Pre-reading

Prepared by:
APRIL QUEEN AGRAVIADOR-ZAMORA
IPIL-SPED
OBJECTIVES:
a. describe pre-reading stage
b. appreciate the importance of pre-reading
activities
c. discuss pre-reading activities
d. explain vocabulary development strategies
e. formulate motivation-motive questions
f. write pre-reading lesson plan
COVERAGE:
 Introduction to Pre-reading
 Importance of pre-reading
 Activities and Strategies involved in pre-
reading stage
 Vocabulary Development
 Motivation-motive tandem questions
 Pre-reading Lesson Planning
PRESENTATION OUTLINE:
 What is pre-reading?
 Why is pre-reading important?
 Steps of pre-reading stage
 Vocabulary Development Strategies
 How to formulate motivation-motive
tandem questions?
Share your thoughts…
1. What can you say about the pictures?
2. How will you relate them to your
experience as a teacher?
3. What factors affect the behavior of the
learners in the first picture and the
second picture?
4. What should you consider before reading?
Let’s Play!

Guess mo na?
set of familiar words within a person's
language
VOCABULARY
 are hints that an author gives to help
define a difficult or unusual word within
a book
CONTEXT CLUES
a word or phrase that means exactly or
nearly the same as another word or
phrase in the same language
SYNONYM
stage or activities done before the
actual reading of a story or literary
piece
PRE-READING
queries asked pertaining to one’s
experiences
MOTIVATION
QUESTIONS
 ANALYSIS
1. How did you find the activity?

2. What words are related to pre-reading?

3. What are other ideas or words that we

need to consider in pre-reading?
 What is pre-reading
stage?
The pre-reading stage happens before
the actual reading of the literary piece
where a person prepares herself or himself
for the things that they are going to read.
 Previewing can increase the reader’s
involvement with the text. Ask some questions
before you start reading. Think about the topic
that will acquaint you with the content.
Through this, you build Knowledge.
 Pre-reading activities are student-
centered. These are directed at helping
learners engage in a process of discovery and
to feel authorized to engage with the form
and content of the text.
Why are pre-reading activities important?

Pre-reading activities help students prepare

for the reading activity by activating the
relevant schemata, and motivating them to
read.
Pre reading activities play an important role
in a reading lesson. Every reading lesson
should start with activities to activate
background knowledge and a series of
activities to prepare student for the reading.
Pre-reading activities can also help
learners anticipate the topic, vocabulary
and possibly important grammar structures
in the texts.
"Pre-reading encompasses all of the things
that you do, before you start reading, to
increase your capacity to understand the
material. In many cases, taking just a few
minutes to learn more about what you are
about to read can dramatically increase
your reading comprehension and retention.
The 3 P’s in Pre-reading and its
Strategies
1. Previewing the text
2. Prior knowledge
3. Setting a purpose for reading
 Pre-reading Strategies
1. Motivate students’ interest and build background
knowledge of the topic to be read.
2. Clarify their purpose-let them know what you
expect them to gain from it
3. Help students gain a general idea of the text’s
organization and content.
 Steps of the Pre-reading
Stage
GLR Develop the Genuine Love for Reading
1. Unlocking of Difficulties/ Vocabulary
Development
2. Motivation-motive Tandem Questions
VOCABULARY STRATEGIES
Every TEACHER
Needs to know
Use of real objects or realia
Introducing a new word using real objects provides a very rich
and more meaningful experiences because the child is
required to use her senses.
For example, in introducing the word pebble, you may say:
“Look, what do I have on my hand, what do you see?” (a small
stone). Would you like to touch it? (Pass it around.) What can
you say about the small stone? (smooth, not rough like
ordinary stone.) This small stone is called a pebble. (Write
pebble on the word) Where can you find pebbles?
Use of gestures or demonstrations
You unlock words through demonstration or action.
This is very ideal in unlocking the meaning of a
noun or verb.
Example, to introduce the word fist, you may call
on a student and tell her to raise the right hand.
Asked her to close her hands. Everybody raise your
right fist. What is a fist? When do you have a fist?
Let’s Play!
Guess My Word

Questions 1&2- Group 1-4

Questions 3&4- Group 1-4
 • Guess My Word
• Students will need to have a set of the vocabulary words (you can
have them write their own on index cards) from their reading text
to play this game. Students can play individually or in pairs. You
will say the meaning of one of the vocabulary words and then give
students 30 seconds to think or confer. When you ring a bell (or
give whatever signal you choose), students will hold up the card
that they think has the correct word on it. Correct students will get
a point. You can also play this by saying the opposite of what each
vocabulary word means.
Let’s Play!

Vocabulary Charade

Questions 1&2- Group 1-4

Questions 3&4- Group 1-4
 Vocabulary Charades
Get children engaged in learning by playing a game. Write out a
variety of vocabulary words. Break the children up into several
small groups. Play the game just as you would play charades, so
children have to act out the vocabulary word they have chosen.
Pick a leader who will choose a word off the vocabulary list and
act it out. That leader can call on a child to identify the
vocabulary word he is acting out. The child who was called on
must identify the word, define it and use it in a sentence. If he
does that correctly, he gets to be the next person to act out a
word.
Let’s Play!

Crossword Puzzle

Each group will be given a manila paper and pen.

 Crossword Puzzle
Directions: Hidden in the puzzle are words that refer to the
common ailments of children. Find and encircle them. Refer to the
pictures as guide.
W I P P A K T I G R A T A R

T O O T H A C H E H N S R Y

M B R U S E O V K G M B L E

E U L S I A E Z E R I A T O

A S O C D F K L C O L D L F

S V I S T O M A C H A C H E

L Z L U A J E S O R L O D E

E L A N T S U F I L O U B L

S O R E T H R O A T F G U I

M C M A A T D I A R R H E A
Answers:
measles
diarrhea
toothache
stomachache
sorethroat
Let’s have WORD PLAY!

Each group will be given 2 flashcards.

SPORTMANSHI
P
 Word Play

Fun is always a motivator for students. Teachers can involve

students in active word learning through word play. These types
of activites interest even the most unmotivated student and appeal
to the kinesthetic learner in the classroom. Teachers can conduct a
classroom assessment for learning by simply observing the
students as they play.

Vocabulary
Think Aloud for Vocabulary
 a powerful tool for teachers because it gives them a look at the
thinking that goes on in the brain of a learner. It can be a powerful
tool for modeling word attack skills. When teachers read aloud to
students they can expose their word learning strategies by stopping
at words students might find hard or confusing. They can think
aloud about how to uncover the meaning of such words by
rereading and noting the context clues, by looking at the root and
affixes of the word, by remembering where they might have seen
the word before, or even by stopping to look the word up. These
are all strategies that students need to know and be able to use to
learn new words and incorporate them into their own vocabulary.
 Visual Graphics or
Graphic Organizers
Visual Graphics / Graphic
Organizers

Definition Examples

1. Picture a concept   1. Structure Overviews

2. Way to provide  2. Diagrams
meaning  3. Pictures
3. Visual structure for   4. Semantic or mapping
new vocabulary   charts
4. Theme with main 5. Feature Analysis
ideas  Charts
5. Way to show  6. Frayer Model
relationships  7. Frames

 Diagram, Cut-out and Demo
Directions: Look at the road signs. Draw a small car. Cut it out. Then, let it move
and follow the road signs from 1 to 6.

Start 3. Turn right.

2. Go up.

4. Go down.
1. Go down.

6. Stop. 5. Turn left.

Pictures and Learning Word Games
Boys and girls sometimes absent from their classes
because of sickness.
 Fable Fairy Tale

 Talking  magical events

 Short incidents  prose  complete story
 Explicit moral  narrative  happy ending
 Modern versions  dialogue  implicit moral
(mainly satirical  folk origins
common)

Venn diagram (Little and Subor 1987). Elements within the

intersection are common to both sides.
 Semantic or Mapping
When you hear the word rainbow, what ideas come to your mind?

sky

Where
Spectacular
you can
colors
see

rainbow

shape Word
composition
When you
can see

rain bow
drops of rain mist
 Four Square
Frayer Model
Vocabulary Card: MAMMALS
Definition Characteristics
A member of a class of higher vertebrates  warm-blooded
 produce milk
 have fur
 have backbone
 have a developed brain
 babies are born live (not eggs)

Examples MAMMALS Non-examples

 human  rooster
 rabbit  fish
 whale  turtle
 horse  tarantula
 gorilla  fly
 dog  hawk
 elephant  bee
 tiger  lizard
 raccoon  snake
 lion  eel
 Frames

What I Know Want to Know Learned

 Use of context clues
Context clues are hints about a meaning of an unknown word
that are provided in the words, phrases and sentences that surround
the word. The word is used in a sentence that carries with the clue or
clues that direct/s the learner to the focus. A context clue may define
pr restate or give an example of an example of an unfamiliar word.
TYPES OF CONTEXT
CLUES

2. Definition
3. 4.
1. Example or
Synonyms Antonyms
Statement
 Example
The writer / teacher helps the readers understand a new word by
giving an example.
Examples:
1. My grandmother loves gardening, so her garage is filled with
implements such as spades, weeders and rakes.
Implements:_____________________________________

2. Pedro can play a marimba, a guitar and several other musical

instruments.
Marimba:_______________________________________

•• Key
Keywords
wordssignaling
signalingan
anexample
example
and
andother
other for
forexample
example for
forinstance
instance
like
like especially
especially such
suchas
as
 Definition or Reinstatement
The writer / teacher may give a definition of the word in a different way.

1. Athletes all over the Southeast Asia will convene in Cebu for the
2005 SEA Games.
(What would the athletes do first before competing in the Southeast
Asian Games?)
2. Lolita’s signature, embellished with loops and swirls, was easy to
recognize.
(What do loops and swirls do to the signature?)
•• Key
Keywords
wordssignaling
signalingdefinition
definitionor
orreinstatement
reinstatement
and
andother
other for
forexample
example forforinstance
instance
like
like especially
especially such
suchasas
•• Punctuation
Punctuationmarks
markssignaling
signalingdefinition
definitioncalled
calleddashes,
dashes,commas,
commas,and
and
parenthesis.
parenthesis.
 Synonyms
Synonyms are words that mean the same as the unknown
word.
1. The troop leader left explicit instructions, giving us clear
directions for the route to their cabin in the mountains.
Explicit - _______________________________________
2. Ana swore not to reveal Irma’s secret, but then she divulged it to
Ted.
Secret - ________________________________________
• In such cases, the synonyms may be set off by special punctuation
marks such as dashes, commas, or parenthesis.
• Synonyms may be introduced by or or that is.
 Synonym-O
• Synonyms, words that mean the same thing, are sometimes hard
for kids to remember. In this game, students are divided into teams
of 4. Then each team member is given 1 vocabulary word card from
the text s/he is reading. On the back of their cards, students write
down as many synonyms as they can for their word. You can decide
if you want them to use a dictionary or a thesaurus. Then each
team lines up in the gym or outside. The first team member for
each team reads his or her list. If the team member found 4
synonyms, then s/he gets 4 chances to make a basket (or hit the
volleyball over the net, have a good softball hit or whatever sport of
your choice). Each basket earns the team a point. Then it is the next
team member's turn and so on.
 Antonyms
Antonyms are words that oppose the unknown word.
1. Novices at bowling throw more gutter balls than people who are
experienced at the game.
Novices - _______________________________________

2. The teacher would have achieved better results if she had been
quick to commend students for their successes as she was to
criticize them for their failures.
Commend - _____________________________________
Antonyms are often signaled by words and phrases such as however, but, yet, on the other
hand, and is contrast.
 Word Banks

Word Banks are places where students can keep a list of words they
have learned so that they can refer to them as needed. Word Banks
can be kept in journals or placed on index cards to be used as flash
cards. The index cards can also be placed on rings for organizational
purposes. Students should be expected to use the words in their
writing and their speaking.
 SWAT!
Fun with Vocabulary

This can be played with two teams. New words

will be posted on the board. The teacher defines a
word. The player should get the correct word
referred to.
 Word Sorts and List-Group-Label

Word Sorts is an instructional strategy used to help students see the

generative nature of words. Students “sort” words written and
chosen by the teacher on individual cards into groups based on
commonalities, relationships and / or other criteria.
The strategy is used to: (1) assist students in learning
the relationships among words and how to categorize words
based on those relationships; (2) activate and build on students’
prior knowledge of words; and (3) allow students to understand
recurring patterns in words (e.g. rhyming words, number of
syllables, etc.).
 Word Sorts
Closed Sort (teacher-created categories)

Prefixes
con- dis- re-
conservation disappear recycle
contemplate disintegrate reduce
consume disabled respect
construct disaster reusable
container distance responsibility
consider discover resource
 Word Sorts
Open Sort (2 student-created categories)
Syllables Parts of Speech

2-syllable 3-syllable 4 or more- nouns verbs Adjectives

words words syllable words

consume contemplate conservation (4) conservation contemplate disabled

construct container disintegrate (4) construct consume reusable
distance consider reusable (4) container construct
reduce disappear responsibility (6) disaster consider
respect disabled distance disappear
resource discover respect disintegrate
recycle responsibility discover
resource recycle
reduce
respect
 CATEGORIZATION (Group-Label)

Categorization Weather Words

1. Types of Weather
2. Storms
3. Temperature
4. Types of Clothes
5. Things that happen because of
weather
6. Ways to know about weather
 CLOZE ACTIVITIES
Petroleum, or crude oil, is one of the world's (1)
---- natural resources. Plastics, synthetic fibres, and (2)
----- chemicals are produced from petroleum. It is also
used to make lubricants and waxes. (3) ----- , its most
important use is as a fuel for heating, for (4) -- ---
electricity, and (5) ----- for powering vehicles.

1. 2. 3. 4. 5.
A. as important A. much A. Therefore A. generated A. decisively
B. most important B. a lot B. However B. to generate B. exclusively
C. so importantly C. plenty C. Moreover C. being C. especially
D. less importantly D. many D. Hence generated D. favourably
E. too important E. Less E. Rather D. generate E. notably
E. generating
 Concept Cards
Best Practice Strategy
The following text will provide classroom teachers with one “best practice”
strategy that will prove successful in vocabulary development for their
elementary and middle grades readers. The strategy targets vocabulary in
meaningful context, to other words, and to the students’ own experiences.
Vocabulary Development 4 Concept cards are another strategy students can
use to learn difficult general or technical vocabulary (Nist & Simpson, 2001).
Why not call these cards flash cards? Because students learn more than just
definitions, the students learn the word in a deep and full manner. The concept
cards below are designed and used by the author in working with children, pre-
and in-service teachers, across the grade levels, and across the subject areas.
Student’s Name_____________

Parts of Speech, e.g., Noun, Adjective, Verb…

Target Word

Dictionary [book or online] Definition

[FRONT OF THE CARD]

•Student’s definition in his/ her own words.

•Student’s sentence using the word.

•Examples of word.

•Characteristics –e.g., synonym, antonym; color; shape; etc.

 [BACK OF THE CARD]

•Sketch or picture related to the word.

•Reference page –where the student found the word; e.g., page
number, textbook, etc.
 Vocabulary Self-Selection Strategy-
VSS
The Vocabulary Self-Selection Strategy (Haggard, 1986) is a small group activity for
word learning. In this activity, students read a text selection and the teacher and each
student is responsible for bringing two words to the attention of the group. Students are
encouraged to choose words they have heard or seen in previous reading, but may not be
able to define.

This strategy is especially effective with students learning English as a second

language. In the discussions students can explore word histories, synonyms, antonyms, and
personal experiences. Because the teacher also selects words, he/she models good
vocabulary learning strategies.
 Vocabulary Hunt
This reading group game will have students poring over their reading assignments.
Before students go to read independently, give them a list of the vocabulary words from
the text that you think are important. You should make sure that there is space at the
bottom of the list for students to add their own words. Then they can search for the
listed words while reading and record the page number where they found each word.
They should also write down and record the page numbers of any words that they think
should be added to the vocabulary list. When students return to reading group, they
earn points for finding the most vocabulary words in the assigned text. The student with
the most points wins and gets to choose which two vocabulary words he or she would
like to use in sentences, then you assign the rest of the words to the other group
members.
 INSTRUCTIONAL MATERIALS
which can be used to Improve Vocabulary

Vocabulary Graphic Organizers

Word walls

Word Chart

Sight words
 Formulating
Motivation-motive Tandem
Questions
 These questions will allow students to
think about what they already know and
relate it to their personal experiences about a
given topic and predict what they will read or
hear.
The answer for motivation questions is based
on their experiences or prior knowledge. This
will activate their schema while the answer
for the motive question can be found on the
first paragraph of the story.
MOTIVATION QUESTION:
Where did your family spend your latest
summer vacation?
MOTIVE QUESTION:
Where did the Cruz family spend their
vacation?
(Answer is found on the first few lines of the story.)
MOTIVATION QUESTION:
What made you happy when you
celebrated your birthday?
MOTIVE QUESTION:
What made Ana happy on her 12th birthday?
Types of Objectives

• Expressive
• Instructional

DEPARTMENT OF EDUCATION
Expressive Objectives

Expressive objectives aim to help

students arrive at their own
interpretation of the selection and to
gain the intended insight or message or
theme of the selection, and/or an
emotional response to it.

DEPARTMENT OF EDUCATION
Expressive Objectives
Examples:
 To realize that love conquers all (insight)
 To appreciate the beauty and wonders of
nature (phenomenon)
 To feel the grief of the victim’s family (emotion)
 To understand respect for others’ rights (human
value)
 To appreciate aspects of humor in the story
(craftsmanship)
 To respond to the story through a specific
activity (task)

DEPARTMENT OF EDUCATION
Instructional Objectives

Instructional objectives focus

on skill development. They are
stated in behavioral terms; they
are SMART – specific, measurable,
attainable, realistic, and time-
bound.

DEPARTMENT OF EDUCATION
PRE-READING
Application
Write a pre-reading lesson plan based
from the story, “ The Hungry Mouse”.
 The Hungry Mouse
Source: www.kidsgen.com/short_stories/the_hungry_mouse.htm
A mouse was having a very bad time. She could find no food at
all. She looked here and there, but there was no food, and she
grew very thin.
At last the mouse found a basket, full of corn. There was a
small hole in the basket, and she crept in. She could just get
through the hole.
Then she began to eat the corn. Being very hungry, she ate a
great deal, and went on eating and eating. She had grown very
fat before she felt that she had enough.
When the mouse tried to climb out of the basket, she
could not. She was too fat to pass through the hole.
" How shall I climb out?" said the mouse. "oh, how shall
I climb out?"
Just then a rat came along, and he heard the mouse.
"Mouse," said the rat, "if you want to climb out of the
basket, you must wait till you have grown as thin as you
were when you went in."
Thank you everyone
And
God bless us all!