Beruflich Dokumente
Kultur Dokumente
Unit Title: People recognize important events through celebrations and traditions.
Grade: 3
Pre-Reading Strategies
Strategy name: KWL chart
Citation: Frey, N., & Fisher, D. (2007). Reading for information in elementary school:
Content literacy strategies to build comprehension. Upper Saddle River, NJ: Pearson
Merrill Prentice Hall.
Gunning, T. (2013). Creating literacy instruction for all students (8th ed.) Upper
Saddle River, NJ: Pearson.
Strategy description: Three questions: what do I know, what do I want to know and what have
I learned are placed in three columns. The questions are used to prompt discussion about the
new topic. Students brainstorm and write down their thoughts in the appropriate column and
these will guide inquiry during the unit. Using the what do I know and what do I want to know
will activate previous knowledge and help students to think about what they want to find out
during the inquiry. This would also show the teacher how much the student knows already and
whether the topic interests him. The final column: what have I learned is filled out at the end of
the unit and helps students to see how much they have learned and how their thinking has
changed over the course of the unit.
Placement in unit: at the beginning and end of the unit.
Technology component: No technology component
Strategy name: Anticipation guide
Citation: Frey, N., & Fisher, D. (2007). Reading for information in elementary school:
Content literacy strategies to build comprehension. Upper Saddle River, NJ: Pearson
Merrill Prentice Hall.
Strategy description: Teacher prepared list of statements that connects to a passage or text
(pg.53). The statements will activate previous knowledge and stimulate curiosity about the new
unit. The anticipation guide consists of five to ten statements (depending on the reading level of
the student) relating to the text which the students answer before and after reading a text.
Some statements will be factual, some open ended. The students complete the guide before
they start reading and write a + when they think the statement is true and o when they think the
statement is false. Students then read the leveled text and re-read the statements this time
answering true or false again and checking whether there are any changes in their answers.
Placement in unit: at the beginning of the unit.
Technology component: Story can be projected on the smart board and students can follow the
text.