CONTENT AREA LITERACY STRATEGIES 

Iowa Approved Reading Strategies

Background Knowledge

Activating Background Knowledge:

Source:  http://www.bankstreet.edu/literacyguide/pre.html

PreP (Prereading Plan) Langer 1981

Second Description of PreP          Explanation adapted from Buehl, Doug. 1995

  Forming Purpose for Reading :
Formulate and encourage the student to come up with two or three predictions or questions before reading. "This is a story about a boy who wants a dog, but his mother won't let him have one. What do you think he is going to do first? Why do you think that?" "You already know a lot about dinosaurs. What are some things you want to find out about them when you start reading this book?"
Source:  http://www.bankstreet.edu/literacyguide/pre.html

Advanced Organizer Ausubel 1968

Anticipation Guides Readance, Bean 1998

Text Preview Graves, Cook 1983

Chapter Tour - a related strategy

  Conducting Picture Walk:
With Emergent and Early readers conduct a "Picture Walk" through the book, or chapter, by covering the print, and encouraging or guiding the student in a discussion of what could be going on based on the pictures. If there is vocabulary that may not be familiar to child such as "cupboard" or "bonnet" point the words out and explain them in connection with the pictures and the context of the story. "You're right, in this picture the teeny tiny woman is putting on her hat, except in this book it's called a 'bonnet' (pointing to the word) which is another word for hat. She is putting on her teeny tiny bonnet. Do you think she is getting ready to go somewhere? " In your discussion of the pictures, be sure to use as much of the actual book language as possible, especially if there are repeated patterns or refrains. (The Teeny Tiny Woman, Barbara Seeling).
Source:  http://www.bankstreet.edu/literacyguide/pre.html

CRCSD Language Arts "Wiki"

CRCSD CAL Table of Contents