Before Reading- Activating Prior Knowledge and Text Structure
Before students are able to read and comprehend text they must first activate their prior knowledge and understand the type of text structure they are reading. It is imperative that these steps are completed before students read so that comprehension can take place. If prior knowledge and text structure is not put into place before reading happens, many students will struggle with comprehension. Here is an example of the problems students might face. Read the following paragraph and try to summarize it.
"The concurrence principle implies more than the temporal concurrence of the mens rea and actus reus. The relationship between the two parts of the crime must be deeper: the impelling force or motivation behind the act that causes the social harm must have been the mens rea of the offense and not some other thought process such as the mental state of preparing to commit the offense." (Dressler, J., 1987, p. 172). Dressler, J. (1987). Understanding Criminal Law. New York: Bender.
Most of us do not have the prior knowledge in criminal law to understand what Dressler wrote. Taking a few minutes and explaining three of four vocabulary terms would help us with our comprehension. Imagine Dressler was our teacher and assigned this section to us and asked us to complete the three questions at the back of the section. How deep would your comprehension be of this topic? Remember many of students lack the same background knowledge in our content areas as we did for criminal law.
Websites for activating prior knowledge and text structures:
Activating prior Knowledge- Thinkport has excellent resources for all parts of the reading process.
Text Structure- Short article from the NEA on text structures. Nice graphic explains four types of text structures commonly found in textbooks.
Before Reading Activities- Excellent source of ideas for Pre-reading activities. The site explains all activities and has worksheets that go along with the lessons.
"The concurrence principle implies more than the temporal concurrence of the mens rea and actus reus. The relationship between the two parts of the crime must be deeper: the impelling force or motivation behind the act that causes the social harm must have been the mens rea of the offense and not some other thought process such as the mental state of preparing to commit the offense." (Dressler, J., 1987, p. 172). Dressler, J. (1987). Understanding Criminal Law. New York: Bender.
Most of us do not have the prior knowledge in criminal law to understand what Dressler wrote. Taking a few minutes and explaining three of four vocabulary terms would help us with our comprehension. Imagine Dressler was our teacher and assigned this section to us and asked us to complete the three questions at the back of the section. How deep would your comprehension be of this topic? Remember many of students lack the same background knowledge in our content areas as we did for criminal law.
Websites for activating prior knowledge and text structures:
Activating prior Knowledge- Thinkport has excellent resources for all parts of the reading process.
Text Structure- Short article from the NEA on text structures. Nice graphic explains four types of text structures commonly found in textbooks.
Before Reading Activities- Excellent source of ideas for Pre-reading activities. The site explains all activities and has worksheets that go along with the lessons.
Setting a purpose for reading
Setting a purpose for the reading helps in motivating students to want to read. While this is not the magic key for students to drop everything and read what you have assigned, it helps them to internalize why they are being assigned the task.
Setting a purpose for reading- This link is also to Thinkport and provides other ideas and sites for setting the purpose.
Setting a purpose for reading- This link is also to Thinkport and provides other ideas and sites for setting the purpose.
Previewing the text
Previewing the text with students before they helps them to set background knowledge, understand the text structure, sets a purpose for them to read, helps them to internalize what is being asked of them, and allows the teacher an opportunity to point out crucial parts of the text and ancillary features of the text (pictures, diagrams, maps, primary source documents, and art) These are often missed by students when they read. These are important features for helping students make connections with the text. Also keep in mind most of our students tend to be visual learners, these will help them to put the text into perspective.
Adolescent Lit- Nice article with different examples of previewing a chapter from text with students
Text Walk-An idea of for previewing text.
Adolescent Lit- Nice article with different examples of previewing a chapter from text with students
Text Walk-An idea of for previewing text.