Preparing To Read

PREPARING TO READ, PREPARING TO LEARN
Research suggests that a significant amount of teaching, perhaps as much as 70% of

the lesson, is required before students first begin to read a text. Effective reading
lessons involve activities that focus on pre-reading, during reading and post-
reading learning. Vacca & Vacca (2004) have developed a number of useful pre-
reading activities, strategies and lesson foci to use before introducing a new text to
students, particularly in content areas. Langer (1995) offers a similar process that
she characterizes as 4 stances in relationship to the text: “Being out and stepping
in,” “Being in and Moving through, “Being in and stepping out,” and “Stepping out
and objectifying the experience.”
It can be argued that these pre-reading strategies are also very effective pre-
learning strategies that can be used in the anticipatory phase of many lessons.
Here is an overview of some pre-reading strategies that may be useful as you plan
student experiences with text:
Creating Frames of Reference- These strategies help students understand the field
in which these texts belong. By building some background in the topic, students
enter the reading (or lesson) with more confidence.
Conceptually Related Readings- offer a film clip, news article, magazine or
short story on the same subject or topic to introduce initial concepts
Analogies or Previews- Create an analogy to compare and contrast familiar
concepts with unfamiliar concepts (ie: an orange and the earth, a sibling
conflict with conflict between nations). Collect short statements, questions to
spark interest, a synopsis, or a focus/purpose for the reading.
New Vocabulary- Prepare students for language they will encounter in the
text using open and closed word sorts, concept maps and word analysis,
particularly focusing on connecting new ideas and language to familiar ideas
and language. Return to these vocabulary explorations after reading to help
students broaden their understanding of the new words.
Arousing Curiosity-These strategies help students to develop motivation for

reading. Rather than reading/learning because the teacher requires it, they read to
discover an answer to some questions they have developed themselves.
Brainstorming- Identify a broad concept that reflects the main idea and
have students share their own ideas/knowledge about it. Words should be
generated as quickly as possible. The key to brainstorming is to accept all
ideas without judgement and then discuss them later. Students will often
involve themselves in discussion with others about the concepts suggested.
Establishing Problematic Situations and Perspectives- Describe a
problem related to the text to be read; raise questions and suggest possible
solutions. Have students discuss related issues in groups. Have students take
on imaginary roles or stances related to the reading. (ie: before students read
about water pollution, ask them to imagine how a spawning salmon deals
with it, or the people downstream.)
Explore Concepts Visually- Have students draw or represent a concept
related to the reading. Do guided imagery with the class to lead them into the
situations. Use graphic organizers to suggest relationships.
Making Predictions- Good readers tend to predict what is coming in the text and
then read to confirm their predictions. Teaching students how to predict before and
during the reading experience supports their motivation and engagement.
Anticipation Guides- Create short lists of statements to which students
respond before reading the text. Their answers should be based on
agree/disagree or true/false. It is also sometimes useful to have a column to
complete before reading and another to complete after reading so students
can consider whether the text confirmed their understanding or offered a
different perspective. Discuss the answers so students can argue their points
and understand that some ideas area matter for debate. This is also an
important critical literacy skill as students learn that authors can have a
different perspective that the students do not always have to accept.
Student Generated Questions- After introducing the concept, ask students
to pose questions that they hope will be answered in the text. Share the
questions with the class. Return to the questions to see if they were
answered.
Textual Structures- Have students look over the structure of the text to be
read, noticing headings, sub-headings, graphics, photos, charts (for
expository text), illustrations, titles and book cover information (for fiction).
During Reading
A variety of strategies can be taught for students to use during reading in order to
help them stay focused, comprehend the information, and apply the reading to other
situations. Good readers seem to use these strategies automatically, and it is
beneficial to teach the strategies explicitly.
Setting a goal- Students need to have a purpose for reading, whether it is reading to
aesthetically enjoy the experience, to find particular information or to broaden
background understanding. Before assigning a reading task, ask students to set a
goal for what they want to take out of the reading, or suggest one for them.
Making new connections- As new information is accessed, it needs to be stored.
Use think-alouds to model how to attach new information and learning to
background knowledge and experience in order to retain new learning and expand
understanding.
Revise former understanding- Help students to consider new ideas in contrast to
previously held ideas and beliefs in order to assess the value of the text to meet
goals and to revise previous understanding.
Prediction and Affirmation- Encourage students to make predictions about what
they will find in the text, and then check predictions as they read. As a prediction is
confirmed or altered, make another one.
After Reading
Plan an activity that allows students to make use of the reading they have done.
Possibilities include, but certainly are not limited to:
reflections, summaries, evaluations, extensions, applications, creations, analyses
Vacca, R. & Vacca, J. (2005). Content Area Reading: Literacy and Learning Across the
Curriculum. Allyn and Bacon.

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PREPARING TO READ, PREPARING TO LEARN

Research suggests that a significant amount of teaching, perhaps as much as 70% of

Arousing Curiosity-These strategies help students to develop motivation for

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