STRATEGY DEMONSTRATION: PREVIEWING A TEXT

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Strategy Demonstration: Previewing A Text
By: Stephanie McLean
August 18, 2013
University of New England
EDU 742 Study Skills & Content Area Literacy Instruction for All
Linda Lacasse



















STRATEGY DEMONSTRATION: PREVIEWING A TEXT

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Reflection

Previewing a text will help the reader establish a purpose for reading (
Ellery & Rosenboom, 2011 p. 113). Establishing a purpose for reading will focus
the reader and make them pick up on important information as they read along.
This will also show the students the value of the text they are about to read which
will enhance engagement in the activity (Guthrie & Klauda, 2012). This strategy
could be used with any content area reading and would be particularly helpful
with nonfiction and informational text.
I would introduce this strategy in the beginning of the school year in hopes
that my students would eventually preview all texts in all content areas
automatically. I would do this by modeling for my students. We would take a text
as a class and go through all the steps together of previewing a text such as
finding the title, author, publisher, table of contents, key terms and headings,
graphs and charts, index, appendix, and glossary of terms. Using the text
scavenger hunt that I attached in my Glog, the students could follow along filling
their own organizer out. This would ensure that they were actively engaged in
the lesson. Also, when they go to preview other texts on their own I will have this
graphic organizer available for them to use. This will help them stay focused and
read with that focus in mind.
While the students are skimming and scanning the text they will most
likely come up with questions that they want to answer while reading the text
STRATEGY DEMONSTRATION: PREVIEWING A TEXT

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(Ellery & Rosenboom, 2011). These questions will motivate the reader to read
further (Guthrie & Klauda, 2012, p. 66).
Allowing the students to form their own questions about reading
accommodates to the different learning styles and abilities. Students who are
capable can use those higher order-thinking skills in forming and answering
those questions. Students who need more practice on the basics can
concentrate on the literal comprehension questions and work their way up to the
more complex skills (Guthrie & Klauda, 2012, 66).


http://smclean2.edu.glogster.com/strategy-demonstration-previewing












STRATEGY DEMONSTRATION: PREVIEWING A TEXT

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Reference:
Ellery, V. Rosenboom, J.L. (2011). Sustaining strategic readers: Techniques for
supporting content literacy in grades 6-12. Newark, DE:
Guthrie J. & Klauda S. (2012). Making Textbooks Reading
Meaningful. Educational Leadership, 69(6), 64-68.