
2) Brainstorming
Brainstorming is a pre-reading strategy that can be used to activate students' prior knowledge and cause them to begin thinking about the topic that will be addressed in the reading. In brainstorming, the teacher presents the students with the title of their reading or shows them the book cover (de Bretagne, 2009). The teacher then asks the students to simply brainstorm what they know about that topic and what they think the reading will be about. This opens up an opportunity for full classroom discussion between the teacher and the students, and anything that the students bring up can be discussed.
Throughout a pre-reading brainstorming session, the teacher can ask questions to guide student responses or just allow students critical thinking to take over the discussion. Ideas should be recorded by the teacher or by each student. While the discussion aspect of brainstorming may yield more favorable results, brainstorming can be done individually as well (Anthony, n.d.).
The following methods can be used to implement this strategy in your classroom:
Throughout a pre-reading brainstorming session, the teacher can ask questions to guide student responses or just allow students critical thinking to take over the discussion. Ideas should be recorded by the teacher or by each student. While the discussion aspect of brainstorming may yield more favorable results, brainstorming can be done individually as well (Anthony, n.d.).
The following methods can be used to implement this strategy in your classroom:
- For this lesson, let's assume that a 3rd grade class is preparing to read a short book about a topic being studied in a content area. The teacher begins the lesson by showing the class the cover of the book.
- The teacher then asks the class to raise their hands and share ideas about what they think the story will be about based on the cover and the title. Depending on the answers shared by the students, the teacher can ask a few guide questions to direct the students to think more specifically about the concepts that will be addressed in the reading.
- After this classroom discussion, the teacher can ask each student to write a paragraph or a short story about what they think the book will be about. They should be encouraged to use vocabulary words that relate to the topic. (CCSS.ELA-LITERACY.W.3.1.A)
- For a second lesson, imagine that the same 3rd grade class is preparing to read a section of an informational text or article. The teacher begins this lesson by writing the title of the reading on the board.
- Next, the teacher asks student to tell what they know about the topic described by the title. What words relate to the title? What do they think the reading is about? As students share their ideas aloud, the teacher should write the words and ideas around the title. All thoughts shared by the students should be respected, but the teacher can help students further explore thoughts by asking questions to guide the conversation.
- Now that the class is focused on the topic, they are ready to dive into the reading and have been given the mindset necessary to comprehend the concepts in the reading!
I love how the teacher in the video below uses brainstorming in her elementary classroom. She uses vocabulary words from the story to generate brainstorming rather than using the title itself, and asks simple guide questions to help direct student thinking. In addition, she uses the strategy that I have included above of having students write their own prediction of what they think the story will entail. (The Balanced Literacy Diet, 2011)
In the video below, a high school teacher uses an "iceberg" graphic organizer to brainstorm ideas about a reading and study topic (law enforcement). The class begins by simply stating terms that relate to the main idea, but as the discussion progresses, the teacher begins asking guide questions to narrow the scope of information that students access (nefecVideo, 2012).
3) Pre-Reading Questions
The use of pre-reading questions is a comprehension strategy that can be helpful at all grade levels and ages, and in all academic areas, as well as in independent reading for enjoyment. Pre-reading questions are simple questions that prepare the reader's mind to comprehend the material that they are about to read. While pre-reading questions can be asked by the teacher in a classroom setting, especially when first familiarizing students with the strategy, the strategy is likely to be most effective when students can develop their own pre-reading questions to better prepare themselves to connect to what they are reading both in and out of the classroom (Questions Before, During, and After Reading, n.d.). Students can ask themselves open-ended and closed-ended questions to prepare themselves for reading. Closed-ended questions generally have only one answer that can be found in the reading, while open-ended questions allow for analysis and reflection, and open the door for critical thinking (Rodriguez, 2014). While I am presenting this as a pre-reading strategy, having students ask themselves questions is just as helpful during and after reading.
This strategy can be done as a class or independently, but teachers should encourage students to work toward individualizing the strategy and using it as a regular practice when they read. In a classroom setting, the teacher can begin by providing examples of questions that can be asked in the pre-reading process. Such questions might include:
As you might have noted, these questions are intended to target students' background knowledge and may not be directly answered in reading. However, it is also important to ask questions that can be answered in the reading. For example:
After the teacher has introduced the strategy by providing a few example questions, it's time for the students to think up some of their own pre-reading questions. Students can share questions that they might have as a class and the teacher can write them on the board to be used in classroom discussion.
Once students understand what kind of pre-reading questions need to be asked to better prepare them for reading comprehension, they can begin to develop their own questions individually. Students can create a journal in which they write down questions that will get them thinking about the topic and questions that they hope can be answered in the text. As they read, they can write down the answers that are obtained in the text (CCSS.ELA-LITERACY.W.4.9.A).
This strategy can be done as a class or independently, but teachers should encourage students to work toward individualizing the strategy and using it as a regular practice when they read. In a classroom setting, the teacher can begin by providing examples of questions that can be asked in the pre-reading process. Such questions might include:
- What clues does the title reveal?
- What information do you know about this topic?
- Why are you reading this?
- Why do you think the author wrote this?
As you might have noted, these questions are intended to target students' background knowledge and may not be directly answered in reading. However, it is also important to ask questions that can be answered in the reading. For example:
- What is this story about?
- What does the main character want?
- Will he or she get it? How?
After the teacher has introduced the strategy by providing a few example questions, it's time for the students to think up some of their own pre-reading questions. Students can share questions that they might have as a class and the teacher can write them on the board to be used in classroom discussion.
Once students understand what kind of pre-reading questions need to be asked to better prepare them for reading comprehension, they can begin to develop their own questions individually. Students can create a journal in which they write down questions that will get them thinking about the topic and questions that they hope can be answered in the text. As they read, they can write down the answers that are obtained in the text (CCSS.ELA-LITERACY.W.4.9.A).
The video below provides an excellent example of a teacher implementing the use of pre-reading questions in her classroom. She explains how asking questions before, during, and after reading is a natural cognitive process. The students in the room then ask fantastic pre-reading questions. (adlit, 2014)
The teacher in the video below takes a different approach to using questions as a pre-reading strategy. She presents her students with a worksheet of pre-reading questions and then provides each student with a quote from the main character of the story. The students then silently exchange their quotes and use them to answer the pre-reading questions. Notice how the students begin to take on an understanding of what the story is about before they even begin reading! Click the link below to view this video. (Fulco, n.d.)
Silent Tea Party: Pre-Reading for Challenging Texts
Silent Tea Party: Pre-Reading for Challenging Texts
4) KWL Charts
A KWL chart is a graphic organizer that ties together the pre-reading process and the post-reading process. As a pre-reading strategy, it helps students activate prior knowledge, learn vocabulary related to the reading, and allow them brainstorm what they are hoping to obtain from their reading (Tompkins, 2014).
Teachers can create a KWL chart on the board or a large piece of paper for the class to see to demonstrate the strategy and students can follow by creating their own chart on a sheet of paper or in their notebooks. The chart is divided into three separate columns: What I Know about the reading topic, What I Want to Know, and What I Learned.
KWL charts help students organize their information by providing a visual depiction that allows students to control the text that they enter into the graphic. This strategy greatly benefits learners who best connect with visual aids (Bomengen, 2010).
Teachers can create a KWL chart on the board or a large piece of paper for the class to see to demonstrate the strategy and students can follow by creating their own chart on a sheet of paper or in their notebooks. The chart is divided into three separate columns: What I Know about the reading topic, What I Want to Know, and What I Learned.
KWL charts help students organize their information by providing a visual depiction that allows students to control the text that they enter into the graphic. This strategy greatly benefits learners who best connect with visual aids (Bomengen, 2010).
A teacher can introduce this pre-reading strategy by creating a KWL chart on the board or on a large sheet of paper. The topic address in the reading is introduced and the class collectively shares what they know about the topic. As students share ideas, the teacher writes them in the 'What I Know' section of the chart. Then, the teacher asks the students what they want to know. Those ideas are recorded in the 'What I Want to Know' section. After these sections are completed, the selected reading is read aloud as a class or silently and independently. The students then share what they learned from the reading as the teacher completes the final section of the chart. Once the chart has been completed, the class can discuss how what they learned related to what they wanted to know.
After students have an understanding of how KWL charts work, they can create them on their own. The teacher can provide a printed chart for the students or they can create their own on a piece of paper or in their notebooks. They can then complete the process described in the full class lesson above independently. After they have read and defined what they learned from the reading, they can write a short assignment to describe how what they learned from the reading addressed what they wanted to know (CCSS.ELA-LITERACY.W.5.2).
After students have an understanding of how KWL charts work, they can create them on their own. The teacher can provide a printed chart for the students or they can create their own on a piece of paper or in their notebooks. They can then complete the process described in the full class lesson above independently. After they have read and defined what they learned from the reading, they can write a short assignment to describe how what they learned from the reading addressed what they wanted to know (CCSS.ELA-LITERACY.W.5.2).
In the video below, an elementary teacher uses a KWL chart to activate students' prior knowledge about the subject being studied, get students to think about questions that they would like answered from their reading, and recap the new information that was obtained through their reading. She uses the KWL chart as a full-class discussion activity. (TheKimMoShow, 2012)
The next video provides a concise explanation of the KWL Chart and how it can be implemented into a unit study. In this example, students complete individual KWL Charts. (oxotinypixieoxo, 2009)
5) Word Splash
A Word Splash is a visually pleasing collection of vocabulary words or key terms related to the concepts that will be addressed in the reading (Jack, n.d.). When used as a pre-reading strategy, a Word Splash can help students identify key vocabulary and access their prior knowledge of the concept.
The teacher begins by reading the text to be assigned and determining known and unknown vocabulary words that are important to the topic addressed in the reading. The words are then "splashed" on to the board or a large sheet of paper in a creative way and displayed in an area of the classroom where it can be easily viewed. Based on the words featured on the Word Splash, the students brainstorm and make predictions about what they think the story or text will be about. This activity is also helpful for teaching unknown vocabulary to students (see my example of vocabulary previewing above). After students have discussed what they think will happen based on their understanding of the connection between the words in the Word Splash, they read the text and reflect on how accurate their predictions were (Cox, n.d.).
Below are two examples of how you can incorporate this strategy into your instruction.
The teacher begins by reading the text to be assigned and determining known and unknown vocabulary words that are important to the topic addressed in the reading. The words are then "splashed" on to the board or a large sheet of paper in a creative way and displayed in an area of the classroom where it can be easily viewed. Based on the words featured on the Word Splash, the students brainstorm and make predictions about what they think the story or text will be about. This activity is also helpful for teaching unknown vocabulary to students (see my example of vocabulary previewing above). After students have discussed what they think will happen based on their understanding of the connection between the words in the Word Splash, they read the text and reflect on how accurate their predictions were (Cox, n.d.).
Below are two examples of how you can incorporate this strategy into your instruction.
- Begin by reading the material that you will assign to your class ahead of time. Select between 7 and 10 important known or unknown words or concepts from the text.
- Write the words on the board, arranging them in a creative manner: use different colors, angles, and sizes.
- When the class begins, as your students to focus their attention on the Word Splash and carefully read each word. Then, ask your class to share what they know about the topic that relates to the words and ask them to share predictions about what they think the reading will be about.
- Read the assigned text as a class or individually.
- After reading has finished, as students to share how close their predictions were to what they actually learned in their reading.
- The second example begins in the same fashion as the first. The teacher should read the material and select a few important words.
- The teacher then creates a Word Splash on a sheet of paper that can be handed out to each student. There website such as www.wordle.net that make creating a Word Splash easy.
- As a class, discuss what students know about the topic described by the words and ask them to share their predictions about what they think the reading will be about. This can be done as a class or in small groups.
- Then, ask each student to write their own short story using each of the words in the Word Splash. They should write their story as if they are pretending that they are the author of the text that they are about to read. (CCSS Literacy Writing Standard 1)
- Have students read the text independently. When they are finished, have students share how close their writings mirrored the actual text.
The teacher in the video below takes a unique approach to using Word Splash in her classroom by having students create their own Word Splash by predicting words from provided descriptions of the words. This method not only encourages students to brainstorm predictions of the content that they will learn in reading, but also reinforces vocabulary study. (TheSciencecoach, 2011)
As demonstrated in the next video found at the link below, Word Clouds (another term for Word Splash) can be a very brief but effective strategy for engaging students in thinking about the topic prior to reading through making predictions about the reading based on the relationships of the words in the Word Cloud. (Hill, n.d.)
Word Clouds
Word Clouds