What question do you ask in the pre reading stage

Asking Pre-Reading Questions - TeacherVision

Lesson Summary

This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions.

Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups.

Objectives

• Students will brainstorm prior knowledge about the topic of a text

• Students will make predictions about the text by asking effective "before" reading questions in order to improve our reading comprehension.

Key Understandings

Materials

Procedure

Select two narrative texts, one will be used to demonstrate the "before reading" questioning strategy, the other will be used for guided practice. It may be easier to choose two texts by the same author or two texts of the same genre. Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as,

"Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game. Before the game, there is a pre-game analysis. That means that the announcer gives us background information about the game, teams, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand what's going on in the game and to explain how certain plays may affect the outcome of the game. They even provide replays of the most important events of the game to make sure we remember them. Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game."

Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the analogy of a pre-game show and before reading questions to help students ask effective "before" reading questions. As you generate questions for each topic. Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column.

• Identify a purpose for reading the text. Narrative = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions.

• Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions.

• Activate background knowledge by taking a picture walk with students. Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text.

• Ask questions about the setting, characters, events, and genre of the book.

Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story.

Guided practice

Give students the opportunity to practice writing and discussing some "before" reading questions for a new story. Place students in 6 groups and have each group record or role play a "pre-reading show" for the new book, just as sports casters broadcast a pre-game show.
1. title/cover
2. author/illustrator
3. setting
4. characters
5. events
6. genre of literature

Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic. Students should generate two of their own "before reading" questions on their topic, and then share their questions and provide feedback to each other. Have groups include information from their prior knowledge and personal experience as they discuss the "before reading" questions, and have them discuss the possible answers and make predictions about the book.

After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a "pre-reading" show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include:

• an introduction of the members of the TV crew

• slogan, jingle, or music

• a discussion of their prior knowledge about the topic

• a discussion of each member's questions

• predictions about the book from each member

Give groups the opportunity to practice asking and discussing their questions before role playing or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. "Microphones" can be made quickly from rolling paper into tubes.

Sharing Ideas

Distribute rubrics to the class. Allow students to score each TV crew as they present.

Independent Practice

Have students think of a younger child that they will spend time with this week. Have them think of a book that they can read to the child. Have students use some of the "before reading" questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre.

Assessment

Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher.

Questions Before, During, and After Reading - TeacherVision

To encourage critical reading, teachers should ask students questions about the text before, during, and after they read. This method is useful for most subjects, from reading to social studies, and is an excellent way to structure literature homework.

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What Is It?

To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently.

Why Is It Important?

Dolores Durkin's research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al. 1998) revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions.

Researchers have also found that when adult readers are asked to "think aloud" as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers:

• Are aware of why they are reading the text

• Preview and make predictions

• Read selectively

• Make connections and associations with the text based on what they already know

• Refine predictions and expectations

• Use context to identify unfamiliar words

• Reread and make notes

• Evaluate the quality of the text

• Review important points in the text

• Consider how the information might be used in the future

Successful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example:

"What is this story about?"
"What does the main character want?"
"Will she get it?" "If so, how?"

Even after reading, engaged readers still ask questions:

"What is the meaning of what I have read?"
"Why did the author end the paragraph (or chapter, or book) in this way?"
"What was the author's purpose in writing this?"

Good authors anticipate the reader's questions and plant questions in the reader's mind (think of a title such as, Are You My Mother? by P.D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The author's job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the author's answers, and asking questions of their own.

How Can You Make It Happen?

To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the author's choice of title, at a vocabulary word, or about how you will use this information in the future.

You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as:

"What clues does the title give me about the story?"
"Is this a real or imaginary story?"
"Why am I reading this?"
"What do I already know about___?"
"What predictions can I make?"

Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model "repair strategies" to correct miscomprehension. Start reading the text, and ask yourself questions while reading:

"What do I understand from what I just read?"
"What is the main idea?"
"What picture is the author painting in my head?"
"Do I need to reread so that I understand?"

Then reread the text, asking the following questions when you are finished:

"Which of my predictions were right? What information from the text tells me that I am correct?"
"What were the main ideas?"
"What connections can I make to the text? How do I feel about it?"

Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one another's questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions.

After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that:

• Can be used to gain a deeper understanding of the text

• Have answers that might be different for everyone

• Have answers that can be found in the text

• Clarify the author's intent

• Can help clarify meaning

• Help them make inferences

• Help them make predictions

• Help them make connections to other texts or prior knowledge

As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you "think aloud" while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension.

“The main thing that reading can give is contact with oneself”

Why read if the necessary information can be obtained in other ways? Perhaps in order to get to know yourself better. So says Yulia Bayandina, partner and co-director of the MIF publishing house, who is 17 years old. We talked with Yulia about reading, current books and the corporate culture of MIF.

Julia Bayandina

Partner and co-director of MIF Publishing House

— Today MIF is more than just a publishing house. You are not only engaged in books, you create courses, organize cultural events, film clubs, and that's not all. What are these extensions for? Why is it not enough to dwell on books?

— From the very beginning, the goal of MIF as a company was to create a space where a person can accept, understand and create himself. Moreover, feeling the contact both with oneself and with the world. It is important for us that our product, whatever it may be (whether it is a book or a course), gives a sense of impulse: the desire to live, to be, to choose your own path, to move from the position of an observer to a creator. And also to give support to a person on this path. This is also achieved through a variety of formats: there are meetings with readers, book clubs, and courses. And about the fact that there are not enough books: there are always enough books, there is not enough time for reading, but that is another story.

— How can a modern person, overloaded with information, be encouraged to read?

— I don't really like the word "encourage", just like the phrase "teach a child to read". I think this is the choice and responsibility of each person. And all we can do as publishers is tell about the book in a way that makes it interesting. Tell why we chose this book and what meanings we see in it.

We have such an exercise in promotion: we look at a book like a cake, in which there are several layers of meanings that can be relevant in different ways for different people. And here it is important to understand what exactly and to whom the book may be interesting. We literally ask ourselves this question. For example, “The Magic of the Morning” is about getting up early or about paying attention to yourself, or about how to assemble a practice constructor in 6 minutes? To each his own. As a rule, it is more interesting to work not with the first answers, not with the context that is not on the surface, but with the answers-meanings that will be in the fifth, sixth, seventh places.

- Can you list the features of the modern reader? What is he?

— The word "modernity" is very timeless. The Mexican poet Octavio Paz said very precisely about this: we are contemporaries for ourselves, but we will be "medieval" for the next generations, because the modern reader is a person who lives in the present. For him, it may be interesting what is happening in the present. In any case, we are a “product” of culture. When we are born, we absorb culture, but at some point we become a source of culture for future generations. We, as modern readers, shape not only the present, but also the culture of the future. Our every action, every word, every choice - all this affects the world, even if it seems mundane.

— How do you see the MIF reader?

- You know, it seems to me that the main thing is a "caring person." This is about responsibility, about the desire to understand yourself, create your life, be in contact with the world.

— Thank you! What topics are readers interested in? What books are popular?

- The most read book in recent times is The Choice by Edith Eva Eger. Edith went through Auschwitz, and then became a therapist and at the age of 90 wrote a book that cannot be read without tears. Her book is self-therapy and support in difficult times. And in the last few months, this is our most popular book.

Looking at the trends a little more, we and other publishers have increased demand for fiction, while non-fiction literature is in decline. Maybe this is a slight hint of escapism, given the reality around us, or maybe the approach of summer.

— Why is it important, in your opinion, to read fiction?

- Because the ability to feel comes in many ways from fiction. It is believed that non-fiction is applied literature that can give specific skills, but you can learn to empathize and develop emotional intelligence through fiction, especially the one that is consonant with the human soul.

A poet (and prose writer), expressing what people feel, gives names to these feelings and thus helps a person to become aware of himself in these feelings, understand himself better and, as a result, begin to live his own life in a different way. That's why it's important to read.

— There are many mental and emotional processes going on during reading. Do you have any tips on how to read to get to know yourself a little better?

- While reading, you can notice the shades of emotions that arise. You can be in solidarity with the author - and then the question is: why do I agree? Or, in some kind of conflict, you can justify one of the parties (and then the question is why this one and not the opposite?) Reading, we notice where we want to turn the page as soon as possible, and which paragraphs we reread several times. If some situation resonates, causes an internal protest or delights, why not follow these sensations? It is worth learning to notice these beacons, everything that causes an emotional response: indignation, curiosity. This helps to understand yourself better. And also, when you read something, you understand why: to get distracted, to learn something, or just because you like it. But… like why? We are always saved by the right questions.

- About "like / dislike". Some do not like the process of reading - boring, uninteresting. At the same time, they can receive information and learn about the world in different ways. In your opinion, should something be done about it? And how to love the process of reading?

- I am against forcing myself to do anything - trying to force myself will lead to nothing but inner rebellion and more disgust. It seems to me that if a person has a more relevant format for obtaining information and self-knowledge than a book, this is good and nothing needs to be done about it. And if a person wants to read, then he has probably already passed the stage when reading looks like a complex and difficult process. The main thing is to find the book that will bring pleasure.

— How can I find that book?

— Why not rely on your own instinct? It rarely fails us. At least at the “interesting/uninteresting” level, we can definitely choose. You can read a couple of pages and understand how much the way the author writes resonates with you, you can look at the cover and annotation. Like it or not? You can consider a book as an opportunity for dialogue, conversation with the author. After all, when we read a book in its entirety, we get more than information. We understand the way people think. You take "Principles" by Ray Dalio from the bookstore and that's it, you can meet him, drink coffee and talk about something. Which is almost impossible in reality. This awareness also helps in the choice: with which of the authors do you want to talk, whose thinking to understand?

— What is reading for you?

— For me, reading is a separate world, delicate, fragile. And the most that reading can give is contact with oneself. This is a space of honesty where you know for sure whether you like the book or not. By reading, a person can understand that his thoughts are not exclusive and that he is not alone in his experiences. Reading helps us stay human.

The book is the space of the word. Whatever the author writes, the book brings it into the world when it comes into contact with the reader. A book is always a co-creation of a reader and a writer. Your experience of communication with the author, the experience of reading will be different from mine - we will read the same book with different emotions, with different perceptions, and we will remember completely different stories after reading. It's magical.

**— Good. Let's talk a little more about the MYTH in more detail, and about the corporate culture, because all this is reflected in the company's activities. The meanings of MYTH are reading, current agenda, creation, development and business with a human face. What do you mean by creation in this business context?

— Creation is the creation of the world and culture. Each of our actions enriches the culture in one way or another. Everything we do leaves a mark. Creation is a proactive position at the level of one's own personality and the surrounding space.

— But how do these principles, the meanings that are embedded in the concept of MYTH, help in work?

— We began to formulate these meanings back in 2019. To find what is our DNA in all the variety of areas - self-development, business, marketing, sports, pop science, healthy lifestyle, children's literature, creativity. Find more than trends, find our timeless meanings. Today, the MIF portfolio is built on these meanings.

— You are engaged in the development of the corporate environment, corporate culture in MIF. How to create an environment in which employees will have an internal motivation to develop, both professionally and personally?

- I like Ben Horowitz's quote, which reflects a lot of our approach to corporate culture and specifically my approach: "We care about people, product and profit." Exactly in that order. We care about people - this is always the most difficult part, but without it, the rest does not matter. When the lockdown began, I started one of the internal mailing letters with this quote. At the heart of the company's strategy, we have people and a human relationship with each other.

And if we talk about the principles that exist within the company, this is maximum transparency and responsibility to each other. This is constant synchronization and flexibility.

Example. We work remotely from 63 cities around the world. At the end of February, the context changed for everyone - what are we going to do? Unscheduled meeting for the whole company on the next day. This is an example of corporate culture. There is an event - there is an instant reaction. Then we talked about the Kenevin model and that we are in the chaos quadrant, and tried to find practices and actions that would help in this case. They also answered any questions in the free microphone mode. This is maximum transparency, openness, focus on people and on each other, and mutual responsibility. This is what is important to us.

— In closing, I can't help but ask you for book recommendations.

- Choice by Edith Eger. A book that allows you to deal with anything. It is difficult to read it, sometimes even painful, but the further you read, the more light you feel inside yourself, the more faith that any, even the most terrible reality, can be overcome. You start reading and understand how through pain and absolutely unbearable hardships a person can recreate and heal himself. Edith Eger has a second book, The Gift, which is more applied, but I advise you to start with The Choice.

I recently read the book The Mystery of the Ageless Jellyfish. Also great. This is a book about longevity, written very lightly and with humor. Endurance is an inspiring read about human capabilities. The Inner Child is a good book for anyone who has matured. And the book "Spiritual Intelligence" is an interesting approach to understanding yourself and your own consciousness.

— Thank you!

— And thank you.

Edith Eva Eger

Mann, Ivanov & Ferber, 2021

Edith Eva Eger

Mann, Ivanov & Ferber, 2020

Joe Bowlby

Mann, Ivanov & Ferber, 2022

Niklas Brandborg

Mann, Ivanov & Ferber, 2022

Alex Hutchinson

Mann, Ivanov & Ferber, 2021

Charles Whitfield

Mann, Ivanov & Ferber, 2022

Methodological seminar "Technology of productive reading at the lessons of literary reading in elementary school" | Methodical development (grade 2):

Techniques of productive reading in the lessons of literary reading in elementary school

The Federal State Educational Standard of Primary and General Secondary Education set the task for students to master the skills of full reading, which implies the readiness of schoolchildren to solve such cognitive and communicative tasks as understanding the text , search for specific information, self-control, restoration of a broad context, interpretation, commenting on the text, etc. It is reading skills that will provide the student with the opportunity to independently acquire new knowledge, expand their horizons, and in the future will create the basis for self-education throughout their lives.

School practice confirms that dislike for reading and associated learning difficulties often arise due to the fact that the student does not know how to understand what he read.

Forming a conscious child reader is not an easy task facing the elementary school.

Therefore, I try to use new technologies: non-standard techniques that help develop students' interest in reading, finding answers to emerging questions.

Productive reading technology is gaining leading importance and contributes to the achievement of the results that are stated in the new education standards.

Productive reading technology is an educational technology based on the laws of reading activity and providing, with the help of specific reading techniques, a full perception and understanding of the text by the reader, an active reader's position in relation to the text and its author.

Productive reading allows you to: understand what is explicitly stated in the text; highlight the main idea of ​​the text, its main meaning; read "between the lines", understanding what is implicitly reported in the text.

Purpose of the technology: formation of the student's reading competence.

Achieving this goal involves solving the following tasks:

• Formation of reading techniques and techniques for understanding and analyzing text;
• Simultaneous development of interest in the very process of reading, the need to read;
• Introduction of children through literature into the world of human relations, moral and ethical values; formation of aesthetic taste;
• Development of oral and written speech, mastery of speech and communicative culture; development of creative abilities of children;
• Introduction to literature as the art of speech and practical acquaintance with theoretical and literary concepts.

The technology includes 3 stages of working with text:

I stage. Working with text before reading

Stage II. Working with text while reading

Stage III. Working with text after reading

Stage I. Working with text before reading

The goal is to develop such an important reading skill as anticipation, i. e. the ability to guess, predict the content of the text by title, author's name, illustrations.

The main task is to arouse in the child the desire and motivation to read a story, a poem, a book.

1. They read the author's name (sometimes I suggest to get acquainted with the exhibition of his books), the title of the work, consider the illustration that precedes the text, then express their assumptions about the characters, theme, content.

For example: E. Charushin "A terrible story"

I write the author and the title of the work on the board.

- Who is the author of the work? Are you familiar with him and his other works?

- Read the title of the story. Guess what will be discussed?

- Open the textbook and look at the illustration for the work. Who is in the picture? What do you think, without seeing the illustration, could you guess who the story will be about?

2. Then I propose to formulate the title of the topic, the purpose of the lesson and the objectives of the lesson.

Stage II. Working with text while reading

This stage begins with the primary reading of the text, but preference is given to independent reading by children or combined reading (at the choice of the teacher) in accordance with the characteristics of the text, age and individual abilities of students. Identification of primary perception is carried out with the help of a conversation, fixing primary impressions.

A special role in this technology is given to rereading the text. Slow "thoughtful" repeated reading (of the whole text or its individual fragments) and its analysis go through the following methods: dialogue with the author through the text, commented reading, conversation on what was read, highlighting key words. At the same stage, a generalization of what has been read is carried out through the formulation of generalizing questions. Appeal (if necessary) to individual fragments of the text. Expressive reading.

While reading A. Kuprin's story "The Elephant" I ask a question:

- Do you think the father will fulfill the girl's request? If yes, how can he do it?

The children answer:

- No, the father cannot bring a real elephant into the house. Most likely, he will bring a toy or a picture.

When we read K. Paustovsky's story "The Disheveled Sparrow", I ask the children:

- Will the sparrow return the crystal bouquet to the mother? Can she pin it to her dress during the premiere?

At this stage, the children learn to ask their questions to the author as they read. These are questions, the answers to which are contained in the text, but in an implicit, hidden form. For example, how can this be explained? What follows from this? Why is it so...? For what …? Who it …? The questions that arise again suggest the emergence of assumptions and verification of oneself in the course of further reading.

Stage III. Working with the text after reading

The goal is to correct the reader's interpretation in accordance with the author's meaning.

The main task is to provide in-depth perception and understanding of the text.

Put a question to the text as a whole. The children's answers to this question and the conversation follow. Its result should be an understanding of the author's meaning.

A story about the writer and a conversation with children about his personality is recommended after reading the work, and not before, because it is after reading that this information will fall on prepared soil: the child will be able to correlate it with the idea of ​​the author’s personality that he has developed in the process of reading . In addition, a well-structured story about the writer will deepen the understanding of the read work

Repeated reference to the title of the work and illustrations. A conversation about the meaning of the title, its connection with the theme, the main idea of ​​the author, etc.

Illustration questions: “Which particular fragment of the text did the artist illustrate (or maybe this is an illustration of the entire text as a whole)?

Is the artist accurate in details? Does his vision match yours? etc.

Performing creative tasks in a workbook that develop various skills, for example, the ability to determine the topic of a work, the ability to find the main idea, the ability to navigate the text, etc.

This technology is aimed at the formation of communicative universal learning activities, the ability to interpret what is read and formulate one's position, to adequately understand the interlocutor (author), the ability to consciously read textbook texts aloud and to oneself; cognitive universal learning activities, namely, the ability to extract information from texts, illustrations, diagrams; the ability to draw conclusions based on text analysis; the ability to find answers to questions; the ability to generalize and classify by signs; personal - analyzing the text, students learn to formulate value judgments. And when predicting the upcoming work, with the ability to express one’s assumption based on working with the text, as well as with the ability to evaluate learning activities in accordance with the task set, regulative universal actions are formed.

Productive reading technology improves the efficiency of the educational process and achieves the results that are stated in the new standards. The technology is universal. It is effective not only in the lessons of literary reading, but also in the lessons of the Russian language and the world around. The use of productive reading technology in elementary school lessons will make it possible to solve the tasks set for educational institutions by the state within the framework of the Federal State Educational Standard. I consider the possession of the technology of productive reading the key to successful learning not only in elementary school, but also in middle school and in high school.

Systematic use of the technology of productive reading at the lessons of literary reading has led to a number of positive results. The children developed a steady interest in reading, they began to visit the library more often. In the process of reading, they improve their reading technique. The results of checking the reading technique today look like this: above the norm - 12 people, the norm - 10 people. Students take an active part in extracurricular activities, thereby developing creative abilities.

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