Pre Reading Strategies - 1.ppt

Pre Reading Strategies

1. COMPREHENSION
STRATEGIES
Today’s news
is on animal
abuse.

2. 1.Organizing thoughts and notes through a
variety of pre-reading strategies

3. Why you should learn these
To understand and getthe information from a passage in a
short time.
To get a quick idea of some of the central thoughts or main
pointscovered in the passage.
To activate prior / background knowledge.

4. Schema Theory
Schema Theory is the theory about knowledge.
It is about how knowledge is represented, and about how
that representation facilitates the use of knowledge in
various ways.
Accordingtothistheory,schematarepresent
knowledgeaboutconcepts:objectsandthe
relationshipstheyhavewithotherobjects,situations,
events,sequencesofevents,actions,andsequencesof
actions.

5. A schema is a cognitive framework or concept that helps
organize and interpret information.
Schemas can be useful, because they allow us to take
shortcuts in interpreting a vast amount of information.
Everybody has their own unique schemata.
Schema Theory
+

6. Schema Theory
Readersdo not always hold thesame schemata as the
writers.
For example, the word “Love” is very abstract. When
vast number of reader read this word, they may come up
with numerous interpretation.
Love =
cherish, care,
infinite...
Love =
Pain,
heartache...

7. Prior knowledge is all the knowledge readers have acquired
through their lives.
It is also known as background knowledge.
“We naturally understand better when we know something
about what we are reading”.
Prior knowledge

8. Reading Purposes
I read to get the main idea,
obtain specific informationand
understand most or all of the
message.
I read to review specific grammatical constructions,
introduce new vocabulary and familiarize with the
typical structure of a certain type of text.

9. Reading
Reading is one of the most important skillsin language
learning.
It is the process of constructing meaning by interacting with
text.
As you read, you use your prior knowledge along with clues
from the text to construct meaning.

10. Pre-Reading Strategies & Activities
Pre-reading strategies help us to build up our expectations
and understandings about a text before we actually begin
reading it. It aims at getting information to us that will provide
the background necessary to comprehension.
Pre-reading activities serve to set purposes for reading,
arouse curiosity, and motivate us to read.
An example of pre-reading strategy would be ‘Prediction’. This
is a Minor Pre-reading strategies.

11. 1Brainstorming
You brainstorm to generate multiple ideas rapidly.
It is particularly useful when you want to break out of
common, established patterns of thinking, so that you
can develop new ways of looking at things.
When you brainstorm, you have to spontaneously write
down all the thoughts that come to mind.

12. 2Mind mapping
Mind Map is a type of brainstorming where you place the title
or subjectas the main idea, then map out the sub-points.
Mind mapping is used during active reading,as you read, you
include new information on your mind map.
A mind map is helpful in indicating the ways ideas are connected.
How to draw a mind map:
1.Write or draw your topic in the centreof a blank page.
2.Let your mind freely associate and write or draw all the
associated thoughts around your centrecircle.
3. Include branches connecting the associated ideas to the central
theme and to each other.

13. 3Pre-questions
Pre-questioning is writing out a series of questions you expect
to be answered before you read the text.
Whenever you decided on questions to be answered before
reading, they are activating prior knowledge.
These questions tend to focus attention and provide purposeful
reading.
Pre-questions can be categorized into four categories:
Definition, characteristics, examples and experiences.

14. 4Visual Aids
Pictures and other visual materials can activate your
prior knowledge.
For example, if you have some schemas forclowns, a
simple picture may serve to retrieve appropriate
knowledge. If MsAlice shares a photograph of a clown
before you read a book on clowns. The picture serves to
activate your schemas on clowns.

15. 5Advance Organizers
This organizer helps you to relatethe newreading
material to something you already know –
background or experiences.
Your advance organizers are skillfully prepared to
activateknowledge you possess while at the same
time helping you to see it in relation to the material
you are about to read.

16. Advance Organizers
Student Objectives/ Learning Outcome
This is a good way to remind you of the objective of the
lesson. Why you should learn these
To understand and getthe information from a passage in a
short time.
To get a quick idea of some of the central thoughts or main
pointscovered in the passage.
To activate prior / background knowledge.
To listen and reflecton colleagues'’ ideas.
To refineand enlargeknowledge.
copyright@tan seoh chen, 2011

17. Advance OrganizersACADEMIC ENGLISH
copyright@tan seoh chen, 2011
1.Organizing thoughts and notes through a
variety of pre-reading strategies
2.Skimming
3.Scanning
Agenda Items
Agendas give you an idea of what you will be learning
that day or during a lecture.

18. Textbook Headings
The headings and subheadings are numbered list of agenda
items to read.
Graphic Organizers
For example, KWL Chart.
“K” for What I KNOW (Pre-reading activity)
“W” for What I WANT to know (Pre-reading activity)
“L” for What I have LEARNED (Post-reading activity)
Advance Organizers

19. Advance Organizers
The KWL chart is an introductory strategy that provides a
structure for recallingwhat you know about a topic,
noting what you want to know, and finally listing what has
been learned and is yet to be learned.
Using a K-W-L chart, students can prepare to research a
topicand use it to track information gathered along the
way. This tool will help students confirm what they know
about a topic and encourage them to think about how they
want to focus their research.

20. K
What I know
W
What I want to know
L
What I Learned
• I already know
that…
• This reminds me
of…
• This relates to…
• Because of the title
I think…
• I think that I will
learn…
• I think the author
will say…
• I want to know…
• I want to know if…
•I wonder if…
• My first reaction was…
• What I learned was…
•The author’s view of the
world is…
• An important key word
in this passage is…
• The purpose of this text
is to…
• The idea that I’m getting
is…
•I enjoyed…
Advance Organizers

21. 6Group discussions
Group discussion includes class discussions and informal
talks in and out of class.
Group discussions serve as techniques to discover more
about what you bring to your reading.
For example, you have a group discussion on Pre-Reading
strategies before the lecturer conduct the lesson on these
strategies.