Monday, September 26, 2011

Harbor Building
Preview and Predict
Title III Coach Meeting:
Focus on Effective Strategies
Agenda (45 minutes)
Introduce the strategy: Preview and Predict
Skill or Strategy
Reading Comprehension
Two warm-up activities
Applying the strategy
CREATEBrief
Whats Next?
ELA: Comprehension of Expository Texts
Strategy Debrief

Preview and Predict


What is the difference between a
skill and a strategy?
Think of a difference between a skill and a
strategy by thinking about riding a bicycle.
Preview and Predict


What is the difference between a skill and a strategy?
Remember learning to ride your bike with no hands?
SKILL
or
STRATEGY?
Skill is the end
product of a lot
of practice
Preview and Predict


What is the difference between a skill and a strategy?
To learn that skill, you may need a strategy such as
learning to balance the bike by shifting your weight.
Preview and Predict


What is the difference between a skill and a strategy?
The reading skill is the product (identifying the main
idea) while the reading strategy is the process
(preview and predict).
Preview and Predict


Comprehension is both a product and a process,
something that requires purposeful, strategic effort on
the readers part.
Predicting
Visualizing
Clarifying
Preview and Predict


Warm-up activity
Can you read this passage?
Why or why not?

What is preventing you
from reading this
passage?
Preview and Predict


Warm-up activity
Would it help if I give you a
visual aid?

Preview and Predict


Warm-up activity #2
Take a look at these images?
Strategy:
PREVIEW
Preview and Predict


Warm-up activity #2
Strategy:
PREDICT
What words do you think you might find in
the article that we are about to read?
Activity: Make a list
Preview and Predict


Warm-up activity #2
Strategy:
PREDICT
What do you know
about this activity?
Can you predict
what you are
about to do?
How do you know?
What are you about to
read?
What are you about to
do?
Preview and Predict


Warm-up activity #2
Table Activity
1. Using the word bank that you created from the pictures,
have a table discussion regarding your words and
categorize all of your words into meaningful categories.
Label each category.
2. Discuss and decide which three words from your table
might be words the other tables also have written down.
3. Share-out.
4. Reflection: How is an activity like this one beneficial for
the development of vocabulary and how could it
significantly influence reading comprehension?

Applying the strategy
Preview and Predict


Work in teams of 2-3 people to answer the questions.
1. Look at the title of the article. What is the topic well be reading about?
2. Look at the author. Do you know this person? What do you know about the
authors background?
3. Look at the source of the publication. What do you know about the purpose
of this institution, their work, and their publications? (Hint: See the last
page.)
4. The article will describe a social studies lesson. Study the bullets and
subtitles on pages 2-4. How do you think the instructional structure
presented will be like/unlike the UA/SDAIE Template we use in our work?
5. Look at Figure 1 on pg. 2. How are content and language objectives
addressed in this lesson?
6. Look at Figure 2 on pg. 3. How is key vocabulary taught in this lesson?
7. Throughout the lesson, you will notice specific strategies named. What
strategies will be used in this lesson?
8. At the end of the article, the author draws a conclusion. What questions
would you like to see answered in that conclusion?
Preview and Predict


Read the article. You have 10 minutes.

Reflect on and be prepared to discuss the
following 3 questions:
1. Were your predictions about the ways in which this
lesson design compares to the LAUSD UA/SDAIE
Template accurate? In what ways are the two
designs alike and different?
2. Were your questions answered? What did you
realize, learn, or have confirmed?
3. What remaining questions do you have?
Preview and Predict


Whats Next?

Expository Text
1. How is this strategy helping us meet the needs of
our teachers?
2. How will our teachers use this strategy to help our
students comprehend expository text?
3. Why are we reinforcing our tool box with specific
strategies focused on expository texts?
Why Teach More About
Expository Reading and Writing?

Vital to Academic Success
- assessed frequently
-utlizied in every content area

Vital to Workplace Success


Pre-Reading
Introducing Key Concepts
Getting Ready to Read
Surveying the Text
Making Predictions & Asking Questions
Introducing Key Vocabulary
Reading
First Reading
Looking Closely at Language
Rereading the Text
Analyzing Stylistic Choices
Considering the Structure of the Text
Post-Reading Activities
Summarizing & Responding
Thinking Critically



ERWC: Template Overview
Connecting
reading to writing.

Writing to learn
using the
words of others.



Strategy Debrief: Preview and Predict
1. What does it look like
and sound like in the
classroom?
2. How is it beneficial
for SDAIE?
3. How do we do it
well?
Reference
Beers, Kylene et al. Adolescent
Literacy: Turning Promise into Practice
Beers, Kylene. When Kids Cant Read:
What Teachers Can Do
Rothenberg and Fisher. Teaching
English Language Learners: A
Differentiated Approach.

Thank You!
Please be sure to complete the Feedback Form for
this session before reporting to the next session.

For more information or questions, please feel free
to contact your presenter at

Lester Malta LD8
lester.malta@lausd.net
Liliana Herrera LD6
lxh6002@lausd.net