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Prereading Activities

The importance of engaging students in prereading activities cannot be overemphasized. It is through activities conducted prior to reading a selection that the teacher can build and activate students' background knowledge on topics or concepts contained in the book. Activation of relevant knowledge is fundamental to comprehension. Because children may not spontaneously integrate what they read with what they know, special attention should be paid to preparation for reading. If appropriate background knowledge cannot be assumed, knowledge-building activities should be provided.

In addition to building or activating background knowledge, prereading activities can provide a forum to elicit from students their feelings and reactions to ideas and issues contained in a reading selection before confronting those issues in the text. Such activities allow students to examine their own beliefs, enhance understanding and appreciation of events in the book or decisions made by characters and encourage aesthetic responses to literature. Further, because they have thought about issues with which characters are confronted, students will identify more intensely with characters during reading. Prereading activities serve to set purposes for reading, arouse students' curiosity, and motivate them to read (Literature-Based Reading Activities, 2nd Ed., Yopp & Yopp Ch.2). 

Anticipation Guides
This reading comprehension activity will take a little while to prepare, but is a good tool for helping your students with prereading activities and comprehension.

Opinionnaires/Questionnaires
Opinionnaires/Questionnaires (Reasoner, 1976) are useful tools for helping readers examine their own values, attitudes, opinions or related experiences before they interact wit book characters. -- Taken from Literature-Based Reading Activities, 2nd Ed., Yopp & Yopp.

Memory
This game takes several hours to prepare, but it's well worth the effort. Children will commit hard words and their definitions to their long term memory, and it's fun! (287 words)

Source:

http://www.uiowa.edu/~amreads/teaching_resources/prereading/index.html

Summary

Prereading Activities

Teachers cannot overemphasize the prereading activities in the engaging students’ importance. They can activate students' background knowledge on topics inside the book through activities conducted prior to reading a selection. Knowledge’s activation is fundamental to comprehension. Preparation for reading needs attention since children do not integrate their own information with the reading. Teachers have to provide knowledge-building activities if students cannot understand background knowledge.

To building background knowledge, prereading activities such as anticipation which will takes to prepare, but is a tool for comprehension students, questionnaires which are useful for readers examine their related experiences before they interact with book character and game memory which takes hours to prepare, but it's worth the effort since children will their definitions to their long term memory can provide a forum to elicit from students reactions to ideas within a reading selection before confronting the issues in the text. They allow students to examine their beliefs, enhance understanding, appreciation of events in the book and encourage aesthetic responses to literature. Students will identify with characters during reading because of their thoughts about issues characters. Prereading activities establish purposes for reading, arouse students' curiosity, and motivate them to read. (195 words)

Wordy sentences

1.  Edit the following paragraph to make any wordy sentences as short as possible without changing their meaning.

Adam Smith, founder of modern economics, proposed a theory that made him controversial. This economist, born in Scotland and educated in England wrote the first study of political economic. The Wealth of nations published in the same year Americans declared their independency from england- that was in 1776 Smith’s book pointed out and directed attention to the interdependence of freedom, order, economic processes and free trade laws. Althoug his thinking did not affect economic policies during his lifetime, it’s influence in the next century was considerable. “the invisible hand” and “laissezfaire” are synonymous with Smith’s name. History has made Smith’s ideas more controversial businesspeople will smile and make a response with words like “he was a good man- really understood how business works”. To liberal reforiners and they will matter somethin along the lines of “he was an evil man- really sold average citizen down the river. Reacctions are extreme but such responses indicate that controversy aroused by Smith’s ideas is still alive.

Sentences reducing strategies

First article

Schenker, in her article “Smart House”, Speak up 169, declare that in the future, thanks to technology, houses will be networked making people life’s easier and comfortable. Internet will connect electronic devices and they will have chips to control activities like housework, communications, shopping, bills or people’s social life. The disadvantages of having a networked home are not significant. People will have to pay some extra dollars for the chips, the internet’s connection and the security measures to protect the system against cyber pirating. People won’t have to afford the mainteinace since the services will repair themselves. The money people can spend will not mean much considering all the benefits of having a smart house.

Second article

This study went over 1,600 marginal and end comments written on 110 first drafts of eassys by 47 university  ESL advanced students, considering both the pragmatic goals for and the linguistic features of each comment. The eassys improved because of an examination of the drafts of each individual eassy which showed the influence of the first draft commentary on the students’s revision and asses the changes made to the teacher’s feedback. A proportion of the comments led to substantive student’s revisions and there were particular kind and forms of commentary that were helpful than others. The results suggest implications for L2 writing instruction and for future studies on a vital but surprisingly neglacted topic.