Instructional Strategy Overview Sheet



Instructional Strategy Overview Sheet

Bobbi Faulkner

Name of Strategy: PreP or pre-reading plan

Source (Use APA or MLA style) Holbrook, H. (1984). ERIC/RCS: Pre-reading in the content areas. Journal of Reading. 27, 368-370.

 

Identify the North Carolina Curriculum Competency Goal(s) that your lesson addresses (you can copy and paste the goals from the NCDPI Website).

1.01 Narrate personal experiences that offer an audience:

• scenes and incidents located effectively in time and place.

• vivid impressions of being in a setting and a sense of engagement in the events occurring.

• appreciation for the significance of the account.

• a sense of the narrator's personal voice.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.

• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

• providing textual evidence to support understanding of and reader's response to text.

• demonstrating comprehension of main idea and supporting details.

• summarizing key events and/or points from text.

• making inferences, predicting, and drawing conclusions based on text.

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

• making connections between works, self and related topics.

• analyzing and evaluating the effects of author's craft and style.

• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.

• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

• providing textual evidence to support understanding of and reader's response to text.

• demonstrating comprehension of main idea and supporting details.

• summarizing key events and/or points from text.

• making inferences, predicting, and drawing conclusions based on text.

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

• making connections between works, self and related topics.

• analyzing and evaluating the effects of author's craft and style.

• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

• identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.

4.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.

• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

• providing textual evidence to support understanding of and reader's response to text.

• demonstrating comprehension of main idea and supporting details.

• summarizing key events and/or points from text.

• making inferences, predicting, and drawing conclusions based on text.

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

• making connections between works, self and related topics.

• analyzing and evaluating the effects of author's craft and style.

• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.

5.01 Read and analyze various literary works by:

• using effective reading strategies for preparation, engagement, reflection.

• recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).

• interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.

• understanding the importance of tone, mood, diction, and style.

• explaining and interpreting archetypal characters, themes, settings.

• explaining how point of view is developed and its effect on literary texts.

• determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.

• explaining how the writer creates character, setting, motif, theme, and other elements.

• making thematic connections among literary texts and media and contemporary issues.

• understanding the importance of cultural and historical impact on literary texts.

• producing creative responses that follow the conventions of a specific genre and using appropriate literary devices for that genre.

5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres. 5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.

• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

• providing textual evidence to support understanding of and reader's response to text.

• demonstrating comprehension of main idea and supporting details.

• summarizing key events and/or points from text.

• making inferences, predicting, and drawing conclusions based on text.

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

• making connections between works, self and related topics.

• analyzing and evaluating the effects of author's craft and style.

• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.

  

 

Give a thorough description of the strategy as it is described in the original source. 1. Discuss prior knowledge of content.

2. Have students look at the organization of the text.

3. While students are looking at the organization of the text, they will skim the text by reading the first and last sentence of each paragraph and the entire first and last paragraphs.

4. Students survey the text analyzing graphics, titles, and bold face or italic words to help generate predictions.

5. Students work as a group to do PReP to call upon prior knowledge that is relevant to the content area. Students verbalize associations that come to mind about the concepts in the text they have scanned. This process engages content schemata.

6. The final step of PReP is looking at related vocabulary and discussing these words.

 

 

Describe in detail how it will be implemented. Attach any necessary materials.

1. To discuss prior knowledge of content, students will first do a quickwrite in their journals. This writing assignment is: Make a list of the things you do during an ordinary day. What is the first thing you do in the morning? What is the last thing you do before going to bed? What is your favorite part of the day? Then, we share responses. We’ll also talk about Maya Angelou as a class. I’ll write what they know about her on the board.

2. We talk about the organization of poems. Poems are organized by stanzas and lines rather than by paragraphs and sentences. We will talk about how sometimes you have to read a whole sentence in as poem to understand what is being talked about, rather than just trying to interpret each line. It depends on the poem. This talk will help us to understand the organization of this type of writing.

3. Since a poem is typically so short, I do not want the students to skim the text. Instead, I will give them a handout with the first and last lines and some words in between of the poem “Woman Work” by Maya Angelou.

4. Then, I will have students quickly jot down associations they have with the words I’ve given them.

5. As a class, we discuss what they think the poem might be about.

6. Then, a purpose is set. We read to see if their predictions are correct!

7. We repeat steps 3-6 for the poem “Daily” by Naomi Shihab Nye because they are on similar topics. We then discuss how poems about the same things can be different because author’s have different points of view and different life experiences. We’ll also discuss the ideas of cultures in the poems and the idea of context.

 

 

 

Describe how you implemented the strategy. Did you deviate from your original plan?

 I implemented the strategy as stated above, but I did add in some post-reading discussion because there was extra time left in the period and the kids were involved in our discussion of the two poems. The first thing we did after completing step 7 above was to discuss the idea of universal theme. We defined the concept, and discussed the theme these two pieces shared. Then we tried to think of other things we had read with the central idea of a woman’s work being never-ending.

Another way I extended this lesson was by having the students imagine that these two catalog poems were about men’s work. They listed the different chores men would do and then shared. The argument arose that in today’s world, men do the same chores as the women in this poem. Students had a lot of fun with this activity, and we were able to discuss gender stereotypes.

The final extension I did with these two poems was an extension of step 7. I have a Hispanic girl in the ninth grade class I did this lesson with. She’s only been in the United States for two years. She weighed in on the cultural question—is work the same? Her response was that women’s work is the same for the most part. She did mention that a lot of women where she is from hand wash their clothes. Also, she said that a lot of women where she is from (Mexico) do not work at home. The students were very interested in talking to her.

I adjusted for pacing, mainly.

 

Assess the effectiveness of the strategy. What would you change if you teach it again? When I teach this again, I will be sure to pass out the poems separately from the words I’ve pulled to preview the poems. Some of my students looked on the back of the page at the poem, which gave them the advantage of reading the poem before predicting what it would be about. Overall, I felt this strategy to be very effective. My main goal was to engage students in the reading and discussion of a poem, and this activity certainly did that. I was very impressed when they discussed the context of the words. In poem 1, they pointed out that the following words could mean different things depending on context: company, chicken, clean, sick, and cool. In poem 2, these words could mean different things: soil and address. I was worried about the inclusion of the discussion of context, and my students really did well with this concept. Lastly, I felt this strategy was effective because the students did not once complain that they were confused or couldn’t understand the poems.

 

 

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