Strategy 1: The Pre-Reading

The Pre-Reading Plan
Level of Expertise: 3
What is the instructional strategy?
The strategy that I will use for a difficult topic on The Declaration of Independence is called “The Pre-Reading Plan” (PreP). This strategy will help me  assess my students’ prior knowledge and vocabulary backgrounds on what they already know about The Declaration of Independence and how our early government was formed.  Students will use the strategy while reading chapters one and two in an expository text about The Declaration of Independence called The Declaration of Independence in Translation: What it Really Means (Qurir, 1998, pp. 24-444). The PreP strategy sets up a series of questions that will make my students stop and recall any information they know about the reading. I will have students share out their responses with the class so I have a quick assessment of what my students know before reading. By allowing students to think about a topic before hand, the vocabulary, and historical period will be established so that students can go into a reading knowing key people, dates, events, and places.


Why does the strategy work?
The text I have selected fro my students has large font and clearly labeled text features. The content of the reading itself I think will pose a challenge for many of my students because of the ideas of self-government and reasoning why the colonies wanted to separate from Great Britain. The PreP strategy will allow my students to consider what they already know about The Declaration of Independence, which will set the stage for students to critically analyze the text. After students compile a list of what they know, students will reflect upon why or where they know the information from. This allows students to consider their own background knowledge such as vocabulary, people, dates, ect. and show students how to make connections to what they already know with the class content such as The Declaration of Independence. This strategy will prepare students for the concepts and historical background found within the reading.

How does it work?
  1. I will begin by thinking of key vocabulary terms and concepts that students should understand when they are thinking about The Declaration of Independence. I most likely would want students to think of the words in the title to begin developing background knowledge and crafting ideas about the text.
  2. Next I will ask the students a few sentences to generate and spark their prior knowledge. I will ask students questions with the key vocabulary words separated and then together. (e.g. “What comes to your mind when you think of independence? What comes to your mind when you think of a declaration? What comes to your mind when you think of The Declaration of Independence?”) These questions can be expressed verbally or on a handout sheet for students to consider.
  3. I will allow for some quiet time for students to independently write all of their associations and prior knowledge on either the chalkboard or on a handout where students can “dump” their knowledge.
  4. Next I will encourage students to share out their associations with the rest of the class. This will allow me to get a quick assessment of what the students already know and let students teach and learn from each other.
  5.  I will have students reflect on their initial associations by asking questions such as “what made you think of…? Why did this response come to mind?” Have students talk in a group discussion about why they thought of their responses to the original prompt questions.
  6. Lastly, I will conclude by asking if any students’ original thoughts on The Declaration of Independence have changed or if they can think of any new information about the topic through the class discussion.

      What It Looks Like: 

Directions: Answer the following questions below by filling in as many words or ideas that you know about the terms below. Fill out the each section when your teacher instructs you to.

Section 1: What I Know

1. What comes to your mind when you think of independence (words, people, places, time, events)?





2. What comes to your mind when you think of a declaration?





3. What comes to your mind when you think of The Declaration of Independence?




Section 2: Reflection on What I Know

4. Why did this response come to your mind?





5. Where have you heard or saw information on The Declaration of Independence?




Section 3: Do I Now Know Anything New or Different?

6. Can you think of any other information you now know about this topic?





7. Have your thoughts or opinions changed since answer questions in section 1?



Source:

Billmeyer, R., & Barton, M.L.(1998). Teaching reading in the content areas: If not me than who? Alexandria, VA: McRel.

Quiri, P, R. (1998). The Declaration of Independence. New York, NY: Children’s Press.
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