Applying Ideas for Frontloading/Pre-reading

It is critical that we prepare our students for learning content. This can be done through
“frontloading” or “pre-reading strategies”. Frontloading can be part of a day’s lesson, a
whole lesson or actually days of a unit. The key is to make sure all students are ready to
progress through the content by making sure they have the same background
information and necessary understanding to begin.

Below are strategies included in the chapter from the book by Kylene Beers, When Kids Can’t
Read, What Teachers Can Do, chapter 2 from the text by Lattimer, and the videos. You could
choose to use more than one of these strategies in a “real” lesson ( and in many cases, should
use more than one strategy) , but for this activity, choose one from the bullet points below
and answer the questions. Please note - all of these strategies can be overused and as a
result can become boring for the students, so make sure that in your classroom you mix
it up! For this assignment though, choosing one bullet point is suf cient!

● Anticipation Guides (p. 74-80) also Lattimer, chapter 2, page 30

● K-W-L (p. 80-87) also in Lattimer, chapter 2, page 33
● Tea Party (p. 94-101) and Text Graffitti (video

1. Thoughts on a lesson that would use this strategy:

A. topic:
Note Subdivision. Talking about how different kind of notes subdivide and
bring in meter at the end .

B. time needed to complete in the lesson:

30 min

C. Questions you could use for an anticipation guide or tea party/text

graf tti (create 3) or how you would present in K-W-L chart:
True or false a whole-note has 5 eight notes? Or a quarter note has 2 eight notes.

D. advantages to using this strategy(s): This strategy challenges the

students to decide and think about what they want to answer.

E. disadvantages to using this strategy(s): Some students may not

know the answers and feel left out.

2. In the Lattimer text, there are examples from classrooms. Read the examples
of the Mr. Cole's and Ms. Smith's classrooms and summarize your feelings at
what happened in those examples (pages 23-26). and how you can avoid those
mistakes in your classroom and learn from their experiences.
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 I agree with the way they put it. Mr Cole did everything correct and by the book but his
lessons were superficial. The students were just learning about it they didn’t see any passion
from him. Meanwhile ms smith always made sure to have her students fully engaged and ready
to learn and wanting actually craving to learn. The teacher must be passionate.