Pre-reading activities prepare students to understand more deeply what they read. To support meaning, students should be able to understand 90-95% of the words in each text. Previewing and pre-teaching is necessary for Developing readers and multilingual learners, for whom many English terms are unfamiliar. Aside from introducing new vocabulary, pre-reading activities help students identify familiar text structures and supportive text features. Students should have the chance to generate questions, make predictions about what they are going to read, and set a purpose for a specific reading activity. Teachers can also use these activities as an opportunity to assess students’ background knowledge. References DelliCarpini, Margo. “Success with ELLs: Supporting ELLs Before, During, and After Reading.” The English Journal, vol. 100, no. 5, 2011, pp. 108–112. JSTOR, www.jstor.org/stable/23047813. Accessed 7 Aug. 2020. BEFORE YOU READ Instructional routine • Explore and learn Introduce the text to students and work with them to identify its genre (narrative, informational, opinion). Ask students to make connections to similar texts they have read and to recall what strategies they learned to support their understanding of those texts. Preview the title of the text and any illustrations or visuals it contains. Ask students to say what they see and to predict what they think the text may be about. Have students write down their predictions. Remind them to pay attention as they read the text to see if their predictions come true. • Practice Display the text for students and have them identify the features that will help them understand the text. Review and/or clarify any that they miss. Then, help students set a purpose for the reading activity. Make connections to the unit theme and essential questions, but also to specific comprehension strategies that students can use to help them access written information. • Communicate Provide sentence frames and have students discuss in pairs what they think the text will be about and any questions they have about the text’s structure or content. Repeat aloud any new terms that students will encounter when first listening to and reading the text. Have students write down their questions to return to and review as they read. • Assess Use student responses to gauge background knowledge and use this data to inform any additional pre-teaching that may be required. Pay specific attention to students’ understanding of genre types, text structures, and features. Cue students to refer to similar texts that they have read to support their recall of appropriate strategies. Assessment of students’ reading abilities should take place before, during, and after reading. Txxiv
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