AL2: Pre-Reading Support
Lesson 1
Check Your Learning
Start
Question 1/5
1. True or False: Pre-reading strategies help to bolster students’ reading comprehension skills by providing them with support while they read a book or a text.
False
True
CORRECT!
Next
TRY AGAIN.
Return
Question 2/5
2. Which of the following is a solution to students' low motivation or interest in reading?
Preview text features like headings and subheadings
Ask students questions about their prior experience with or knowledge of the topic
Review vocabulary terms that may be unfamiliar to students
Provide a graphic organizer of the text components
CORRECT!
Next
TRY AGAIN.
Return
Question 3/5
3. Which area of consideration do teachers NOT review when determining when a pre-reading lesson should be conducted?
Content standards
Prior experience
Background knowledge
Text difficulty
CORRECT!
Next
TRY AGAIN.
Return
Question 4/5
4. Drag-and-drop the description on the right to match the level of pre-reading instruction on the left.
The student's first experience and reading of the text is independent.
Cold reading
Limited instruction
Teacher does all of the meaning-making work for engaging with the text .
Lengthy instruction
Students enter into reading the text with some initial instances of support.
Over-scaffolded
Students rely on the teacher’s provided information to make sense of the text as they read.
check
Question 4/5
Check your answers below, then continue to the final question.
The student's first experience and reading of the text is independent.
Cold reading
Limited instruction
Students enter into reading the text with some initial instances of support.
Lengthy instruction
Students rely on the teacher’s provided information to make sense of the text as they read.
Over-scaffolded
Teacher does all of the meaning-making work for engaging with the text .
Next
Question 5/5
5. Which of the following descriptions represents the appropriate balance in pre-reading activities?
Allow students to grapple with the text while scaffolding discrete aspects of students’ understanding
Encourage students to complete a KWL chart before every reading
Ask students prediction questions about the text and confirm their predictions before initiating the reading
Ask students priming questions while helping to expand on students' answers
Great job! Continue to the next lesson.
Home
TRY AGAIN.
Return
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Transcript
AL2: Pre-Reading Support
Lesson 1
Check Your Learning
Start
Question 1/5
1. True or False: Pre-reading strategies help to bolster students’ reading comprehension skills by providing them with support while they read a book or a text.
False
True
CORRECT!
Next
TRY AGAIN.
Return
Question 2/5
2. Which of the following is a solution to students' low motivation or interest in reading?
Preview text features like headings and subheadings
Ask students questions about their prior experience with or knowledge of the topic
Review vocabulary terms that may be unfamiliar to students
Provide a graphic organizer of the text components
CORRECT!
Next
TRY AGAIN.
Return
Question 3/5
3. Which area of consideration do teachers NOT review when determining when a pre-reading lesson should be conducted?
Content standards
Prior experience
Background knowledge
Text difficulty
CORRECT!
Next
TRY AGAIN.
Return
Question 4/5
4. Drag-and-drop the description on the right to match the level of pre-reading instruction on the left.
The student's first experience and reading of the text is independent.
Cold reading
Limited instruction
Teacher does all of the meaning-making work for engaging with the text .
Lengthy instruction
Students enter into reading the text with some initial instances of support.
Over-scaffolded
Students rely on the teacher’s provided information to make sense of the text as they read.
check
Question 4/5
Check your answers below, then continue to the final question.
The student's first experience and reading of the text is independent.
Cold reading
Limited instruction
Students enter into reading the text with some initial instances of support.
Lengthy instruction
Students rely on the teacher’s provided information to make sense of the text as they read.
Over-scaffolded
Teacher does all of the meaning-making work for engaging with the text .
Next
Question 5/5
5. Which of the following descriptions represents the appropriate balance in pre-reading activities?
Allow students to grapple with the text while scaffolding discrete aspects of students’ understanding
Encourage students to complete a KWL chart before every reading
Ask students prediction questions about the text and confirm their predictions before initiating the reading
Ask students priming questions while helping to expand on students' answers
Great job! Continue to the next lesson.
Home
TRY AGAIN.
Return