Pre Reading Activities for Bernice Bobs Her Hair by F. Scott Fitzgerald. #1
Creating Story Impressions. 1. Introduce the strategy: “Today we are going to '
makeup' ...
Pre Reading Activities for Bernice Bobs Her Hair by F. Scott Fitzgerald #1 Creating Story Impressions 1. Introduce the strategy: “Today we are going to ‘makeup’ what we think the story is about” 2. Create a Story Chain on an overhead with a list of word clues for the story 3. Tell the students they will use the clues to make predictions and write their own story to compare after finishing the assigned reading. 4. Read the clues together; show that the arrows link one clue to the next in a logical order 5. Brainstorm story ideas, “what do we think this story could be about?” 6. Demonstrate how to write a Story Guess. Working together, creates a class composed story. Then read aloud the final result. 7. Have students read the assigned text. 8. Discuss how the class composed version is similar and/or different. Story Chain Example Story Chain
Text Prediction
Dance
The main character goes to a dance. She is frustrated because things don’t go the way that she wants them to. She overhears a conversation that hurts her feelings. She confronts the person that was saying terrible things and it turns into an argument. When they are finished fighting they accept one another and become friends. Something happens to make one of the characters jealous of the other so they decide to trick them. After they trick the other character they have decided they have gotten their revenge and that is the end of the story.
Content Area Reading: Literacy and Learning Across the Curriculum (9th ed.) - Richard Vacca
#2 Imagine, Elaborate, Predict, and Confirm (IEPC) This strategy encourages students to use visual imagery to enhance their comprehension of a text selection. 1. Select a passage that contains content appropriate for developing imagery 2. Imagine: Have students close their eyes and imagine the scene from the passage. Encourage them to use sensory experiences by thinking about the tastes, smells, sights, and feelings that they associate with the topic. Ask students to share their images with a partner or with the group. Record their ideas in the “I” on the chart. 3. Elaborate: Once students have heard initial responses from their classmates, ask them to think of additional details associated with the scene they have visualized. Ask questions that will prompt them to elaborate on the original images they described. Record the responses in the ‘E’ column of the chart. 4. Predict: Have students use their initial images and elaborations of those images to make predictions about the text they are going to read. Record those predictions in the ‘P’ column of the chart. 5. Confirm: During and after reading encourage students to recall their predictions. Were they able to confirm their predictions or have they modified them based on what they have learned from reading the text? Record their confirmations in the ‘C’ column of the chart.
Chart Example
I
E
P
2
2
Content Area Reading: Literacy and Learning Across the Curriculum (9th ed.) - Richard Vacca
