Pre-reading Strategies
GREETINGS
Say:
Good day everyone, I am ____.
I will be facilitating the session,
“Pre-reading Strategies”, which
will be shared by Professor
Hazelle Preclaro-Ongtengco,
a professor at the Reading
Education Department,
College of Education,
University of the
Philippines, Diliman.
Introduction of Topic
During the previous sessions, we were
introduced to the different kinds of
children’s literature that we can use
for our lessons. We were also taught
how to formulate expressive and
instructional
objectives for our reading and
literacy lessons. In this session, we
will learn how to achieve some of
those objectives by planning pre-
reading strategies that are
appropriate for your lessons.
At the end of this session, you are
expected to:
1. Understand the importance of
pre-reading activities
2. Identify and formulate
effective pre-reading strategies
Time
Allotment
A. Session : 3 hours
B. Video: Approximately 38
minutes total
Materials
A. Videos: Pre-reading Strategies
Part I, Pre-reading Strategies
Part-2
B. Handout: PowerPoint
presentation on Pre-reading
Strategies
C. Workshop materials: identified
storybooks, chart paper, markers,
meta cards
Procedure
A. Priming Activity (10 minutes)
Divide the group into small
groups consisting of 6-8
members each.
Have each group brainstorm the
activities that they usually do prior
to reading a story. Ask them to list
each activity on a Meta card. After
5 minutes, ask members of the
group to categorize these activities
according to their objectives.
Ask them to place their Meta cards on a
three-column chart such as the one
below: To activate students’
To develop To develop a
concepts or background purpose for
vocabulary knowledge reading/listening
Activity 1 Activity 4 Activity 2
Activity 3
Procedure
B. Analysis and Discussion (20
minutes)
Have groups post their charts (list
of strategies/ activities). Discuss
similarities and differences in
their list.
Did the groups present similar
activities? Which are more
commonly done? Which are less
commonly done?
Can certain activities serve two
purposes? (ex. Develop
vocabulary and develop purpose
for listening?)
Ask:
Why is it important to do these
things before asking students to
read or listen to a story?
Procedure
C. Abstraction (60 minutes)
Say:
In the video that we will be
watching, Professor Preclaro-
Ongtengco further expounds on
the importance of pre-
reading
strategies in literacy
instruction. She describes and
demonstrates pre-reading
activities that can be used for :
a. developing concept/s vocabulary
b. activating prior knowledge, and
c. developing a purpose for
reading. She provides tips on
conducting these activities in
order to help us achieve our
lesson objectives.
While watching the video,
please note the answers to the
following questions:
Focus Questions
1. What are some questions to ask prior
to planning your pre-reading
activities?
2. What are some ways by which we can
develop concepts and vocabulary
relevant to the selection?
3. Why is it important to activate
student’s prior knowledge?
4. Differentiate motivation and motive
questions. What are some tips on
formulating motivation and motive
questions?
Play the first part of the video at
the 18:38 mark until end.
Discuss answers to focus
questions covered by Part 1.
Play the second part of the video.
Discuss answers to focus
questions covered by Part 1.
Procedure
D. Post-video Discussion (20 minutes)
Below are additional questions
for discussion:
1. What are some pre-reading
strategies that you would
personally want to try out in your
classes? Discuss with a partner
(think-pair-share) some pros and
cons of these pre-reading strategies
in your particular context.
2. In the video, the speaker discussed
strategies that the teachers can do
prior to reading aloud stories to
their students. Will these strategies
also work when asking students
to
read stories/texts on their own
(especially for Grades 2 or 3)? If
not, how may these pre-reading
strategies be modified for
independent reading sessions?
Workshop/Application (1 hour)
Arrange the participants into groups
consisting of 6-8members each.
Assign a book to a group (Or let them
choose a selection from the DepEd
Teacher Guide or Learner Materials).
Instruct group to:
1. Formulate expressive objectives
2. Formulate instructional objectives
3. Identify words to unlocked
4. Identify concepts that need to be
clarified
5. Make a motivation-motive tandem
question
Provide chart paper and markers to
each group. Have each group post
their output at the end of the
session. Facilitator may focus
critiquing and feedback by story.
Note to trainers: Please make sure to go around the groups during the workshop time
to be able to give feedback to groups while they are working.
