LFO Teacher's Guide - Book - Page 15
o In small groups the students discuss what they think the text is about based on
their own knowledge of the topic they think is connected to the title of the text.
Then each group reports.
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Using pictures:
o Say and ask: Look at the picture on the page and ask: What do you think this
story is about?
Using vocabulary:
o Say and ask: These are words from the story (write a few of the new words or
the familiar words on the board). What do you think the text is about?
o Find these words in the text (write a few words from the text on the board).
How do you think these words are connected? Guess again. What do you think
the story is about?
o Now scan the text, and guess a third time!
Using statements:
o Say or write several statements on the board that are somehow connected to
the topic of the text. Have the students decide if the statement is True or False.
Leave the answers on the board and when you are finished reading the text,
check if they predicted correctly.
Group work activities:
o Give three or four sentences for discussion about the topic of the text. Write
the statements on a large sheet of paper and hang it up in various parts of the
classroom. Have the students get up and read the signs, then stand next to the
one they agree with the most. When the groups form, each student has to tell
the others in the group why they chose this sentence. Then each group
presents.
KWL: What do I Know? What do I Want to learn? And What did I Learn?
o Write two questions on the board: What do I Know? What do I Want to Learn?
Point out the K and W initials to students and explain what they stand for. Ask if
they can guess what the letter “L” might stand for. Have students work alone or
in pairs to answer the K and W questions. They then share their answers with
the class. After reading, write a third question on the board: What did I Learn?
Have them share their answers with the class.
The main purpose of a pre-reading activity is to develop expectations about the content of the
text based on its title and additional extra-textual elements (e.g. pictures, vocabulary),
bringing in prior knowledge related to the topic of the text and making predictions about the
text’s content.
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