Content Reading and Writing: Prereading and During Reading

Content Reading and Writing

Prereading and

During Reading

Lillian and Charlotte

Structure

• Attributive or enumerative patterns: states a main idea and then lists supporting details
• Other expository text structures: compare/contrast, problem/solution, cause/effect

Aesthetic and Efferent

Text Mapping

Objectives:

• Templates of structure can help students remember information from the text
• Cohesive ties, Examples:
• Sequence (first, next, third, after)
• Negation (nevertheless)
• Headings/Subheadings
• Literary Structure: Setting, characters, Conflict

The student will be able to:

Prereading Activity

• Define and implement different prereading and during reading strategies
• Determine the structure and character of texts
• Determine the purpose of texts
• Use knowledge of texts to help students read content material

• Highlight the titles and subtitles within a text
• Take a colored pencil and circle all images, graphs, or tables
• highlight or underline all words in bold/italics/or that stand out
• Circle any part that helps determine sequence

• Efferent: "Carry away information"
• gaining knowledge
• example: reading a label

• Aesthetic: Feel a piece of writing
• interest on characters, empathy for stories
• example: reading a novel for enjoyment

• Consider purpose of reading

Metacognition

"Thinking about thinking" -reflecting on thought process

• Preview (like we just did for mapping), ask questions, organize information
• Set a purpose for reading so students can self-monitor
• Evaluating goals for texts

Predict...

Preview & Predict

Were you right?

Wonder

Previewing and Predicting Activity

Everyone will receive a "preview" packet. Please take a few moments to read through, preview the story, and make a prediction about its subject.

Prereading Strategies

Interaction With Texts

"American Born Chinese"

• Teacher Talk: Making the purpose clear "Why" and "How"
• Field Trips: Background knowledge and vocabulary
• Film/Video: Build concept of vocabulary
• Simulation Game: Direct experience- builds background knowledge
• Experiments: Builds background knowledge, provides motivation and enhances comprehension
• Developing vocabulary: pictures, diagrams, direct experience, related brainstorm, cluster similar words to expand vocabulary
• Structured overviews: basic outline of important highlights
• Preview guides: gives an overview of important ideas. Shows students how to read titles, heading, etc.
• Anticipation guide: prepares students by motivating and providing background knowledge by predicting about the text

• What could this story be about?
• What does the word "parable" mean?
• Is this an aesthetic or efferent reading?
• What is the structure of the text?

• Aesthetic and Efferent
• Text Structure in Relation to Comprehension and Composition
• Metacognition

During Reading Strategies

Research

• Heading/ Subheading: Guides students in monitoring comprehension
• Directed Reading-Thinking Activities DR-TA
• Vocabulary Strategies During Reading
• Contextual Redefinition
• Preview in Context
• Clustering- generate the meaning of a word by using it in context
• Jigsaw procedure: provides responsibility for their own and everyone else's learning
• Learning log: students develop their own questions, write notes, or concerns they may have

Jigsaw!

Strategies to Promote Reading Comprehension

Now that you've previewed and read through the text you had for "Text Mapping" please find a partner you had the other text (history or science) and tell them what your article was about

Compare/Contrast

Take a look at the text about the solar system, and using the venn diagram, compare and contrast jovial and terrestrial planets.

• Prereading: setting a purpose, building background knowledge, and motivating readers
• During Reading: reading for a purpose, monitoring comprehension, engaging background knowledge
• Postreading: Boost memory through writing and organizing information

Thank

You!

• Most research falls under sheltered instruction- SDAIE
• subject matter learning
• second language development
• Can be effective, but harder to achieve the older students get
• Attempts to work on both content and language

• Example of "Our Friends in the Water"
• Meaning and Purpose
• Prior Knowledge
• Integration of Opportunities to use language and literacy for learning purpose
• Scaffolding and Support
• Collaboration
• Variety