Pre-Reading Strategy
Wordstorming to Anticipate Content
1. What is the wordstorming to anticipate content strategy?
›Wordstorming to anticipate content is a strategy that allows readers to asses and builds content knowledge before starting a topic or unit of study. The most notable way of practicing this strategy is by brainstorming to create a list of vocabulary words in a graphic organizer. In addition, this strategy allows readers to predict content and make predictions on a particular unit of study, topic or theme.
2. Why would I teach this strategy?
›I would teach this strategy because using this strategy allows me to assess my students’ knowledge of the content being presented to them. Likewise, students can be given the opportunity to predict a large number of topic-related vocabulary in order to gain a broad knowledge base of the content being covered. In addition, students are equipped to make content-related predictions and develop questions. Lastly, this strategy gives students a purpose for reading and research before, during and after a unit, theme or topic is studied.
3. How would I teach this strategy?
›For example, I would teach this strategy as follows:
›
›a) Have students read the title of text, whether it be the theme being studied, topic or title of book.
›b) Allow students to predict words that fit content and then add it to graphic organizer
›c) Make predictions and questions about the text and then add it to a separate graphic organizer alongside wordstorming list.
›d) Read material, for example, text, about topic, unit or theme being studied.
›e) Add additional vocabulary words to wordstorming graphic organizer as students and teacher discuss contents of material.
›f) Lastly, review predictions and questions in order to determine if predictions were correct, if questions were answered and to inherit new information about the content.
Credit to: Nana Nyarko
Wordstorming to Anticipate Content
1. What is the wordstorming to anticipate content strategy?
›Wordstorming to anticipate content is a strategy that allows readers to asses and builds content knowledge before starting a topic or unit of study. The most notable way of practicing this strategy is by brainstorming to create a list of vocabulary words in a graphic organizer. In addition, this strategy allows readers to predict content and make predictions on a particular unit of study, topic or theme.
2. Why would I teach this strategy?
›I would teach this strategy because using this strategy allows me to assess my students’ knowledge of the content being presented to them. Likewise, students can be given the opportunity to predict a large number of topic-related vocabulary in order to gain a broad knowledge base of the content being covered. In addition, students are equipped to make content-related predictions and develop questions. Lastly, this strategy gives students a purpose for reading and research before, during and after a unit, theme or topic is studied.
3. How would I teach this strategy?
›For example, I would teach this strategy as follows:
›
›a) Have students read the title of text, whether it be the theme being studied, topic or title of book.
›b) Allow students to predict words that fit content and then add it to graphic organizer
›c) Make predictions and questions about the text and then add it to a separate graphic organizer alongside wordstorming list.
›d) Read material, for example, text, about topic, unit or theme being studied.
›e) Add additional vocabulary words to wordstorming graphic organizer as students and teacher discuss contents of material.
›f) Lastly, review predictions and questions in order to determine if predictions were correct, if questions were answered and to inherit new information about the content.
Credit to: Nana Nyarko